Faculty Resources 鈥� SARC

When working with students with disabilities, you may find it helpful to have information on the topics listed below. We have compiled useful information that may assist you when working with students with disabilities and designing your courses. We are always available for consultation should you have any questions or concerns not covered by the information below.

Utilizing Test Proctoring

Faculty Appeal of Reasonable Accommodations

Faculty members are course content experts. If needed, the SARC may negotiate specific academic accommodations with instructors. The student is responsible, however, for providing an accommodation letter and reasonable notice that he/she is requesting accommodations. Professors will receive a list of approved accommodations via the Accommodation Letter process. If the instructors have any concerns about an approved accommodation, they should contact the SARC Director immediately. Since federal regulations require such issues to be settled in a timely manner, professors should move quickly to make their concerns known.

If the professor and the SARC Director are unable to reach an agreement concerning an accommodation, the SARC Director will notify the Dean or Assistant Provost of the issue. The Vice Provost will be responsible for resolving the matter.

Syllabus Accessibility Statement

Students with disabilities who anticipate or experience barriers in this course may contact the Student Accessibility Resource Center (SARC) for assistance in determining and implementing reasonable accommodations.聽 SARC on the Statesboro campus is located on the second floor of Cone Hall and the phone number is (912) 478-1566. SARC for the Armstrong and Liberty campuses is located on the second floor of the Memorial College Center and the phone number is (912) 344-2572.

Classroom Technology

Web Content Accessibility Guidelines for Professors

Provide equivalent alternatives to auditory and visual content.
Don鈥檛 rely on color alone.
Use markup and style sheets and do so properly.
Clarify natural language usage.
Create tables that transform gracefully.
Ensure pages featuring new technology transform gracefully.
Ensure user control of time-sensitive content changes.
Ensure direct accessibility of embedded user interfaces.
Design for device-independence.
Use interim solutions.
Use W3C guidelines and technologies.
Provide context and orientation information.
Provide clear navigation mechanisms.
Ensure that documents are clear and simple.

For 20 Tips on Teaching an Accessible Online Course, see . For detailed explanation of the guidelines and corresponding HTML techniques, . provides standards for intranet and internet information and applications.

If you need assistance with incorporating these guidelines when designing your course, please contact the at (912) 478-0049 on the Statesboro campus or (912) 344-3607 on the Armstrong campus or visit their website.

Deaf & Hard of Hearing Students

You may have a Deaf student and a sign language interpreter in your class. In an effort to assist professors who have not previously worked with a sign language interpreter in the classroom, we are providing this information about what to expect, as well as appropriate contact information should you have any further questions.

When working with a sign language interpreter and a Deaf student:

Provide interpreter with any written material ahead of time, so they will be able to review vocabulary and get familiar with class terms and concepts. The interpreter also needs a copy of any handouts that the student receives (ex. syllabus, articles, etc). For example: An art professor provided a copy of all the art history names they would be using that week such as names of artist, the title of the piece, location, and dates. This aids the interpreter in seeing the correct spelling of names and places discussed in class.
Provide a clear view of the speaker (professors or guest speaker) and the interpreter. Deaf students need good visibility of both their interpreter and professor. Both should be in the student鈥檚 line of sight. Therefore, the interpreter will be sitting or standing (shadowing) near the professor during lectures or one on ones.
Use closed-captioning (CC) during videos. Most videos have CC and you can find out by looking at the VHS or DVD cover. The CC is usually at the bottom of the back cover of the video case. If you need help setting up the CC in your lecture hall or classroom, you can call Information Technology Services at (912) 478-2287 and they should be able to help. Some videos, such as older videos or documentaries, are not captioned. In this case, the interpreter will interpret the video presentation.

Provide good lighting so that the interpreter can be seen by the student. Lights can be dimmed as long as the student affirms that they can see the interpreter.
When communicating with a Deaf student, talk directly to the student. Avoid asking the interpreter to, 鈥淭ell him鈥︹€� or 鈥淎sk her鈥︹€� and maintain eye contact with the Deaf student, not the interpreter. The interpreter will interpret everything: all comments from the professor, student conversations or comments, and the Deaf student鈥檚 comments or questions. The interpreter is there to facilitate the communication.
Speak at your normal pace. The interpreter will ask you to slow down or repeat if necessary. The interpreter listens for concepts and ideas, not just words, to render the accurate interpretation.
Interpreters follow a code of conduct which requires impartiality and confidentiality with all classroom related information.
Understand that interpreting is mentally and physically taxing. For classes that last longer than one hour and fifteen minutes, the interpreter needs a break (5-7 min.). In some cases, a second interpreter may be used.

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