Faculty & Staff Resources

Faculty and Staff written over flowers


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.


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.



Accessibility Tools

Linda Feeney,  Academic Affairs Liaison for Accessibility & Assistive Technology, works with faculty to create accessible digital materials.  A variety of digital accessibility tools can be found on the Accessibility Tools page at https://stockton.edu/elearning/accessibility-tools.html. Additional information on accessibility and access to the Symphony newsletter/blog can be accessed at www.stockton.edu/accessibility



 

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 accomodations, 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