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 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/)
1. Perceivable Information and user interface components must be presentable to users in ways they can perceive
2. Operable: User interface components and navigation must be operable
3. Understandable: Information and the operation of user interface must be understandable
4. Robust: Content must be robust enough that it can be interpreted reliably by a wide variety of user agents, including assistive technologies
Web Content Evaluators
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:
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 email@example.com
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 firstname.lastname@example.org
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 email@example.com. The DSPS main office is located at A-113 at the one-stop.
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
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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
Cuyamaca College STEM Center: *STEM disciplines include Biology, Chemistry, Engineering, Physics, Earth Science, Computer Science, Math, Astronomy and related disciplines
For questions or requests to speak with a DSPS staff member, you may email our: