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Accessible Library Instruction

CSUN Resources

Universal Design Center Material 

NCOD | Deaf and Hard of Hearing Services 

University Library 

Key tips

Synchronous Teaching

  • Ask the instructor for any accessibility needs that need to be met when scheduling the session
    • This can be as simple as an email asking if there are accessibility needs that you should be aware of
  • Provide all teaching materials in advance for students, when possible
    • Provide teaching materials in alternate formats, if requested
  • Set clear expectations for the outcomes of the class and how students can participate
    • Include a slide with an agenda and/or learning outcomes at the start of the session
    • This helps students know what to expect from the session and can structure their learning within that session
  • Face the direction of the students when speaking
    • This improves audibility and facilitates lipreading
  • Repeat any questions or comments that are made by students 
  • When playing videos, automatically put the closed captioning on. 
  • Use a microphone for larger classes
    • This includes using the microphone while presenting, and passing the microphone to student during questions
  • Verbally explain any images or diagrams on the screen 
    • Point to, or highlight, specific aspects of the image or diagram, if discussing in further detail
  • Provide frequent pauses for students to catch up with their notetaking
    • During pauses, ask if any one has questions about what has been covered so far
  • Provide opportunities for students to contact you and follow up outside of class
    • This can include providing your email, phone, etc. on introductory/closing slides and verbally describing your contact information
    • This provides students with opportunities to ask questions and/or request additional materials

Synchronous Remote Teaching

  • Ask the instructor for any accessibility needs that need to be met as you are scheduling the session
  • Provide clear expectations for the outcomes of the class and how students can participate
  • Identify specific tools or functions that are available for students to use during the session 
  • Position the camera so that students can clearly see your face
    • This facilitates lipreading
  • Read aloud any questions or comments that are typed into the chat or Q&A functions
  • When playing videos, automatically put the closed captioning on. 
  • Zoom
    • Utilize Zoom live-automated captioning
    • Environmental noise may negatively impact students who rely on residual hearing. Minimize background noise (e.g. by muting participants, locating yourself in an area with as little background noise as possible)
    • Use a functional microphone. Check your equipment before you begin.
    • Allow multiple ways of participating: typing in chat, speaking, using annotate, etc. Don’t arbitrarily restrict which may be used.
    • Only allow one speaker to speak at a time. Consider muting/ unmuting participants to facilitate this.
    • Zoom is compatible with screen readers.
    • Zoom is keyboard navigable. It has a number of keyboard shortcuts.
    • Enable mute participants upon entry.
    • Consider sharing resources via chat and email.
    • Polling feature is only accessible if participants who use assistive technology. It is not accessible if people are joining from their phone.

 

Credit The University of British Columbia 

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