Assistive Technology

• Share your slides ahead of time
  Upload your PowerPoint or slide deck to your LMS (Blackboard Ultra) or share link in advance so students can import the slides into Genio Notes and follow more easily.

• Speak clearly and at a moderate pace
  Because Genio supports audio recording + transcription, clear speech helps students capture key points in real time and refine notes later.

• Use slide design that supports note-taking

  • Use clear headings and consistent layout so that students can recognize the structure quickly.

  • Leave some “white space” or blank slides at key moments (e.g., before moving to a new concept) to allow students to annotate, tag, or mark the moment in Genio.

  • Ensure that all visual content (e.g., charts, graphs, images) are accompanied by a verbal or written description to support individuals who are listening or reviewing content non-visually.

• Verbally cue important moments
  Announce things like: “This next section is very important, you’ll want to make note of this,” or “Pause for a moment so you can review what we just covered.” These verbal cues help students using Genio to mark the moment in their record and then revisit it for review.

• Repeat or summarize key points
  At the end of a major section or slide cluster, summarize the main takeaways. This helps students using Genio to organize and refine their notes (rather than just capturing raw content).

Students approved for Books in Alternative Format accommodations may receive course materials such as textbooks, PDFs, or other readings in accessible digital formats (e.g., searchable PDFs, Word documents, or other screen-reader–friendly files). Faculty play a vital role in ensuring these materials are accessible from the start, helping students engage fully with course content.

1. Ensure PDFs Are Searchable (OCR Compliant)

• Always provide text-based PDFs, not image-only scans. If you can’t highlight or copy text within the PDF, it is not OCR compliant and cannot be read by assistive technologies.

• Use Adobe Acrobat or Microsoft export tools to make your files accessible:

  • In Adobe Acrobat (Pro or Standard):

    1. Open your scanned or image-based PDF.

    2. Go to Tools > Scan & OCR > Recognize Text > In This File.

    3. Choose the correct language and page range, then click Recognize Text.

    4. Save the document — it’s now searchable and screen-reader compatible.

  • In Microsoft Word or PowerPoint, always use File > Export > Create PDF/XPS (not Print to PDF) to preserve readable text.

2. Provide Readable, Well-Structured Documents

• Use clear headings, consistent formatting, and descriptive titles.

• Avoid scanned copies with handwritten notes or poor contrast.

• Ensure embedded links and images include alt text or brief written descriptions.

• Run Microsoft’s Accessibility Checker before posting materials.

3. Submit Readings Early

• List all readings and textbook selections in your syllabus or on Blackboard as early as possible. This allows students who receive alternate format accommodations to request accessible versions in time to have all materials ready at the start of the course.

4. Use Compatible File Types

• When possible, upload materials in Word, tagged PDF, or HTML format, as these are compatible with assistive technologies.

• Avoid posting image-only files or untagged PDFs to Blackboard.

5. Partner with OARS

• If you’re unsure whether a document is accessible, or if a student reports difficulty accessing digital content, please contact:

  Joel Peddle
  Assistant Director of Assistive Technology & OARS Testing Center
  Office of Accessibility Resources and Services
  📞 336-841-9612

  Our office can provide guidance and support to ensure course materials are accessible to all students.

1. Use accurate, complete captions
Ensure captions reflect all spoken words, key sounds, and speaker changes. If using auto- generated captioning, review for technical terms, names, and discipline-specific vocabulary. Correct common misinterpretations before sharing with students.

2. Choose reliable captioning tools
Use captioning features built into platforms like Panopto, Kaltura, YouTube, or Zoom. When possible, edit or approve captions before publishing to verify accuracy.

3. Provide captions for all media
Accurate captions are required for all recorded lectures, videos, podcasts, and external media used in your course. Captioning promotes equitable access for students who are Deaf or hard of hearing and benefits those engaging with course content in noisy or high-distraction settings.

4. Check synchronization
Captions should appear at the same time words are spoken—no delays or early text. Timely captions improve comprehension and reduce distraction.

5. Maintain readability
Use clear fonts, high contrast, and avoid blocking important visual content. Captions should remain visible long enough for students to read comfortably.

6. Include speaker identification
Label speakers in group discussions or interviews to help viewers follow along. Example: [Professor], [Student 1], [Narrator].

7. Offer transcripts as a companion resource
Provide downloadable transcripts for recorded materials. This supports study, note-taking, and screen-reader compatibility.

8. Caption new materials proactively.
Add captions during course material creation—not as an afterthought. It saves time and ensures accessibility from the start.

9. Stay consistent across materials
Ensure all videos in your course maintain the same captioning quality and format. Consistency helps students focus on learning rather than adapting to changes in accessibility tools.

Partner with OARS

• You may also request Closed Captioning Support through your Accommodate Portal and select Submit Captioning Request.

• If you have any questions regarding Closed Captioning contact:

  Joel Peddle
  Assistant Director of Assistive Technology & OARS Testing Center
  Office of Accessibility Resources and Services
   336-841-9612

1. Enter all text directly into Blackboard
Avoid uploading test questions or answer choices as images or PDFs. Particularly when using Honorlock, always include the entire question (not just the answer choices) within Blackboard. Leaving out question text can disable accessibility tools or prevent them from reading content correctly. ReadSpeaker can only read text typed or pasted into Blackboard’s content fields.

2. Use clear, concise wording
Short sentences and straightforward language improve text-to-speech accuracy and make questions easier to follow for all students.

3. Check formatting for readability
Avoid unnecessary symbols, decorative fonts, or all-caps text in questions or answers. Use standard formatting like bullet points or numbered lists for clarity.

4. Preview with ReadSpeaker
Use the ReadSpeaker “Listen” button in Blackboard to test how your exam content will sound. This helps identify any issues with spacing, punctuation, or readability before students take the test.

5. Provide accessible attachments
If supplemental materials (charts, passages, or images) are necessary, ensure they have text-based alternatives such as captions, alt text, or an accompanying text file.

6. Encourage all students to try ReadSpeaker
Remind students that ReadSpeaker is available for everyone—not just those with accommodations—and can help improve comprehension and focus during online tests and readings.

1. Provide accessible digital materials
Create assignments and assessments in editable, text-based formats (such as Word documents) so that students with an approved dictation accommodation can complete responses using speech-to-text software.

2. Understand how secure testing affects dictation
Speech-to-text software cannot be used inside an Honorlocked exam. Instructors should work with OARS Testing Center to ensure Honorlock permissions for Voice Recognition Software (dictation) are granted, allowing them to use Word or other dictation programs and then transfer their responses into Blackboard once complete.

3. Recognize how dictation changes writing flow
Students using speech-to-text often compose ideas verbally and may revise afterward. Provide reasonable flexibility with writing style, pacing, and structure in assessments, as long as these elements are not essential to the learning outcomes you are evaluating on the exam. NOTE: It is reasonable to require that written assignments completed outside of the classroom be free of grammatical and spelling errors.

4. Provide clear and straightforward prompts
Use simple language and structured questions. Avoid unnecessary symbols, overly complex formatting, or multi-column layouts that may interfere with dictation or readability.

5. Encourage proofreading and revision
Remind students to review their dictated text before submission. They can read it aloud or use text-to-speech tools to check for errors and clarity.