Assistive Technology Basics for Faculty

Students approved for academic accommodations may use a variety of assistive technologies to access course materials and participate fully in instruction. These tools are essential for equitable learning and do not alter the academic standards of a course. Faculty play a key role in ensuring that these technologies function properly in their classroom, whether in-person, hybrid, or online.

Below are the most common assistive technologies used by Rutgers students, along with the responsibilities faculty have in supporting them.

  • Text-to-Speech (TTS) tools read digital text aloud, allowing students to access course content through auditory means. Students may use Kurzweil 3000 or Read&Write depending on their accommodation.

    Faculty members should:

    • Ensure all course materials posted on Canvas are screen-reader accessible.
    • Provide high-quality digital files (tagged PDFs, readable Word docs, accessible PowerPoints).
    • Avoid posting scanned or image-only PDFs. If they must be used, submit materials to RADR for remediation.
    • Provide readings or slides at least one week in advance when feasible, so RADR have time to convert materials.

  • Students with auditory processing disabilities or hearing loss may use an FM system to reduce background noise and send the instructor’s voice directly to their listening device (e.g., hearing aid, cochlear implant).

    Faculty members should:

    • Wear the FM microphone for the duration of class. This is essential as the device only works when the instructor’s voice is transmitted directly.
    • Turn the microphone on before speaking and check that it is clipped securely and facing upward.

  • Screen readers speak digital content aloud and are used by blind students and many students with low vision or print disabilities.

    Faculty members should:

    • Ensure that all digital course content follows accessibility best practices
    • Avoid posting untagged PDFs, screenshots, or handwritten lecture notes without remediation.
    • If a file is not accessible, faculty should contact RADR or provide an accessible version
    • To better understand how screen readers work can visit our Screen Reader Training page

  • Some students work with American Sign Language (ASL) interpreters who assist with communication during course activities.

    • Welcome interpreters into the classroom as they are part of the student’s accommodation.
    • Position yourself where interpreters can see you clearly, and avoid turning away while speaking.

     

  • Students who are approved for CART will have a trained captionist transcribe spoken information in real time.

    Faculty members should:

    • Use the classroom microphone at all times so the captionist receives clear audio.
    • If CART is provided remotely, start the Zoom link provided by RADR/CART provider.
    • Provide slides or vocabulary-heavy materials in advance, when possible, to support accuracy.

Creating a supportive classroom environment:

Faculty play a central role in ensuring that assistive technology users feel supported, respected, and included.

A supportive environment includes:

  • Normalizing the use of assistive tools
  • Directing students with questions or new accommodation needs to RADR or the Office of Disability Services.
  • Ensuring that accommodations are implemented consistently throughout the semester.

Note: If you would like guidance on implementing any of these technologies in your course, please contact Rutgers Access and Disability Resources