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Accessibility and Faculty Resources

Accessibility involves a wide range of disabilities, including but not limited to visual, auditory , physical, speech, cognitive, language, learning, and neurological disabilities. Although these guidelines cover a wide range of issues, they are not able to address the needs of people with all types, degrees, and combinations of disability. These guidelines also make Web content more usable by older individuals with changing abilities due to aging and often improve usability for users in general.

 

Web Accessibility 

Web Content Accessibility Guidelines (WCAG) 2.1 defines how to make Web content more accessible to people with disabilities (World Wide Web Consortium: Downloaded 6-5-2018, from https://www.w3.org/TR/WCAG21/)

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California Community College Chancellors Legal Opinions
Captioning
Creating Accessible Course Materials
WCAG Guidelines 2.1

WCAG 2.1 Guidelines

1.  Perceivable  Information and user interface components must be presentable to users in ways they can perceive

  • 1.1 Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language
  • 1.2 Provide alternatives for time-based media
  • 1.3 Create content that can be presented in different ways (for example simpler layout) without losing information or structure
  • 1.4 Make it easier for users to see and hear content including separating foreground from background

2.  Operable: User interface components and navigation must be operable

  • 2.1 Make all functionality available from a keyboard
  • 2.2 Provide users enough time to read and use content
  • 2.3 Do not design content in a way that is known to cause seizures
  • 2.4 Provide ways to help users navigate, find content, and determine where they are

3.  Understandable: Information and the operation of user interface must be understandable

  • 3.1 Make text content readable and understandable
  • 3.2 Make Web pages appear and operate in predictable ways
  • 3.3 Help users avoid and correct mistakes

4.  Robust: Content must be robust enough that it can be interpreted reliably by a wide variety of user agents, including assistive technologies

  • 4.1 Maximize compatibility with current and future user agents, including assistive technologies
Web Accessibility Resources
  1. @One self-paced accessibility courses
  2. Cuyamaca College Online Accessibility Checklist
  3. Summary of Section 508 Standards
  4. Web Accessibility Tutorials
  5. Web Accessibility Initiative: Web Content Accessibility Guidelines (WCAG) Overview
  6. W3C: Design and Develop Overview
  7. Web Content Accessibility Guidelines (WCAG) 2.0
  8. Web Content Accessibility Guidelines (WCAG) 2.1

More Support/Tutorials/Manuals

  1. Cuyamaca College Faculty Resources
  2. Cuyamaca College Accessibility Workshop Materials
  3. Accessibility-OEI-Course-Design-Rubric
  4. California Community Colleges Accessibility Center
  5. Cuyamaca College Accessibility Workshops
  6. Find accessible colors and contrast at Accessibility Color Wheel
  7. Level Access: WCAG 2.1 Fact Sheet
  8. WebAim: Introduction to Web Accessibility
  9. WebAim: Creating Accessible PowerPoint
  10. Norman Coombs' article on "Computer Support Staff Disability Etiquette"

Web Content Evaluators

  1. Functional Accessibility Evaluator: form to evaluate the accessibility of a single web page
  2. WAVE is a free web accessibility evaluation tool provided by WebAIM
  3. HiSoftware Cynthia Says portal is a web content accessibility validation solution. It is designed to identify errors in your content related to Section 508 standards and/or the WCAG guidelines

 

Faculty Help and Resources

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Camera Recommendations
The following camera recommendations are from San Diego Community College District.  Their recommendations cover practices for making and using instructional video and audio recordings with students, along with best practices around recording class sessions and asking students to use a camera during live class sessions.
Canvas
Syllabus Statement

Instructors are required to have a syllabus statement that mentions your desire to support students with disabilities who might need academic adjustments/accommodations during your welcoming course orientation remarks at the beginning of the term.

