Faculty Remote Teaching and Access Guidance

Student Accessibility Services is committed to working with faculty during this time to help create accessible content and courses. Transition to an online delivery may create new academic barriers that may warrant reasonable accommodations not previously considered and may remove the need for other accommodations previously facilitated. SAS is available as a faculty resource for accessibility, and we welcome the opportunity to explore options and assess possibilities with you.

Please see the comprehensive document below or view our F.A.Q and contact us if you have questions.

COVID-19 Faculty Quick Guide

Until further notice, SAS will not proctor any face-to-face or online exams.

Timed exams or quizzes will need to include an individual time extension for students with an accommodation of extra time for exams/quizzes. Instructions on how to extend time in webcourses can be found here: CDL Quiz Extension Instructions.

In a small number of situations, we have some students who need specific accessible technology in order to complete an online exam. We may need to work with you on how these tests can occur, and we will also explore options with you and the student.

Knights Access Instructor is an online portal for UCF professors. If you have students in your class who are connected with Student Accessibility Services, you are welcome to use this portal to view and provide information regarding accommodations for students. This is an optional tool for faculty members to use.

Instructions on how to extend time in webcourses can be found here: CDL Quiz Extension Instructions.

Any audio/video content posted or streamed online will need to be captioned to provide access to Deaf or Hard of Hearing (d/hh) students. Access is achieved when content is simultaneously accessible and available for all students. Student Accessibility Services is working with the Center for Distributed Learning (CDL) to coordinate making course content accessible. How your online delivery method is designed, combined with the student’s specific disability experience, will dictate the extent to which access is achieved.

Here is some information to guide you:

  • Zoom: If you plan to use Zoom, we will need to make sure these lectures and conversation are accessible to d/hh students. Zoom is the best tool to use on short notice and can best ensure our ability to create captioning access. Students will have the option to view captions in real time through a third party provider. We would greatly appreciate you recording your sessions as well in the event the access is not real time or there is an unforeseen technology issue.
  • Videos: Any videos shown during your course must be accessible to d/hh students. Ideally, the videos will have embedded captions from the outset. If your course contains videos that are not captioned or not accurately captioned, such as YouTube auto-captions, CDL can work with you. This may involve a third party and take 24-48 hours.
  • Narrated Power Points: This format will require captioning or transcripts in order for d/hh students to have access and may take 24-48 hours to complete.

If you have a blind student or a student with low vision in your class, any written content will need to be accessible by technology or sight (such as enlarged font). A student who is blind or low vision may need access to course materials through the use of a screen reader or screen magnifier.  Student Accessibility Services works with the Center for Distributed Learning to create course materials in an accessible format.

Course design and the technology students use varies. Courses may be adequately accessible without any additional steps on your end. SAS has contacted all known blind and low vision students and asked them to inform us if they need specific access for their courses.

You do not need to take immediate action on making courses accessible if you have a student who is blind or low vision in your course. Students or SAS will contact you if any access concerns exist.

Things to consider when developing your course:

  • PDF’s are often not accessible for a screen reader.
  • Transferring the PDF to a Word format for students with visual impairments will give them greater access.
  • PowerPoints - Any non-text material (including images, graphs, and diagrams) will not automatically be accessible.
  • For Professors using Zoom for their classes and have a Blind Student or a student with low vision:
    • Zoom is very accessible for blind or a low vision student but there are a few best practices including:
      • If a PowerPoint is to be shown in a Zoom lecture, it should also be uploaded to Canvas in advance so the student and reader can review before or after the lecture.
      • If you will be annotating items, please describe verbally what is being annotated
      • Limit whiteboard board use by students if you have keyboard only users or screen reader users
      • When sharing your screen, describe what is on it including slide numbers if a presentation

For students with the Course Policy Accommodation (CPA) for face-to-face classes, the terms of the accommodation will apply where applicable to online classes. For instance, if a student is allowed one make-up exam or one late assignment across the entire semester as a health-related accommodation, that option remains in effect. If you need to discuss other aspects of the CPA for your specific course, please contact us.