Readiness for Documented Accommodations in Johns Hopkins Bloomberg School of Public Health Academics
Teaching and learning are strengthened when accessibility best practices are embraced and adopted in course design and facilitation. Beyond this universal approach, additional strategies are often needed to meet the specific requirements of documented accommodations. Some strategies can be proactively implemented as part of regular instructional practice; others will require that specific steps be taken to meet the needs of individual students. Whichever situation is applicable, faculty can take some straightforward actions to ensure course readiness.
This page addresses strategies to meet the requirements of common accommodations. For information on all documented accommodations and faculty’s responsibilities, please reference the “Johns Hopkins Bloomberg School of Public Health (BSPH) Accommodations Protocol for BSPH faculty from Student Disability Services (SDS) Office.” This is available upon request to BSPH SDS and is planned to be linked to the East Baltimore Hub SDS website.
Notifications
Faculty are notified whenever a student has completed the SDS accommodation process and has approved accommodations. The student initiates the accommodation request, and SDS uses a secure portal to send a confidential letter to faculty. This notification typically occurs at the start of term, although these letters can be sent throughout a course. Faculty are also encouraged to log into the Instructor Accommodations Portal (linked from the CoursePlus Faculty Tools page in the “Administrative Tools” section), which will provide information about students and their approved academic accommodations.
To maintain confidentiality, SDS notifies the BSPH Center for Teaching and Learning (CTL) only when necessary. The most common instance is a required accommodation for an online synchronous event, such as Communication Access Realtime Translation (CART) services for a LiveTalk. This notification, too, usually occurs close to the start of a term, though occasionally it is sent right before the individual event.
At times, CTL is notified of an accommodation by the faculty or student directly, typically as part of a well-intentioned effort to ensure appropriate support is in place. Regardless of the source, any notification received by CTL will respect student privacy to the greatest extent possible.
Course Facilitation and Design Strategies to Meet Reasonable Accommodations
This section presents common academic accommodations. Descriptions have been provided by SDS. Each is accompanied by CTL’s recommended strategies. See the SDS website for a comprehensive list of course and other accommodations.
Common Academic Accommodations:
Testing Accommodation: Extended Time
Also referenced as “Extended time on exams and quizzes: Time and a half.”
“This accommodation is intended for exams that are administered in one sitting with a specific, finite time frame. For multi-day exams, the student should discuss potential needs with the faculty member including how long the exam is actually expected to take versus the number of days provided for the exam to determine if additional time is warranted. Contact SDS as soon as possible with any concerns.”
Recommended Strategies: Regular Instructional Practice
One thing to consider in any timed assignment is whether the time limitation is necessary or beneficial to goals of the activity. Perhaps the best option is to remove the time restriction on the activity for the entire class. If this is not the desired option, there are specific considerations for timed activities.
Recommended Strategies: Meeting Individual Needs
Two CoursePlus features that might be used for timed tests are the Quiz Generator (QG) tool and the Drop Box (DB) tool. If the timed test uses a QG or DB activity, the faculty can work within that CoursePlus tool to meet the student’s accommodation. Alternatively, the student could complete the test outside of CoursePlus using a different modality than the one their classmates use.
For a timed activity created in the QG tool, faculty should navigate to the Special Permissions tab of QG to allocate an individual student more time. Make sure to enter the total time allowed to complete the activity. For example, if the test is designed to allow all students 20 minutes, the special permission setting for granting “time and a half” would be 30 minutes.
The DB tool does not permit special permissions for individual students. To allow all students to submit after a deadline, the DB Assignment Part must be edited to allow submissions after the deadline. (Note that this is the default setting when any DB activity is created.) A late submission is flagged in the administrative view as being submitted after the deadline. All submissions have a timestamp on them; it is up to the faculty to determine whether the student’s DB submission falls rightfully within the extended time period.
For a timed activity created in the CoursePlus DB, the activity will be locked after the time limit is reached. Because there are no special permissions, faculty must make sure any student with an extended-time accommodation understands they can submit their file via email instead of inside the DB activity. In this case, the faculty will then submit the file on behalf of the student to the DB assignment part.
If the faculty wants to work with the student outside of CoursePlus, one strategy is to distribute and collect the assignment in person, if this is agreeable to the student and SDS. Another option is to correspond with the student online via email and shared links, trusting that the student will abide by the extended time permitted for their accommodation. Similar to submitting a file to a DB on behalf of a student, faculty can also submit QG responses on behalf of a student.
