Be prepared to help escort the student to the elevator and Freeman Room if needed
Create a handout summarizing key points, and email it to the student a few days before the library session. Word documents will be accessible to screen readers; PDFs usually are, but not always
If you plan to use a PowerPoint, email a copy of it to the student a few days before the library session, so they can review it using a screen reader
Add "alt text" for any images used on PowerPoints, course Libguides, or handouts. This text should briefly explain the content of the image (whether it's a photo, diagram, or cartoon) so that the student can learn from it. The image editors in all of these programs offer an "alt text" field
Database demonstrations will not be accessible to these students. You should still do demos as usual, but offer to meet with the student one-on-one to explain how the database works in a more accessible way. You may want to increase use of PowerPoint and discussions in your pedagogy, since these students can learn more from such methods than from live demos
Avoid using online games or polling tools in classes with visually impaired students, as they will not be able to participate. A Google Doc can be effective if you send the link to the student prior to the library session.
Citation management software will likely not be accessible to these students. Consider providing them a handout with model examples of how citations look for the most common types of sources (including examples of in-text citations or footnotes, bibliography entries, and examples of both single and multiple authors
Hearing impaired students
Create a handout summarizing key points, and email it to the student a few days before the library session. This gives the student an opportunity to review the material
If you plan to use a PowerPoint, email this to the student a few days before the library session as well
Find out from the instructor if the student will have a sign language interpreter present for the library session
Make your instruction as visual as possible, particularly for search techniques such as nesting and truncation. Provide examples on PowerPoint slides, handouts, or the white board
Don't avoid having discussions, especially if an interpreter is present. Make sure these students have an opportunity to answer questions or contribute to the discussion, as the sign language interpreter may lag behind as you present questions or discussion prompt
Physically impaired students
Be prepared to help escort the student to the elevator and Freeman Room if needed
If you plan to include a hands-on active learning exercise, email the student in advance to encourage her to bring her own laptop with any assistive technology that goes with it. Reserve a seat at one of the tables in the center of the room for her to use. If she doesn't need assistive technology such as a special keyboard, the computers along the walls may be adequate
If you plan to have students visit the stacks, periodicals, or other locations during the library session, give the student advance notice of this and find out if any accommodations will be needed. Competitive scavenger hunt activities may not be a good idea
Carlyle Campbell Library