 

Suggested Syllabi Statement to put on our website:

 

Example 1:

Students with disabilities who may need academic adjustments/accommodations should contact me as soon as possible.  You and I will work with the Disability Support Programs and Services (DSPS) department to identify your appropriate academic adjustment for this course.  DSPS is located at A-113 at the one-stop and can be reached at (619) 660-4239 or contacted by e-mail at cuyamaca.dsps@gcccd.edu 

 

Example 2:

Academic adjustments/accommodations are available for students with verified disabilities.  Students with disabilities are strongly encouraged to notify the instructor and contact Disabled Student Services & Programs (DSPS) early in the semester (first two weeks of school) so reasonable adjustments may be made as soon as possible.  It is the student’s responsibility to be proactive, self-advocate, and make sure the instructor has a copy of the student’s accommodations. DSPS is located at A-113 at the one-stop and can be reached at (619) 660-4239 or contacted by e-mail at cuyamaca.dsps@gcccd.edu 

 

Example 3:

Academic accommodations/adjustments are available for students with verified disabilities. All students taking classes on-campus or online, with disabilities who may need academic accommodations/adjustments should notify the instructor during the first two weeks of the semester. Contact the Disabled Student Programs and Services (DSPS) office by calling (619) 660-4239 or by e-mail at cuyamaca.dsps@gcccd.edu. The DSPS main office is located at A-113 at the one-stop.

 

Cyber Security
  • Creating a Cybersecure remote workplace: Cyber Security is important, and as we transition to a virtual campus it is important to understand what that means for you. This handout provides five important tips to ensure your safety
  • CCleaner Free Version: It protects  your privacy and makes your computer run faster and more secure
  • TOTAL AV: Free Antivirus and Internet Security.  Scan and remove viruses to stay protected from the latest threats
  • AVG AntiVirus Free: Powerful protection & performance for your PC & beyond
  • Malwarebytes: Protect  your devices, data, and privacy.  Offers a free or paid for versions of the software
FERPA

The Family Educational Rights and Privacy Act (FERPA) is a federal law that affords parents the right to have access to their children’s education records, the right to seek to have the records amended, and the right to have some control over the disclosure of personally identifiable information from the education records. When a student turns 18 years old, or enters a post-secondary institution at any age, the rights under FERPA transfer from the parents to the student (“eligible student”). The FERPA statute is found at 20 U.S.C. § 1232g and the FERPA regulations are found at 34 CFR Part 99

Online Education Initiative (OEI)
OEI Course Design Rubric: The California Virtual Campus-Online Education Initiative (CVC-OEI) is a collaborative effort among California Community Colleges (CCC's) to ensure that significantly more students are able to complete their educational goals by increasing both access to and success in high-quality online courses.
Open Education Resources (OER)
  • Academic Senate for California Community College's (ASCCC's) Open Education Resources Initiative (OERI) website has webinars, events, resources, and information for OER developers.According to Creative Commons Wiki
  • MERLOT "provides access to curated online learning and support materials and content creation tools, led by an international community of educators, learners and researchers"
  • OER Commons "offers a comprehensive infrastructure for curriculum experts and instructors at all levels to identify high-quality OER and collaborate around their adaptation, evaluation, and use to address the needs of teachers and learners"
  • Open Educational Resources (OER) are teaching, learning, and research materials that are either (a) in the public domain or (b) licensed in a manner that provides everyone with free and perpetual permission to engage in the 5R activities
  • Welcome to the ASCCC OERI. Our mission is to expand the availability and adoption of high-quality Open Educational Resources (OER)
Otter.ai 

Otter.ai.: Generate rich notes for meetings, interviews, lectures, and other important voice conversations with Otter, your AI-powered assistant

Tutoring, Help, Support, and Resources
Cuyamaca College Tutoring Centers and Computer Lab
NetTutor 

Cuyamaca College is now offering additional online tutoring through NetTutor. If you wish to learn more about NetTutor, please visit the following links:

Please contact Veronica Nieves-Cortez  at Veronica.Nieves@gcccd.edu with any NetTutor questions


STEM 

Cuyamaca College STEM Center: *STEM disciplines include Biology, Chemistry, Engineering, Physics, Earth Science, Computer Science, Math, Astronomy and related disciplines

 

More Academic Support and Resources
Zoom

For questions or requests to speak with a DSPS staff member, you may email our:

Related Resources

Online Support & Resources

Faculty Resources

PDSS-Counseling Courses

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