Manage Your Course
The DSC Portal allows instructors to manage & view a list of students enrolled in their course who have accommodations. Instructors can also input testing information into the DSC system for in-person testing, once it resumes.
This sample Accommodations Letter gives you an idea of what you can expect to receive if there is a student in your class who requires accommodations. You will receive an Accommodations Letter for each student in your class with accommodations. If you have any questions about Accommodation Letters, contact DSC.
The list of Accommodation Definitions can help give you a better understanding of the accommodations you see in Accommodation Letters. Accommodations are approved through an interactive process that takes place between a Disability counselor and every student registered with the DSC. If you have questions about an accommodation you should contact the Disability counselor named in the Accommodation Letter you received.
The Testing Accommodations page provides general information, and specific instructions for in-person testing. Please note that the DSC is not currently proctoring any in-person testing. Information on remote testing can be found below.
Manage Your Course
The DSC Portal allows instructors to manage & view a list of students enrolled in their course who have accommodations. Instructors can also input testing information into the DSC system for in person testing, once it resumes.
Instructions on how to give student extra time on exams in Canvas. If you have set a time limit on your exam, you can grant access for extra time for those students with an extended time accommodation.
Online Proctoring Services
"How to Give Accommodations to Test-Takers" on ProctorU
When you receive an accommodations request from your test-taker, you will need to email email@example.com prior to the scheduled exam(s) with the accommodations needed.
Respondus LockDown Browser
"Is Lockdown Browser Accessible?"
Respondus details how their lockdown browser can be used with various assistive technologies.
Respondus with Kurzweil 3000 – If a student is approved to use Kurzweil 3000 text-to-speech for testing and is required to use Respondus LockDown Browser, the following steps must be taken by the instructor/TA to configure the LockDown Browser settings for the exam.
In Canvas on the left, there is a LockDown Browser button. Within that, it will list all of the quizzes. Under the drop-down arrow next to the quiz, under settings, there is a section called LockDown Browser Settings.
- Under Advanced settings, there is the ability to "Allow access to specific external web domains".
- Add the following 3 URLs:
- Save it.
- Instructor/TA to provide a hyperlink in their Quiz Instructions to Kurzweil online. When the student opens LockDown Browser and goes to that test they can click on the hyperlink to Kurzweil and log on.
- If the exam is to be closed book/notes, the instructor/TA should also email firstname.lastname@example.org so that access to the student's Kurzweil account can be locked for the duration of the exam.
Contact DSC Testing Services
If you still have questions about testing accommodations, contact DSC Testing, or call 949-824-7494.
UCI Teach Anywhere
UCI Teach Anywhere is a remote teaching resource for UCI instructors, provided by the Division of Teaching Excellence & Innovation and the Office of Information Technology.
TechPrep Keep Teaching
TechPrep @ UCI - Keep Teaching is intended to help instructors prepare for the tech-related aspects of potential campus disruptions. This is a rapidly evolving resource, so check back regularly for more information.
- Planning for your online course, including FERPA, Fair Use and other policy considerations
- Using Zoom for live interaction
- Collaborating remotely via Google Apps for UCI
Captions & Transcripts
While captions are critical for students who are Deaf or Hard of Hearing, they can benefit many students, regardless of disability. The information here is targeted to those instructors who want to increase the accessibility of their content in general. If you have a student enrolled in your class who has Captions, Transcripts, or an Interpreter as part of their accommodation, someone from DSC will be in contact with you. For information on automatic captions and why captioning is important, check out our tab on Accessibility.
The Transcripts & Captions section of the UCI Zoom Help Center provides an overview of how to turn on live automatic captions and how to add captions to your recordings after-the-fact. You can review the information there, or go directly to Zoom’s Help Center, linked below:
- How to access and edit after-the-fact transcripts that are automatically created for recorded meetings.
- Designate a Zoom meeting participant to type captions. This would be required if there was a hired, third party captionist.
- The Accessible Zoom Meetings page of the UCI Zoom Help Center offers some helpful tips, beyond captioning, for using Zoom so that your remote online experiences are accessible.
Instructors' videos are automatically captioned, and the text can be downloaded as a transcript. The process for generating the automated captions can take a bit of time, but an email will be sent once the video's captions are ready. Yuja provides the tools needed to make edits in their Video Editor. This can be helpful if you want to correct spelling and capitalization.
Did you know that Google Slides provide an option for real time automatically generated captions? These are only available in real-time and cannot be saved as a transcript.
Like Google Slides, Office 365 PowerPoint has an option for real time automatically generated captions. These are also only available in real-time and cannot be saved as a transcript.
If you are already using YouTube, you may find it easier to use their built in caption creation and editing tools.
Deigning an Accessible Online Course
This document outlines some general best practices when designing a course for accessibility concerns.
