Texas Tech University

Accessible Teaching & Communication

Accessible course materials and communication practices help ensure students can fully participate in their courses and academic activities. Faculty can use the guidance below to improve the accessibility of course content, work effectively with interpreters and realtime transcription services and create clearer learning environments for students with disabilities.

Accessible Course Materials

Faculty should consider accessibility when selecting, creating and distributing instructional materials. Accessibility should be addressed before course materials are needed rather than waiting until a student encounters a barrier.

Course materials may include:

  • Documents and PDFs
  • Presentations
  • Images, charts and graphics
  • Video and audio
  • Web-based course materials
  • Learning management system content
  • Third-party instructional tools and applications

Accessible materials generally use meaningful heading structures, descriptive link text, alternative text for meaningful images, sufficient contrast, accessible tables and other features that allow students using assistive technology to navigate and understand the content.

Faculty who need assistance making electronic course materials accessible should use Texas Tech's accessibility and instructional-design resources listed below.

Captioning & Transcripts

Audio and video used for instruction should be provided in an accessible format. Captioning provides a text representation of spoken dialogue and other meaningful audio information and is particularly important for students who are deaf or hard of hearing.

Types of Accessible Media

Closed captions
Captions embedded in a video that viewers can turn on or off.
Open captions
Captions permanently displayed as part of the video image.
Subtitles
On-screen text representing spoken content, often used to translate dialogue from one language to another.
Transcripts
A text version of audio or video content. Depending on the material, a transcript may include speakers, meaningful sounds and other information needed to understand the content.

When Using Video or Audio

  • Check accessibility before assigning or presenting media.
  • Use accurate captions rather than relying on unreviewed automatic captions.
  • Include meaningful audio information in addition to spoken dialogue.
  • Review captions when course content, recordings or media are updated.
  • Provide an accessible alternative when the original material cannot be made accessible.

Videos, movies and internet clips used in instruction should be captioned or otherwise made appropriately accessible. A transcript alone may not provide equivalent access when important visual information is necessary to understand the material.

Working With Sign Language Interpreters

Students approved for sign language interpreting services through Student Disability Services may have an interpreter present in class or during other academic activities. The interpreter provides communication access between deaf or hard of hearing students and hearing participants.

In the Classroom

  • Speak directly to the student rather than to the interpreter.
  • Maintain your normal speaking pace unless the interpreter asks you to adjust.
  • Allow time for the student to receive the interpreted information before expecting a response.
  • Provide interpreters with access to course terminology, presentations or other materials when advance preparation would improve communication accuracy.
  • Make sure the student has a clear line of sight to the interpreter and instructional materials.
  • Avoid speaking while the class is expected to read substantial text or watch visually complex material.

Team Interpreting

Some classes or academic activities may require two interpreters. When interpreters work as a team, one interprets while the other monitors the communication and provides support. The interpreters periodically switch roles to maintain accuracy and reduce fatigue.

Interpreters are communication professionals and are not tutors, classroom assistants or representatives of the student. Questions about a student's disability or personal circumstances should be addressed with the student while respecting the student's privacy.

Realtime Transcription

Realtime transcription provides students who are deaf or hard of hearing with a text representation of classroom communication as it occurs. Student Disability Services may arrange Remote Communication Access Realtime Translation, commonly called RCART, when it is an approved accommodation.

With remote transcription, classroom audio is transmitted to an off-site transcriber. The transcriber converts the spoken information into text, which is delivered to the student's device in realtime.

When a Student Uses Realtime Transcription

  • Use the microphone or other equipment provided for the service.
  • Keep the microphone positioned so your speech can be clearly transmitted.
  • Repeat questions and comments made by other students when they cannot be heard by the remote transcriber.
  • Identify speakers when it may not otherwise be clear who is talking.
  • Allow the student sufficient time to read the transcription and participate in the discussion.
  • Contact Student Disability Services if the equipment or service is not providing effective access.

The remote transcriber may not be able to hear students elsewhere in the classroom. Repeating audience questions and comments helps ensure the student receiving transcription has access to the same classroom discussion.

Accessible Instructional Practices

Clear and predictable course organization can reduce unnecessary barriers for students with a range of disabilities. These practices can complement, but do not replace, accommodations authorized by Student Disability Services.

Provide Clear Expectations

  • Use clear assignment instructions and grading criteria.
  • Identify important information rather than relying only on verbal emphasis or implied expectations.
  • Explain how students should ask questions, request assistance and communicate with you outside of class.
  • Provide important instructions and deadlines in writing.

Create Predictability

  • Organize course materials consistently.
  • Provide schedules for major assignments and course activities.
  • Give advance notice when schedules, locations or established classroom routines will change when possible.
  • Explain changes clearly and update written course information when appropriate.

Make Participation Accessible

  • Consider accessibility when planning group work, presentations, discussions and other participation requirements.
  • Allow sufficient time for students using interpreters, transcription or assistive technology to receive information and respond.
  • Describe important visual information presented during class.
  • Make course materials available in accessible electronic formats whenever possible.

If a student has an approved accommodation, faculty should follow the student's Letter of Accommodation and contact Student Disability Services when clarification or assistance is needed.

Accessibility Resources

Texas Tech provides additional resources for faculty developing accessible courses and electronic materials.

Need Assistance?

For questions about student accommodations, interpreting or realtime transcription, contact Student Disability Services at sds@ttu.edu or 806.742.2405.

Questions specifically related to interpreting services may be directed to sds.dhhs@ttu.edu.

Student Disability Services

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