Faculty & Staff Resources
Accessibility Statement
In accordance with the Americans with Disabilities Act of 1990 as amended and Sections 504 and 508 of the Rehabilitation Act, students with a documented disability and a need for accommodations, are encouraged to register with the Learning Access Program (LAP). Registration for support services is strictly voluntary and on a confidential basis. Support services provided by LAP are meant to help students devise strategies for meeting the University’s educational demands and to foster independence, responsibility, and self-advocacy. The Learning Access Program can be found on campus in room J-204 or online at www.stockton.edu/LAP. Please call 609-652-4988 or send an email to LAP@stockton.edu for more information. Once you have received an accommodation letter from LAP, please contact your instructor to privately discuss your needs as soon as practical to ensure that reasonable accommodations are implemented.
Recording Lectures and Other Classroom Materials
Students who have a written accommodation to record classroom material are students who have difficulties attending to the lecture content and writing clear and logical notes at the same time. The audio recording allows the student to 'fill in the gaps' after the lecture or clarify meaning in their written notes.
Can a faculty member forbid a student from recording in the classroom?
No, if recording has been approved as an accommodation for the student’s disability to provide meaningful access to the educational experience. The recording of lectures is one of the accommodations specifically mentioned in Section 504 of the Rehabilitation Act of 1973. The issue of copyright as a concern is referenced in 84.44 of Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112, amended P.L. 93-156).
In order to allow a student with a disability the use of recording and, at the same time, protect the instructor, the institution requires the student to sign an agreement so as not to infringe on a potential copyright or to limit freedom of speech.
Consistent with the Regulation in Section 504 of the Rehabilitation Act of 1973:
- Students with disabilities who are unable to take or read notes have the right to record class lectures only for personal study purposes.
- Lectures recorded for personal study may not be shared with others without the consent of the lecturer, and this includes other students within the same class.
- Information contained in the audio-recorded lecture is protected under federal copyright laws and may not be published or quoted without the express consent of the lecturer and without giving proper identity and credit to the lecturer.
Classes Involving Self-Disclosure from Students
Occasionally, classroom material may involve a great deal of self-disclosure from students as part of the class, which is not material that should be used towards an assessment in a class. The use of a recording device is to replace the student’s note taking ability. If these open discussions are not appropriate subject matter for any student to take notes, faculty may issue a general announcement to the class to request that any students who are using a recording device turn it off. Students are required to comply with a directive to turn off the recording device.
Student Responsibility
Students must agree to the following the statement, and this information is kept on file with the Learning Access Program.
I understand that these recordings are for my own personal use ONLY. The class lectures as presented are the professor's intellectual property, and my classmates' comments are their own intellectual property. I agree that I will not share or transfer these recordings by any method currently available or any method that may become available in the future. This means I will not give the recordings to others (even those that are in the class), upload them to file-sharing sites, post them on the internet, provide them to journalists, or share them in any other way. Violation of this agreement could harm my grade or bring other sanctions, depending on the violation.
Recorded material may not be used in any way against the faculty member, other lecturers, or students whose classroom comments are recorded as part of the class activity. Information contained in the recording is protected under federal copyright laws and may not be published, placed on social media, shared through other electronic devices or quoted without the express consent of the lecturer and without giving proper identity and credit to the lecturer.
I understand that I am responsible for returning any recordings provided at the semester's conclusion and/or erasing all recorded lectures. I agree to abide by this agreement with regard to any recorded material lent by my faculty and lectures I record while enrolled as a student at Stockton University.
Adapted from: Rutgers University
In-Class Resources
Rocketbook Beacons turn traditional whiteboards into smartboards by integrating with popular cloud services inside the Rocketbook app. Beacons have been placed on whiteboards throughout campus to help with notetaking and retention of information written on the whiteboards.
Working with Students with Autism Spectrum Disorders
The Autism Spectrum Disorder Fact Sheet provides a brief overview of autism spectrum disorder and some strategies to assist
faculty in the classroom.
For a screen reader accessible version please use this Autism Spectrum Disorder Document.
Font Face and Color Choice: General Recommendations
There are four basic font groups: those with serifs, those without serifs, scripts and decorative styles. When creating reading material, sans-serif fonts (e.g. Arial, Calibri, Verdana, etc.) are more legible than serif fonts (Times New Roman), scripts and decorative styles. For more information and references on font choices please visit the site below:
http://webaim.org/techniques/fonts/
When adding colored text to a document, picking the right color combination is important for students who or colorblind or have sensitivity. Traditional black/white or blue/white is the recommended color scheme. Color combinations to avoid include: green/red, blue/purple, and green/black to name a few. For more information and resources, please visit the sites below:
http://webaim.org/resources/contrastchecker/
https://designshack.net/articles/accessibility/tips-for-designing-for-colorblind-users/
Faculty and Staff Handbook, Part One: Policies and Procedures for Students with Disabilities
This handbook is designed to assist faculty with documentation guidelines, reasonable
accommodations, and the rights and responsibilities of the student, faculty and staff.
Faculty and Staff Handbook, Part Two: Policies and Procedures for Students with Disabilities
Disabilities: Conditions, Accommodations and Instructional Strategies
This handbook is designed to provide faculty with information about several disabilities
they may encounter, conditions of the disability, and accommodations and/or instructional
strategies that may assist them in the classroom.
Sign Language Interpreters in the Classroom
The role of the interpreter in the classroom is to effectively facilitate communication between deaf individuals and those who are hearing. Below are two documents from the National Deaf Center on Postsecondary Outcomes to help explain what interpreting entails and the role of an interpreter in the classroom.
Sign Language Interpreters: An Introduction
Sign Language Interpreters in the Classroom
Zoom Live Transcript
Zoom offers the ability to provide live automatic speech recognition (ASR) transcripts in real time for meetings and webinars. Please note, this service creates machine-generated transcriptions, their accuracy will not be perfect. For information on how to turn on this feature, please visit ITS Training Tips.