This toolkit was developed quickly to assist campuses across the country who are moving online virtually overnight in response to COVID-19. The following relevant topics will allow instructors to take action towards creating accessible online experiences for all students:
- Share Accessible Documents - MS Word, PDFs, Slide Presentations
- Create Meaningful Links
- Share Accessible Videos - Captions and Audio Descriptions
- Organize Content in Consistent Ways
- Encourage Good Practices when Using Discussion Tools
UCI Accessibility's Tip Sheets
A collection of tip sheets on creating accessible documents, websites, emails, and more. They were created in partnership with Siteimprove, the authors of the IT UC Training Video library.
DTEI's Teaching Accessibility Cheat Sheet
This Cheat Sheet is a consolidation of instructions and resources for instructors and content developers to create a wide variety of accessible materials to ensure that all students can access UCI's electronic programs and services remotely.
DO IT: A Checklist for Inclusive Teaching
The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center is dedicated to empowering people with disabilities through technology and education. Their Checklist helps instructors go beyond legal compliance to proactively design an accessible course.
ZotAbility Ally Training is a remote, 90 minute workshop offered by DSC to help the campus community become better allies to students with disabilities. This interactive workshop is designed to challenge personal biases, provide awareness, promote diversity, and includes a panel to hear first-hand experiences from UCI students.
For other training opportunities, the Office of Inclusive Excellence has a list of campus Ally and Awareness Resources.
Campus Resources for Students
Staff at the DSC regularly refers students to resources across the camps. Listed below are some of the most commonly referred to resources, but for a more complete list you can look at the Student Affairs list of Services & Resources for Students or browse the Be Well Portal.
Trauma Informed Pedagogy
In this episode, Karen Costa joins us to discuss how trauma-informed pedagogy can be used to help our students on their educational journey in stressful times.
Trauma is not an add on. From everything we know about learning, if the trauma is not addressed, accounted for, and built into the course design, we fail. Our students fail. None of us needs another failure.
This guide is intended to raise awareness of trauma in postsecondary education institutions, help educators understand how trauma affects learning and development, and provide practical advice for how to work effectively with college students who have been exposed to trauma. It can be used by classroom educators, as well as administrative and student services professionals, all of whom play a critical role in creating supportive learning environments.
UCI Accessibility Resources
UCI Accessibility is a resource that includes information and tools for creating an inclusive culture, such as the following:
- Closed Captioning Vendors
- IT Accessibility Training - Get tailored training modules via UCLC related to an individual's role on campus.
- IT Accessibility FAQs
- Resources for reporting accessibility and other disability-related concerns
- Disability Management Services for UCI Employees
- Tip Sheets on creating accessible documents, website, emails, and more.
With U For U App
UCI strives to provide an environment accessible to all members of and visitors to the UCI community. Should you encounter a barrier to access to a university program, service, digital content, building, path, or other right of way, please report the accessibility issue to the ADA Coordinator or through the UCI With U For U mobile app. For access issues related to the UCI Health System (hospital, clinics), contact Patient Experience by email or call 714-456-7004.
Making Videos Accessible - Captions
For information on getting started with captioning and transcriptions, check out the Online Teaching tab.
How can I make sure my video content provides equitable access?
- If you record or publish your lectures to your students using YuJa, it’s important to make sure that it is captioned. Auto-captioning is available but it’s important to make sure you correct any mistakes in the captions after they process. Yuja- Editing Your Videos & Captions shows a quick but useful tutorial on how to do so. A useful tool mentioned in the video is the Captioning Confidence Scores which highlights instances in the captioning that the captioning AI is not sure of.
- Otter.ai is a good tool to edit auto-generated captions to produce a caption file which contains everything that is said in the video including time codes for when the text was said.
What are captions and why do they matter?
The National Deaf Center has put together Why Captions Provide Equal Access Tip Sheet, a good resource for familiarizing yourself with different types of captions and the different ways it can be beneficial for everyone.
Described and Captioned Media Program have put together a Captioning Key manual to guide captioning practices for entertainment and educational media.
What are automatic captions?
Automatic captions are generated by a computer using Automatic Speech Recognition (ASR) technology. The captions produced this way are usually missing important aspects of captioning such as punctuation and speaker identification. According to The Current State of Automatic Speech Recognition, “The key to a high accuracy rate is human interaction: without it, caption and transcript quality is very poor”. Having automatic captions is the first step to creating content that provides equitable access for everyone.
You can read 3PlayMedia’s Are automatic captions WCAG, ADA, or 508 compliant for more information about automatic captions and the law.
These industry standard guidelines cover a wide range of recommendations for making Web content more accessible to a wider range of people, including individuals with disabilities.
Accessibility features of Microsoft Teams
Accessibility features of Zoom
WebAim is a non-profit organization based at Utah State University. They are an authoritative source for web accessibility.
Web Content Accessibility Guidelines (WCAG) is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a single shared standard for web content accessibility.
Provides an introduction to universal design and to applications in education.
AHEAD is the leading national organization in providing information and most effective methods for working with college students with disabilities.