Testing Accommodation: Reduced-Distractions Space
Also referenced as “Reduced-distraction space for exams and quizzes.”
“Students can test with other students with similar accommodations but should not be testing with the broader class.”
Recommended Strategies: Regular Instructional Practice
An inclusive practice is to not require conformity (i.e., a set place for learning) if an activity’s objectives can be met without it. This includes allowing students to “break out” of the scheduled physical or digital space. If synchronicity—either peer-to-peer (i.e., group) or faculty-to-student—is required, or if there are concerns about academic integrity, this might not be an option. However, if an activity is well designed and can be completed independently, then faculty can share reasonable ground rules and expectations but allow every student to define and use a learning space that works best for their own circumstances.
Recommended Strategies: Meeting Individual Needs
Faculty are advised to communicate directly with the students and SDS to not only determine the appropriate space for testing with this accommodation, but also ensure the student has what they need for access. This includes making sure the student’s test activity is ready and available to them at the agreed-upon time and location (physical space or online). Additionally, the parties should agree on how and when the assessment activity will get submitted back to the faculty for grading.
Course Accommodation: Extended Time on Assignments
Also referenced as “Additional Time on Assignments.”
“Student may request extensions of 24 to 48 hours beyond the original deadline. Extensions must be requested before the deadline passes. SDS recommends proactively reviewing course requirements and discussing accommodations at the start of the semester. For extensions greater than 48 hours or for time-sensitive participation requirements, both the faculty and SDS should be copied on the request to determine feasibility. This accommodation is not intended to alter all course deadlines, may not be feasible for group assignments, and is not intended for final assignments. Both student and faculty should contact SDS to discuss any concerns. For additional guidance please refer to the SDS Additional Time on Assignments Agreement Form.”
Recommended Strategies: Regular Instructional Practice
As was recommended in the extended-time testing accommodation, consider whether a time limitation or firm due date is necessary or beneficial to the goals of your activities. One idea is to change from the concept of “deadlines” to that of “recommended dates” or “guidelines for suggested pacing.” This affords flexibility, allowing students to self-regulate to prioritize their time, interests, and mental health. In setting forth this alternative scheduling, if an assignment is an important step in scaffolded learning, make sure this piece of information is clearly communicated alongside an activity’s objectives. Additionally, consider whether this strategy could adversely impact your ability to give timely, meaningful feedback.
Recommended Strategies: Meeting Individual Needs
Two CoursePlus features that might be used for time-limited assignments are the Quiz Generator (QG) tool and the Drop Box (DB) tool. If an assignment uses a QG or DB activity, the faculty can work within that CoursePlus tool to meet the student’s accommodation. If an assignment uses another CoursePlus tool (such as the PathFinder, Wiki, or Peer Assessment), faculty can work with CTL’s instructional design team to determine the best way to allow extended access to complete the activity. Alternatively, the student could complete the assignment outside of CoursePlus using a different modality than the one their classmates use.
For an activity created in QG, faculty should navigate to the Special Permissions tab of QG to allow a student access to the quiz outside normal quiz dates. Make sure to enter the calendar date that Special Access Ends for the student receiving the accommodation before submitting “Grant Special Access.” Often the QG item is linked to the course Schedule Builder. Because a student’s special access might extend past the Schedule Builder item’s “Access Ends” date, the faculty should remind the student to check their email (sent upon granting special access) for the direct link to the quiz activity.
The DB tool does not permit special permissions for individual students. Faculty have a choice either to allow all students to submit after a due date (the default setting when any DB activity is created) or to maintain a strict deadline for the class but submit the file on behalf of the individual student to the DB assignment part. If all students are allowed to submit a DB assignment after its due date, faculty can always monitor the timeliness of everyone’s submissions by reviewing the submitted items’ timestamps. If instead faculty restrict late submissions, the student with the accommodation can submit their file via email instead of inside the DB activity. The student will be notified automatically when the faculty submits it on their behalf.
If the faculty wants to work with the student outside of CoursePlus, similar to the recommended strategy for extended time on a test, the faculty could correspond with the student online via email and shared links, trusting that the student will abide by the extended time permitted for their accommodation. Similar to submitting a file to a DB on behalf of a student, faculty can also submit QG responses on behalf of a student.
Course Accommodation: Occasional Exception to Absentee/Tardiness Policy
Also referenced as “Occasional Exception to Course Attendance Policies Due to Disability-Related Flare-Up.”
