Students whose first language is not English may experience linguistic barriers to
achieving their academic goals. To address this barrier and support our rich bilingual
students, AEDR has advocated for and received college approval for an extended
period for students who self-identify as non-native English speakers. We will discuss
how the process was developed and how instructors can support these students. and
outline the new process for students to request 1.5x longer on exams.

To provide students with the best insights and leverage AI as a strong partner to deliver fast, accurate outcomes, rapid, continuous learning is essential as AI continues to evolve. The more one practices using AI solutions & models, the more prepared one is to thrive in an increasingly AI-centric world, and the more able one is to coach the next generation effectively and astutely. This session will guide faculty in developing their AI prompting skills.

Additional Resources:

As AI tools become more common in higher education, faculty are increasingly
questioning where language support ends and cheating begins. This session explores
parallels between human interpreters/translators and AI-assisted translation through
the lens of ASL-English bilingualism and equitable assessment. Participants will
examine how academic integrity standards are applied to language mediation tools
and consider more thoughtful, consistent approaches to evaluating student learning in the age of AI.

This session will use a strengths-based lens to demystify common Autistic traits that impact student achievement, describe specific strategies for supporting Autistic students in the classroom, and offer suggestions for addressing common sticking points.

We’ve heard your feedback on the accommodation process and made improvements to make it easier than ever. This session will highlight ways faculty can reduce their
workload, including the number of emails they receive, by using the college’s
accommodation system. We’ll share information and provide demonstrations. As this is a hands-on session, we will encourage participants to follow along and log in to the system, and there will be ample time for Q&A.

Link to presentation slides:

Summary

This session will provide important updates on disability resources and accommodations. Topics will include the introduction of the new Disability Resources Director (Student Accommodation Manager), an overview of recent changes to the Flex Plan process, and examples of updated language in other accommodation types.

Presentation Slides:

Summary

Supporting students with disabilities in higher education is typically seen as a legal process of compliance, traditionally informed by the medical model of disability. This presentation, featuring a student panel, will explore the social model of disability, which views disability not as a deficit to be fixed, but as a normal part of the human experience. Strategies for student support and classroom integration based in an affirming view of disability will be explored.

Slides:

Summary

In this presentation, Kaela Parks, Jennifer Gossett, and Andy Freed explain what updated accessibility requirements mean for faculty and digital course materials °µÍøTV. The session emphasizes the difference between accessibility and accommodation. Accessibility is proactive and designed to remove barriers before a student needs to request help, while accommodations respond to the needs of an individual student after a barrier has already been identified.

The presenters connect these expectations with PCC’s Accessible Technology Policy and the Web Content Accessibility Guidelines, or WCAG. Digital course materials, including documents, multimedia, websites, third-party tools, and instructional technology, should meet accessibility standards. When a resource cannot meet those standards, faculty can work with PCC accessibility specialists to develop an Equally Effective Alternate Access Plan, or EEAAP.

The session offers practical guidance for creating accessible materials. Faculty are encouraged to use logical heading structures, properly formatted lists, meaningful link text, alternative text for images, sufficient color contrast, structured tables, captions, audio descriptions when needed, and accessible approaches to equations. Presenters also demonstrate why the structure of a digital document matters, especially for people who use screen readers, magnification, read-aloud tools, alternate formats, or other assistive technologies.

Faculty are introduced to accessibility tools available °µÍøTV, including built-in Microsoft accessibility checkers, Grackle for Google Docs and Slides, D2L Brightspace accessibility tools, and Panorama. The session also covers accessible PDFs, presentation reading order, library materials, technology reviews, training opportunities, consultations, and other resources. The overall message is that accessibility is a shared responsibility, and faculty do not have to address these requirements alone. PCC provides tools, training, and staff support to help instructors create and select materials that provide more equitable access from the beginning.

Slides:

Presentation Outcomes

• Distinguish between proactive accessibility and individual accommodation and explain why accommodations alone cannot remove all barriers to learning.
• Describe PCC’s Accessible Technology Policy and understand how WCAG Level AA requirements apply to digital content and course materials.
• Explain when an Equally Effective Alternate Access Plan, or EEAAP, may be needed for a resource that cannot fully meet accessibility requirements.
• Apply accessibility practices such as heading structures, meaningful links, alt text, appropriate color contrast, structured tables, captions, and accessible multimedia.
• Recognize accessibility issues that can occur in scanned PDFs, Google documents, PowerPoint and Google Slides presentations, library resources, and third-party courseware.
• Use tools such as Grackle, Microsoft accessibility checkers, D2L accessibility tools, and Panorama to identify and address accessibility barriers.
• Use PCC’s technology review process when adopting digital courseware and work with accessibility specialists when barriers or alternate access needs are identified.
• Locate PCC training, consultation, accessibility review, and professional development resources that can support accessible course design.

Post generated by CTLE Web Designer Gem on 08/16/2026

Participants in this session will learn how students request accommodations, how to interpret faculty notification letters, and how to have fruitful conversations with students. Accommodations can be challenging, depending on your class content and structure. This session includes best practices for discussions with students, and for working with Accessible Education and Disability Resources, to effectively implement accommodations. The panel will offer ways to employ accommodations to increase a sense of academic belonging for students with disabilities, and to see students’ disabilities as assets rather than deficits.

Slides:

• Ira McKinzie, Student Advocate Coordinator for Accessible Education and Disability Resources (ADR)
• Shannon Pagano, Disability Counselor & In-Class Aide Coordinator (ADR)
• , ADR Student Advocate
• , Counselor and Accessibility Specialist (ADR)

Supporting students with disabilities in higher education is typically seen as a legal process of compliance, traditionally informed by the medical model of disability. This presentation, featuring a student panel, will explore the social model of disability, which views disability not as a deficit to be fixed, but as a normal part of the human experience. Strategies for student support and classroom integration based in an affirming view of disability will be explored.