Faculty Handbook

Accommodated Testing

There are several ways to fill out the Accommodated Testing Form: 

• Submit an Accommodated Testing Form Stack and attach the testing material(s)
• Email the Accommodated Testing Form (pdf) and testing material(s) to access@rrcc.edu
• Drop off the Accommodated Testing Form (pdf) and testing material(s) at our office (Suite 1182 at the Lakewood Campus)

Note: For tests at the Arvada campus, the Accommodated Testing Form (pdf) and testing material(s) can be sent to assessment.center@rrcc.edu or dropped off at the Arvada Assessment Center (Room 7117 at the Arvada campus).

Accommodation Guides

Some accommodations in a student's Accommodations Letter require further steps or discussion. These include Extended Deadlines, Flexible Attendance, Use of a Calculator (during exams), and Use of Memory Aids (during exams). Please refer to our Accommodation Guides (pdf).

Information about Disabilities

Impact of Specific Disabilities:

• In Lectures
• In Test Taking
• In Distance Learning

Deaf and Hard of Hearing Information:

• Deaf and Hard of Hearing Information Sheet (pdf)
• National Deaf Center Resources
• National Deaf Center FAQ

Autism:

• Autism 101 Training packet (pdf)

Resources for Instruction

For more information, please check out Instructional Design and Course Accessibility at RRCC.

Differentiation:

Differentiation entails adjusting content, process, product, and instruction to meet the needs of individual students. It does not necessarily mean recreating entire lessons or curricula. Below are some resources to provide faculty with strategies and explanations for differentation.

• Differentating Instruction: Definitions and Strategies (pdf)
• Further strategies for differentiating instruction (pdf) (Note: Some strategies will not be applicable or appropriate in a college classroom, but they are still useful for understanding how students may have learned previously.)

Universal Design for Learning (UDL):

UDL is "the design of teaching and learning products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design." Making classrooms more accessible benefits all students. Below are some resources for faculty to explore the possibilities of UDL and how to easily integrate it into existing curriculum.

• Equal Access: A Checklist for Inclusive Teaching (pdf)
• Universal Design in Education: FAQ (Note: This site also features topics for Student Services, IT, conferences, and educational spaces.)

Other Resources

Syllabus Statement

• Syllabus Statement (pdf)

Event Accessibility (ADAAA) Statement for Campus Events

In order to ensure the accessibility of all campus sponsored events, include an ADAAA statement on all event advertisements, announcements, emails, and flyers. 

• Event Accessibility Statement for Campus Events (Word)

Equally Equitable Alternate Access Plan (EEAAP)

This form is for products, services, and instructional materials that do not meet WCAG 2.0 AA. An alternative access plan will need to be created. This form details the information and sends it to the Web Accessibility Committee for review. 

• Equally Equitable Alternate Access Plan (Form Stack)

Service Animals

• Rocky Mountain ADA - Service Animals
• 2016 Colorado Revised Statutes - RIghts of individuals with service animals
• ADA Service Animals (Main Website)
• ADA Service Animals FAQ
• ADA Service Animals Information Sheet (pdf)

Captioned Course Media Disclaimer

In an effort to provide equal access to course media and content, please select movies and videos that contain Closed Captions.