“SDS suggests 1 to 2 days of additional absences or an extent to be determined based on student needs and course requirements. Students and faculty should connect to discuss this as soon as possible, and students should provide notice of the need to use this accommodation within 24 hours of the absence. SDS can assist as needed and should be contacted if concerns arise.”
Recommended Strategies: Regular Instructional Practice
It is always beneficial for students to know what is expected of their time during a class session. The planned breakdowns, or agendas, can be shared alongside the session’s objectives inside of CoursePlus. This includes even synchronous activities that are not “whole class,” such as group-focused active learning experiences. By getting this information in advance, all students are given the opportunity to arrive prepared and ready to engage. It also affords students the chance to ask relevant questions or request appropriate support in the instance of any absence—planned or otherwise.
Another approach that can benefit every learner is a recurring procedure to share a session’s notes. Faculty can provide relevant resources, including templates and instruction, and the notes can be completed on a rotating basis by students and shared through the CoursePlus Online Library. (Alternatively, the faculty team could develop and share scaffolded, skeletal notes.) It is important to communicate that any shared notes are meant to complement and not replace other strategies toward a student’s personal success in a course.
Additionally, faculty are encouraged to record all synchronous class sessions. Faculty teaching on-campus courses are encouraged to set up Panopto for their CoursePlus sites and use that tool or Zoom to record. (Zoom recordings should be transferred to the on-campus Panopto folder for permanence.) Faculty teaching online will usually use Zoom to capture any synchronous LiveTalk sessions. These recordings are shared directly on a LiveTalk page. Additionally, the CoursePlus Online Library is always available to share links to recordings and their accurate transcripts. Similar to Panopto, Microsoft OneDrive allows “one-link sharing” to video files with their interactive transcripts inside Microsoft 365.
Recommended Strategies: Meeting Individual Needs
Following the recommended strategies for regular instructional practice will meet many of the needs of students with this accommodation. However, faculty should also consider:
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Timely, confidential communication with the student at the start of term plus any time there is a missed attendance, with agreement on strategies to help the student keep up with their learning.
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Alternative methods that meet the same objectives as any planned active, experiential learning activity.
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Additional flexibility for assignment completion.
If the accommodation is for an on-campus course but there are offerings in other modalities (e.g., online or hybrid), faculty should consider providing this information to the student and/or SDS for consideration as part of the accommodation process. It is always the student’s right and choice, when considered with their personal circumstances (proximity, abilities, etc.), to take the course format they prefer, but SDS will assist the student in determining what is best in each individual case.
Assistive Technology: Permission to Audio-Record Lectures
Extends to LiveScribe Smart Pen, Genio (formerly called Glean), and other recording devices.
“Students are approved to record lectures to support notetaking and/or access to course content. Recordings are to be used by the student solely for educational purposes and should not be duplicated, distributed, or shared.
For publishing concerns, copyright concerns, or matters of confidentiality, an agreement can be signed on request. Please contact SDS to request the Recording Agreement and for any other concerns.”
Recommended Strategies: Regular Instructional Practice
Course resources and activities should always meet the four principles of the Web Content Accessibility Guidelines (WCAG)—that content is perceivable, operable, understandable, and robust (able to be translated across technologies). When these principles are uniformly addressed, learning activities are accessible for everyone and can usually be used in concert with assistive technologies. Additionally, instruction should embrace accessibility for the classroom environment, including active learning and lecture or other activities. This includes following CTL’s recommended accessibility best practices for lecture delivery.
If there is any resource created (owned) by faculty that does not meet WCAG success criteria, faculty should remediate the material to be accessible or find an alternative accessible replacement.
Recommended Strategies: Meeting Individual Needs
Assistive technologies come in many different forms and fulfill many different purposes for many different reasons. In meeting this accommodation, there is no need for faculty to understand the chosen technology beyond what might be optionally shared by SDS and/or the student. Rather, what the faculty must do is put forth further vigilance and attention toward digital accessibility, which is required by most assistive technologies.
Specifically important to a student recording a class activity, all audio (in person and online) should be:
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Clear and at a sufficient volume. (This requires faculty use a microphone, even when they do not personally think it is necessary. Students should also use a microphone; otherwise, faculty should repeat their questions and contributions to a discussion for the recording.)
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Evenly paced, with logical breaks for comprehension and transcription.
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Descriptive, including explaining concepts and acronyms the first time they are used, verbalizing complex graphics, and talking through any annotations.
Return to list of accommodations.