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.
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.
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.
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.
Tables are used online for layout and to organize data. Tables that are used to organize tabular data should have appropriate table headers (the > 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 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 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.
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.
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.
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.
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.