Accessibility

Determining Essential Requirements

Decorative: Written on a chalk board, "Want" and "Need" as he two branches of a Y diagram with "Must Have" at the end of the stem

 

"Essential Requirements" (web page) outlines "guidelines [that] were adopted from a document produced by the Inter-University Disability Issues Association (I-DIA) to assist disability service professionals in determining essential requirements when recommending reasonable accommodations for students with disabilities at their institutions."

  • "The following sections are particularly relevant for university instructors."

See the following resources from the Ontario Human Rights Commission:

Learning Disabilities: Guides for Faculty

Decorative: A silhouette of a human head with a word cloud on the the topic of learning disabilities inside the head

 

1. "Learning Disabilities: A Guide for Faculty at Ontario Universities" (pdf) is a response to the fact that "many faculty members have only a limited understanding of LDs, the range of academic accommodations designed to compensate for them, and the underlying rationale for accommodation."

This relatively brief pdf attempts to fill this information gap. Topics covered include the following:

10 Reasons to Caption Videos

"Captioning Matters!" in a speech bubble

 

A. "Why Caption" (web page) explains 10 benefits of captioning any videos included with course content:

1. "Provide accessibility for Deaf or Hard-of-Hearing viewers."

  • "Providing access to deaf and hard-of-hearing viewers provides access to these students, broadens your potential audience, but also protects you from potential legal action."

2. "Comply with federal [and provincial] regulations."
 
3. "Enhance second language learning."

Printer Friendly, PDF & Email