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Faculty Resources

Students in your class who use accommodations do have to request accommodations through LAP. The request is made online, and you can see those requests in the AIM faculty portal,which can be found in Faculty Resources on the LAP home page. You can watch how to see accommodations and complete the testing agreement each term online.

Students will establish eligibility with LAP, and will decide which classes to use which accommodations for. Students are encouraged to use accommodations, but are  not required to do so. If a student is using accommodations, they must provide their accommodation letter for the term.

  • All information that a student shares with a faculty member is to be used specifically for arranging reasonable accommodations for the course of study.
  • Do not leave student disability information visible on your computer or in any printed format that others can see, and dispose of it securely at the end of the quarter.
  •    Refrain from discussing a student’s disability status and necessary accommodations within hearing range of fellow students, faculty, staff, or others.
  • Do not assume that students registered with LAP are aware of other students’ disability status. Blind copy (BCC) students so they are not privy to other student’s information, or better yet, send separate emails to each student.
  • At no time should the class be informed that a student has a disability.
  •   Discuss Accommodation Letters and logistics of implementing accommodations with students in private. Make yourself available by email, during office hours, or by appointment to discuss.
  • Requesting specific information about a student’s disability is inappropriate. Requesting a letter from the student’s physician is inappropriate. The Accommodation Letter is all that is needed to justify the accommodation.
  • If a student voluntarily discloses the nature of their disability to you, even if it is obvious, do not disclose it to others.
  • If a student tries to provide you with their primary disability documentation, refuse to read or accept it and refer the student LAP.

Setting extended time for quizzes and tests

Creating an Accessible Canvas Site that includes Accessible Word Docs, PowerPoints and PDFs

Tips to Making Canvas Accessible (Video)

CCC Accessibility Center:Accessible Content in Canvas

For more detailed instructions on creating accessible learning materials for your Canvas site, please review the following Tips and Instructions for Creating Accessible Content, Captioning Videos, Suggested Syllabus Statement, etc.

Allan Hancock College is mandated by Section 508 of the Rehabilitation Act to provide equal access to all educational material, including videos, to students who are Deaf or hard-of-hearing.  This means that all video materials shown in class or online must be closed-caption and more specifically. See Penn State's video captioning resource page.

Learn more about how to caption instructional videos

 

The following scenarios represent students with the most common disability situations which you are likely to encounter at Allan Hancock College. They are not meant to be detailed depictions, but rather brief sketches which comment on the major activities of most conventional courses: facilities access, note taking, test taking, and technology. It is hoped that they will give you some insight into how all of us can work together for the academic, vocational, and social success of our students.

More detailed descriptions on this topic can be found in the "Faculty Guide for Helping Disabled Students," supplied to each AHC faculty member. Information on laws pertaining to individuals with disabilities, teaching strategies, and forms related to our program can be found there as well.

Another well-developed internet source for postsecondary faculty can be found at the "Faculty Room." The "Faculty Room" at the University of Washington's Do-It Program contains a wealth of resources that address issues related to disabled students.

As always, we are available at any time to assist you regarding disability related issues.

Including a disability statement on your syllabus normalizes the accommodation process and helps create an inclusive and welcoming environment for students with disabilities. It represents disability as an aspect of diversity, social justice, and equity. It lets your students know that you are informed about post-secondary law, and it confirms that you recognize the importance of inclusive course design and effective provision of accommodations. Below are some samples:

Hancock College is committed to creating a learning environment that meets the needs of its diverse student body. If you anticipate or experience any barriers to learning in this course, please feel welcome to discuss your concerns with me. You will want to contact the Learning Assistance Program for more information about campus access and course accommodations. LAP information can be found at https://www.hancockcollege.edu/lap/index.php . 

If you have a disability, or think you may have a disability, you may want to meet with a specialist in the Learning Assistance Program to begin a conversation or request an official accommodation. You can find more information about the LAP including contact information, here: https://www.hancockcollege.edu/lap/index.php . If you have already been approved for accommodations through the Learning Assistance Program, please meet with me so we can develop an implementation plan together.

It is my goal to create a learning experience that is as accessible as possible. If you anticipate any issues related to the format, materials, or requirements of this course, please work with the Learning Assistance Program to discuss a range of options to removing barriers in this course, including official accommodations. Please visit their website for contact and additional information: https://www.hancockcollege.edu/lap/index.php .

Our institution values diversity and inclusion; we are committed to a climate of mutual respect and full participation. Our goal is to create learning environments that are usable, equitable, inclusive, and welcoming. If there are aspects of the instruction or design of this course that result in barriers to your inclusion or accurate assessment of achievement, you are welcome and encouraged to contact the Learning Assistance Program to discuss a range of options to removing barriers, including accommodations. You can find contact information for the program at: https://www.hancockcollege.edu/lap/index.php .

Students with physical, learning, or mental health disabilities who believe that they need accommodations in this class are encouraged to contact the Learning Assistance Program (LAP) as soon as possible to ensure that such accommodations are implemented in a timely fashion.  Learning Assistance authorization, based on verification of disability, is required before any accommodation can be made.  Students who do not have formal documentation but feel that they may have a disability are encouraged to visit the Learning Assistance Program in Building A 304, or call 805-922-6966 x 3274 on Santa Maria campus or Building 1, Room 102N at Lompoc Valley Center (805) 944-1434 ext. 5274. 

This course includes modules on legal issues, how tos for accessible forms, directions on using the AIM system, and other information related to teaching students with disabilities

Contact Information

Sarah Easton
High Technology Instructor, ext. 3670
seaston@hancockcollege.edu

Nancy Hernandez
Alternative Media Specialist, ext. 3788
nancy.hernandez10@hancockcollege.edu

Julia Townsend
Interpreter Coordinator, ext. 3396
jtownsend@hancockcollege.edu 

Stephanie Crosby
Director, ext. 3379
stephanie.crosby@hancockcollege.edu