Faculty Resources

image of a teacher helping students

If a student provides you with a letter of accommodation from the Disability Services Office, please be understanding and fair with the student. We encourage each student to discuss the letter with his or her teachers so that you understand the specific challenges they are working with. A list of some common accommodations can be found here.

It is not necessary for the student to have an updated letter each semester. They may have copies from a previous semester. The letter, no matter the date is good till they graduate. We do however encourage them to have a new letter drafted up if they encounter or need any changes to the accommodations set for them.

If you have any questions, please Contact Us

Grading Students With Disabilities

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FACULTY RESOURCES FOR ASSISTIVE TECHNOLOGY

It is the responsibility of BYU-Idaho to provide equal access to all students including those withdisabilities.  Much of this responsibilty is put on the shoulders of the Instructor to deliver content for the class in a format that fits all students.  This section will give you guidelines on how making a few changes can bring your class material into ADA compliance.   One of the best resources you can find is www.WebAIM.org from Utah State University.  Most of the material here is from their guidlines.  

Accessibility How to articles: http://www.webaim.org/articles/

  • HTML Authoring, Content, Forms, JavaScript, Tables, etc.
  • Rich Media, Acrobat PDF, Captions, Flash, Word, PowerPoint, etc.
  • evaluation, Testing and Tools.
  • Laws, Policy

Accessibility Resources: http://www.webaim.org/resources/ 

  • Popular Resources
  • Tools to check your material
  • Simulations - see what disability students face.

Basic Principles of Accessible Design: http://www.webaim.org/intro/

Below you will find a list of some key principles of accessible design. Most accessibility principles can be implemented very easily and will not impact the overall "look and feel" of your web site or class material.

Provide appropriate alternative text

  • Alternative text provides a textual alternative to non-text content in web pages. It is especially helpful for people who are blind and rely on a screen reader to have the content of the website read to them.

Provide headings for data tables

  • Tables are used online for layout and to organize data. Tables that are used to organize tabular data should have appropriate table headers (table element). Data cells should be associated with their appropriate headers, making it easier for screen reader users to navigate and understand the data table.

Ensure users can complete and submit all forms

  • Ensure that every form element (text field, checkbox, dropdown list, etc.) has a label and make sure that label is associated to the correct form element using the code tag. Also make sure the user can submit the form and recover from any errors, such as the failure to fill in all required fields.

Ensure links make sense out of context

  • Every link should make sense if the link text is read by itself. Screen reader users may choose to read only the links on a web page. Certain phrases like "click here" and "more" must be avoided.

Caption and/or provide transcripts for media

  • Videos and live audio must have captions and a transcript. With archived audio, a transcription may be sufficient.

Ensure accessibility of non-HTML content, including PDF filesMicrosoft Word documents, PowerPoint presentations and Adobe Flash content.

  • In addition to all of the other principles listed here, PDF documents and other non-HTML content must be as accessible as possible. If you cannot make it accessible, consider using HTML instead or, at the very least, provide an accessible alternative. PDF documents should also include a series of tags to make it more accessible. A tagged PDF file looks the same, but it is almost always more accessible to a person using a screen reader.

Allow users to skip repetitive elements on the page

  • You should provide a method that allows users to skip navigation or other elements that repeat on every page. This is usually accomplished by providing a "Skip to Content," "Skip to Main Content," or "Skip Navigation" link at the top of the page which jumps to the main content of the page.

Do not rely on color alone to convey meaning

  • The use of color can enhance comprehension, but do not use color alone to convey information. That information may not be available to a person who is colorblind and will be unavailable to screen reader users.

Make sure content is clearly written and easy to read

Make JavaScript accessible

  • Ensure that JavaScript event handlers are device independent (e.g., they do not require the use of a mouse) and make sure that your page does not rely on JavaScript to function.

Design to standards

  • HTML compliant and accessible pages are more robust and provide better search engine optimization. Cascading Style Sheets (CSS) allow you to separate content from presentation. This provides more flexibility and accessibility of your content.