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California State University, Long Beach
Important information about the university's response to COVID-19
Bob Murphy ACCESS Center
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Faculty Resources

Statement Regarding Students with Disabilities

Faculty are encouraged to utilize the following syllabus statement in supporting BMAC's name change and updated building location on campus:

Students with disabilities who require reasonable academic accommodations are strongly encouraged to register with the Bob Murphy Access Center (BMAC) each semester. Students must submit supporting disability documentation to BMAC and provide faculty of any BMAC verification of accommodations as early in the semester as possible. BMAC is located in the Student Success Center, Room 110 and can also be reached by phone at (562) 985-5401 or via email at

Universal Design for Learning Strategies and Tips for Faculty

With the campus largely moving to a virtual delivery of courses, it is essential as faculty to ensure the accessibility of the course instruction. This not only provides accessibility to students with disabilities, but it is inclusive of the concept of Universal Design for Learning which supports all learners.

With this in mind, CSULB has the following recommendations for faculty:


  • Keep the course accessible and mobile friendly: in a crisis, many students may only have a mobile device available, so make sure you are using mobile-friendly formats.

Engagement, Support, and Retention of Learning

  • Build in elements of connectivity to counteract social isolation: begin class by asking how the students are doing and encourage them to check in with each other.
  • Ask your students how you can assist them during this transition. Students may have additional challenges that can amplify during times of stress or uncertainty. Be helpful and direct them to campus resources. Many students are experiencing food and housing insecurities. They may rely heavily on the support and resources on campus.  Check in about well-being and basic needs.
  • As your students if they are having trouble accessing housing, food, water, health care, mental health care, or other necessary resources. Class cancelations put housing-insecure students at risk.
  • For many students, virtual learning is a new experience. Allow recording of any Zoom video or audio lectures for students to replay the content.
    • Additionally, consider putting all teaching content on BeachBoard so that students do not need to rely so strongly on peer notetakers.
  • Reach out individually to students who are missing virtual classes. This may be a sign that they are experiencing accessibility of other challenges.


  • Present content in multiple ways(e.g., in a combination of text, video, audio, and/or image format); please be reminded that all video content must be captioned, and audio must feature an accompanying transcript to meet accessibility compliance standards.
  • Be aware that some students with certain types of disabilities (low vision, migraines, seizure disorders, etc.) may not be able to spend an extended amount of time in front of a computer. As such, you may consider:
    • Making instructional materials available for students to print out.
    • Allow students to participate in Zoom calls with voice-only and no image-heavy needs.

Accessible Instructional Materials

  • Faculty who have (a) student(s) with qualifying disabilities are encouraged to contact the AIM Center to assist with:
    • 1:1 Zoom trainings to make their course materials accessible
    • An accessibility review of BeachBoard content or Departmental websites and links
    • Enrollment in BeachBoard ATI Modular courses for training on how to create accessible content for:
      • ATI Modular Training Microsoft Word
      • ATI Modular Training Microsoft PowerPoint
      • ATI Modular Training Microsoft Adobe Acrobat PDF
      • ATI Modular Training Copyright
    •  Document and Form remediation
    • Transcripts for videos and podcasts
    • Captioning requests based on certain criteria
    • Remediation services on a case-by-case basis
  • Consider saving files in 2 formats, in the original format and a PDF format.
    • PDFs are easier to read on phones and tablets, while the original file format often has additional features that are helpful to students who use accessibility software.
  • If you choose to utilize videos in your course, ensure that they are captioned.
    • However, also note that videos take up considerable bandwidth which may make streaming difficult for some students with limited internet.
  • Ensure that your instructional materials are accessible in the event that you have students that are blind or visually impaired:
    • Use clear, consistent layouts and organization schemes for presenting content.
    • Structure headings(using heading style features built into the Learning Management System, Microsoft Word and PowerPoint (PPT), PDFs, etc.) and use built-in designs/layouts (e.g., for PPT slides).
    • Use descriptive wording for hyperlink text (e.g., “DO-IT Knowledge Base” rather than “click here”).
    • Provide concise text descriptionsof content presented within images
    • Use large, bold fonts on uncluttered pages with plain backgrounds.
    • Usecolor combinations that are high contrastand can be read by those who are colorblind.
    • Make sure all content and navigation isaccessible using the keyboard aloneand choose IT tools that are accessible.
    • When you create video segments, consider how you will convey information to learners who cannot see what is happening in a video. Actions that are only visible on screen without any audible equivalent are not accessible to learners who have visual impairments.
    • For many topics, you can fully cover concepts in the spoken presentation. If it is practical to do so, you should audibly describe visual events as they happen in the video. For example, if you are illustrating dropping a coin and a feather together from a height, you should consider narrating your actions as you perform them. Ask yourself if your video would make sense if the learner were only listening to the audio content, for example while they were driving a car.
  • If you have a student that is Deaf or Hard of Hearing, BMAC recommends:
    • Adding the BMAC Deaf and Hard of Hearing Coordinator, Gloria Williams, to the BeachBoard course for additional accessibility support.
    • Conducting your course online via Zoom and sharing the logistics with Gloria Williams. This allows our team of campus interpreters/captioners to join in the class and provides access to communication.
    • Caption videos and transcribe audio content.

Exams and Assessments

  • Allow a variety of assignment options, through an approach that may not be intensely digital. For example, asking students to write a pro-con issue comparison memo in lieu of participating in a classroom debate.
  • If you have online exams and students require extended time accommodations, remember to extend the student’s time on BeachBoard.
    • Be aware that some students may need to utilize assistive technology software and so lockdown browser may need to be disabled.
    • For BeachBoard Support, please contact (562) 985-8324 and/or

Adapted from:
DO-IT, University of Washington (UW)
DO-IT Center on Accessible Distance Learning
DSS Community in Higher Education
EduCause Review
DSPS Solutions



In an effort to preserve the integrity of exams, better serve students with disabilities, and maximize BMAC resources, please review the following updates effective for the Fall 2020 semester:

  • Faculty are asked to work directly with their BMAC students to implement approved exam accommodations while in a remote learning environment. Please refer to the Test Accommodation (TA) form in order to review the approved accommodations for your student(s).
  • If you are utilizing BeachBoard or another platform for timed exams and need assistance in adjusting a studentís individual exam parameters to reflect their extended time needs, please reach out to BeachBoard Support at

CSULB BMAC Student/Professor - FALL 2020

  • *More information to be listed soon*

All exam-specific materials and inquiries should be emailed directly to our secure exams email address at


Faculty Handbook

Table of Contents

  1. BMAC Directory, Quick Reference
  2. Introduction
  3. Faculty Reference
  4. Deaf and Hard of Hearing
  5. Communication Disabilities
  6. Learning Disabilities
  7. Visual Limitations
  8. Mobility Limitations
  9. Psychological and Functional Limitations
  10. Faculty Handbook: AIM Center
  11. Workability IV Program
  12. Frequently Asked Questions
  13. Support Services
  14. Helpful Attitudes and Etiquette
  15. Appendix A: The Law
  16. Appendix B: Evacuation Procedures
  17. Appendix C: Complaint Procedures

Quick Reference >