Resources

College Academic Skills

• How to Learn More Effectively: 10 Learning Techniques to Try  
• 40 Study Tips 
• Time Management Tips
• Eisenhower Matrix
• 14 Tips for Test-Taking Success  
• Body Doubling 
• Productivity Support-Pomodoro Technique 
• Harvard University- Academic Skills
• Commitment, Obstacles, and Strategies Worksheet (PDF)
• Effective Goal Setting (PDF)
• Pepperdine Learning Skills Videos 
• Dartmouth Strategic Learning Videos and Books
• University of the People 25 Best YouTube Learning Channels 

Life Skills

• Khan Academy Personal Finance & Other Life Skills 
• Ohio State University Life Skills Videos 
• The Institute for Social & Emotional Learning Resources 
• Flocabulary Life Skills 
• Pepperdine Learning Skills Videos 
• CSU, Fullerton Social Emotional Learning Resources 
• Banzai Financial Literacy Tools 
• ThinkCollege Resources to Help You Navigate the College Process 

College of the Redwoods Resources & Guides

• Service Animal Policy (AP 3440)  
• Mental and Medical Health Services 
• Basic Needs Center 
• Student Services & Programs
• Multicultural & Equity Center
• California Virtual Campus—Enroll in Online Courses at other California Community Colleges 
• Canvas Help
  • Canvas video guides
  • Canvas Support Homepage
  • Student Tech Help
  • Online Learning at CR
  • EDUC 203-Getting Started in Online Classes with Canvas
  • EDUC 207-Getting Started with Computers

Faculty Resources 

Accommodation Resource Guide for Faculty 

Why accommodations? 

Accommodations are meant to serve students who experience an educational limitation caused by a documented disability.  

Example 1: A student with anxiety struggles to comprehend their text due to chronic intrusive thoughts. We may provide this student with text-to-speech software to increase access to the material through multi-modal learning.  

Example 2: A student with a deficit in processing speed struggles to take notes during class. We may approve this student for note-taking assistance to improve their notetaking accuracy and allow them to take more complete notes.  

Which accommodations when?

 We have a large list of general accommodations. These accommodations serve different students with different educational limitations. For example: 

• The calculator accommodation may serve: Working memory deficits, perceptual and/or fluid reasoning deficits, limited math fluency (dyscalculia) 
• Word processor/Speech-to-text may serve: Spelling and writing deficits (dyslexia) 
• Text-to-speech may serve: limited processing speed, reading deficits, dyslexia and/or visual processing deficits, blind/low vision. 
• Note-taking assistance may serve: Verbal comprehension deficits, working memory deficits, dysgraphia, limited processing speed, writing fluency deficits. 

Please note these are just examples; This list is non-exhaustive.  

Not all limitations are accommodated...  

Students who present with limitations that are due to a skill deficit are not formally accommodated. These students are directed toward strategy development with a learning disability specialist or LIGHT Center tutor.  

Example 1: A student with ADHD struggles with procrastination and often turns in assignments late. The student requests extended deadlines. The student does not receive this accommodation as it was determined through the interactive process with a SASS counselor/advisor that the student has underdeveloped time management skills. We create a study schedule that includes accountability check-ins with a LIGHT Center tutor.  

Example 2: A student requests extended time on exams because tests are stressful and their friend got this accommodation. The student has never run out of time on exams and does not possess an education limitation that impacts their test taking ability. We do not approve this accommodation and direct the student toward test taking strategy development and/or test anxiety strategies with a tutor or learning disability specialist.  

Formal Accommodations 

Most of our accommodations require some form of collaboration between students, faculty, SASS, and the testing center in various combinations. Some accommodations require the student and instructor to collaborate to ensure the accommodation is provided appropriately. Others are dependent on the student collaborating with SASS and/or the testing center. Some accommodations are entirely reliant on the student choosing to engage with the accommodation. Reminder: All accommodations are voluntary. 

Collaborative accommodations between student and faculty 

• Accessible documents (e-text): Evan Hatfield, SASS staff, manages digital accessibility for our faculty. If a student requires accessible documents, Faculty can share the course documents with Evan and Evan will complete an accessibility check and necessary changes to ensure the reading materials are accessible for the student. Please note that turnaround times vary.  
• Excused absences: Students must communicate with Faculty regarding absences.  
• Extended deadlines: Students must communicate with Faculty prior to the deadline.  
• Accurate captions on media: Evan Hatfield, SASS staff, manages digital accessibility for our faculty. If a student requires accurate captions, Faculty can share the course media with Evan, and Evan will complete an accessibility check and make necessary changes to ensure media is accessible for the student. Please note that turnaround times vary. 
• Real-time captioning (classroom coordination, front-loading): SASS is responsible for scheduling teal-time captioners. Faculty can support this accommodation by helping determine where the Real-time Captioner will be positioned in the room and assist with providing the Real-time Captioner with some course material prior to the class period to ensure the captions are accurate jargon is used correctly.  
• Classroom interpreters (classroom coordination, front-loading): SASS is responsible for scheduling Classroom Interpreters. Faculty can support this accommodation by helping determine where the Interpreter will be positioned in the room and assist with providing the Interpreter with some course material prior to the class period to support the Interpreter’s accuracy when interpreting in the live class.  
• Enlarged print: The specific size of print is located on the student’s SSA. Please print course materials (such as in-person written labs) in the specified font size. SASS is happy to facilitate if needed.  
• Preferential seating (if necessary): Students typically manage this accommodation on their own. In some situations, Faculty may need to ask another student to change seats to ensure the student with this accommodation can access the appropriate seat.  
• Proximity to door (if necessary): Students typically manage this accommodation on their own. In some situations, Faculty may need to ask another student to change seats to ensure the student with this accommodation can access the appropriate seat. 

