- Access Assistants
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- Your Role in Working with the Disability Resource Center
- Electronic Accommodation Letter
- What is a Reasonable Accommodation
- Examples of Accommodations
- Documentation Guidelines
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- Transition from High School to College
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- The Interactive Process
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- Syllabus Statement
- About Disability
- Reasonable Accommodations
- Disability Resource Center's Process
- Students with Disabilities in Your Class
- Frequently Used Accommodations
- Essential Course Requirements
- Achieving Access in Your Class -- Best Practices/Universal Design
- Testing Accommodations FAQs for Instructors
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Captioning Guidelines for Instructors
Working with a Captioner in the Classroom
Before a meeting or event with real-time captioning – what you should know
- The captioner(s) will arrive early to the assignment in order to set-up equipment.
- The equipment includes two laptops, a computer stand and possibly power cords.
- The captioner may need to be situated close to an outlet.
Please provide the captioner with any course information as soon as it is available, including:
- Access to Web Vista, Moodle and other web-based material
- The course syllabus
- Handouts (eg: PowerPoint slides, readings, etc.)
The handouts may be submitted to email@example.com. This allows the captioner a chance to prepare and convey accurate information.
Before showing a video in class, please check to see the media is captioned and have the captions turned on for the viewing.
Communication with real-time captioning
Communicate directly with the student who is Deaf or hard of hearing.
Captioners will type auditory information to be read on a computer. This includes:
- Identifying speakers
- The dialogue (what you and other students say)
- Descriptions of environmental sounds (e.g. music, alarms, cell phones ringing)
A captioner can only accommodate one speaker at a time. Captioning works best if you:
- Encourage the group to follow turn-taking rules.
- Repeat student questions before answering.
- Face the class and minimize movement across a large area.
- Encourage students to speak clearly.
The captioner typically does not type what the student who is Deaf or hard of hearing says.
Understand the captioner’s role
While working the captioner is a neutral communication facilitator and cannot serve as a participant.
- For small group activities, captioner may move around the room with the student.
- The created transcript may be given to the student who is Deaf or hard of hearing, after the class.
- The captioner will follow the C-Print Code of Ethics.