Page 133 - Faculty Handbook2

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General Concerns
133
has to be intentional about almost all aspects of his/her daily
living. Many students depend on the use of adaptive
transportation to get to class and around campus. Reliance
on such transportation may limit students’ opportunities to
be involved in spontaneous events. Barriers to the physical
campus and the surrounding community may also limit a
student’s ability to interact with peers and faculty in a
seamless and natural way.
Students with physical disabilities often use assistive
technology, which includes course materials provided in
Braille or electronic format, screen readers and enlargers,
and magnifiers that enlarge print information on a
blackboard. Course websites and instructional tools like
Blackboard can link students to the professor and class with
minimal physical effort and allow materials to be prepared
for document conversion well in advance. Technology that
has not been designed with features of accessibility can
become a significant barrier in the course. Videos without
captioning, documents that cannot be read by screen readers
or graphics without descriptions may exclude a student or
force the student to use an aide. Having to rely on an
assistant greatly minimizes the student’s independence and
equal opportunity.
Hopefully students will self-identify to professors or give
permission for the student’s counselor to inform the
instructor of the student’s enrollment in the course. Advance
notice allows the instructor to make any modifications during