The Americans with Disabilities Act (ADA) identifies the required steps higher education institutions and individual faculty member must take in order to meet individual student’s needs. This section provides detailed information on the accommodations instructors are legally required to make, as well as provides guidance and direction for proper course setup for online and face-to-face classes.
1.1 Courses should acknowledge the importance of Americans with Disabilities Act (ADA) requirements and make a concerted effort to incorporate ADA online standards.
- Rationale: Students must be directed to ADA services on campus via a statement in their course. For additional information on ADA services on campus, visit the following: http://lcc.edu/accessibility/faculty-staff/index.aspx
- Required statement in all LCC syllabi: “Students with disabilities who believe that they may need accommodations in this class are encouraged to contact the Center for Student Access in the Gannon Building Star Zone (http://lcc.edu/accessibility) or by calling 517 – 483-1924 as soon as possible to better ensure that such accommodations are implemented in a timely fashion.”
1.2 CMS course pages, media, and documents must make reasonable accommodations for students with disabilities when notified by the Center for Student Access.
- Rationale: See below.
1.3 LCC will provide resources to facilitate alternative forms of content as needed.
- Rationale: Alternate forms of content must be provided. For example, provide text representations of images, provide closed-captioning and/or transcripts for video,etc.
- Refer to the Technology Tools document at: http://www.lcc.edu/elearning/faculty/documents/supplemental/d2l-tech-tools-for-faculty.pdf
1.4 Links must be self-explanatory and meaningful.
- Rationale: Links must be descriptive such as “Take Quiz 1”, instead of “Click Here”.
1.5 Images must have HTML tags describing the image.
- Rationale: All images must have HTML tags, also called Alt tags, which are text strings that describe and convey the meaning of the image.
1.6 Header tags and style markings must be used within documents and course pages to assist screen readers in navigation of course materials.
- Rationale: Header tags and style markings are different than simply increasing the font and making the text bold, which are purely visual manipulations. Actually tagging something as a header or as a style allows screen readers to tab through sections in a very similar way to how sighted peoples can a document for the relevant section.
1.7 The CMS course pages and documents must demonstrate sensitivity to readability concerns by following theWorld Wide Web Consortium (W3C) Web Content Accessibility Guidelines including using appropriate font, color, and spacing to facilitate readability and minimizing distractions. Each guideline includes a link to understanding that specific guideline as well as a link to information on how to meet that specific guideline.
- Rationale: Course pages and documents must demonstrate sensitivity to readability such as not using bright red font color on white background color as it is hard to read.
1.8 LCC will provide resources to facilitate the creation and maintaining of courses that meet ADA Requirements.
- Rationale: Both a CMS Accessibility Checklist and CMS Accessibility Revision Plan are available for use, by faculty and staff, to self-assess and identify possible areas that may require revision to meet ADA requirements.
- Refer to the CMS Accessibility Checklist and CMS Accessibility Revision Plan at: https://elearning.openlcc.net/accessibility-documents/
1.9 LCC will provide resources to facilitate effective course design in the creation and maintaining of courses.
- Rationale: Both a CMS Course Checklist and CMS Course Review Scorecard are available for use, by faculty and staff, to self-assess and identify possible areas for improvement in the course.
- Refer to the CMS Course Checklist and CMS Course Review Scorecard at: https://elearning.openlcc.net/course-design-overview/