Assistive Technology Basics for Faculty

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:

• Provide readable, accessible digital course materials whenever possible (e.g., Word documents, properly formatted PDFs, accessible PowerPoints).
• Avoid uploading scanned or image-only PDFs, which cannot be read by text-to-speech software.
• When inaccessible materials must be used, faculty are encouraged to:
  • Use Canvas Ally to check and improve accessibility of course files
  • Use SensusAccess to convert documents into more accessible formats
  • Contact an instructional designer for guidance on accessible content creation
  • Consult the University Libraries to request or locate accessible versions of textbooks or readings
• Share course materials in advance when feasible to allow students time to organize content in their assistive technology.

FM systems transmit the instructor’s voice directly to a student’s assistive listening device, improving clarity and reducing background noise.

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 digital course content follows basic accessibility best practices, including:
  • Proper heading structure
  • Meaningful hyperlink text
  • Accurate alternative text for images
  • Properly formatted tables and lists
• Use available tools and campus resources such as:
  • Canvas Ally for accessibility checks and file improvement
  • SensusAccess for document conversion
  • Instructional designers or the Library for support locating or creating accessible materials
• Faculty interested in understanding how screen readers interact with course content are encouraged to visit the 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.