Collaborative accommodations between student, faculty and Testing Center 

• Distraction-reduced environment: Distraction-reduced environment is typically provided through the Testing Center. If the exam takes place outside the Testing Center’s hours of operations, Faculty can work with SASS or the student directly to find a solution.  
• Extended testing time (1.5x, 2x): Extended time provided by faculty if student is taking online classes or testing in the classroom. Testing Center will facilitate this accommodate if the student is testing in the testing center. 
• Memory Aid: Approved by faculty prior to test date. 
• Spell Check/Dictionary (if in alignment with SLOs): Instructors are not required to provide spell check/dictionary. Students may request these items from SASS or the Testing Center. 
• Calculator/Multiplication Tables (if in alignment with SLOs): Instructors are not required to provide the calculator/multiplications table. Students may request these things from SASS or the Testing Center.  

Collaborative Accommodations between student, Testing Center, and SASS

•  Alternate Media: Braille, enlarged print on exams 
• Computer/Assistive Tech for exams 
• Human Reader on exams/quizzes 
• Access to headphones/earplugs for testing 
• Breaks during exams 
• Scribe 

Collaborative Accommodations between student and SASS 

• All Assistive Technology Software: Dragon, Genio, JAWS, Kurzweil, Natural Reader, ZoomText 
• Equipment loans: Assistive listening devices, Digital voice recorders, Smart Pens, Headphones, etc.  
• Note-Taking Assistance 
• Van/Scooter Use on Campus 
• Accessible furniture 
• LD Assessment Referral  
• Priority Registration 
• Temporary Medical Parking Permit 

Student-Initiated accommodations 

• Preferential Seating (if preferred seating is unavailable, the instructor may need to facilitate this accommodation.) 
• Proximity to Door (if preferred seating is unavailable, the instructor may need to facilitate this accommodation.) 
• Stand/move/leave class periodically 
• Audio/video recording lectures 
• Personal attendant
  • Please note: Personal attendants will not independently participate in class, are not responsible for academic progress and cannot complete work for the student, direct the student in what to write or say, or modify the student’s academic performance in any way. Attendants must abide by classroom rules and regulations regarding phone and tablet usage during class. If you have concerns regarding a personal attendant, contact SASS.  

Faculty Support Resources 

AB2821: The Chancellor’s Office is required to create a Disability Access and Compliance Training Program by January 2026. Beginning with the 2026–27 academic year, community college districts must incorporate this training into existing personnel training and provide it to employees during onboarding. 

AB 2821 Resources 

Please review the California Community Colleges Chancellor's Office memo for information regarding AB 2821 Update – Disability Compliance Training Required (PDF). 
In addition, the following resources are available to support the California Community Colleges: 

• CCCAC Accommodation Guidance for new faculty 
• CCCAC Resources and Personnel Supporting Students with Disabilities 
• CCCAC Exploring Ableism: Barriers, Bias, and Beyond (Self paced-course) 
• CCCAC Best Practices for Addressing Disability Discrimination (AB 2821) 

Universal Design 

Universal design is a powerful way to increase access to materials for all types of learners. Want to read more about the research and how to implement UDL features in your class? Check out Universal Design for Higher Education. 

Additionally, the UCLA Tarjan Center also writes regular newsletters for faculty and higher education professionals who serve neurodiverse students. They highlight student and expert perspectives, research summaries, tips for faculty and staff, successful programs and best practices, as well as related resources and trainings. 

Webinars and Trainings

• UCLA Tarjan Center  
  • Supporting Neurodivergent Students in the College Classroom
  • NeuroPREP: A Research Base for Faculty Preparation in Educating Neurodivergent Students
  • Increasing Inclusion for College Students with Intellectual Disability 
  • Accessibility Tips for College Staff and Faculty: PDF and PowerPoint
  • Inclusive Instructional Practices for College Students with Disabilities
  • Additional Tarjan Center Webinars
• National Center for College Students with Disabilities- Trainings 
• Think College
• Go2Knowledge 
• CCC Accessibility Trainings (including WebAIM accessible document training)
• CCC Self-Paced Accessibility Micro Courses
• CCC Vision Resource Center 
• Autism Career Empowerment 
• College Autism Network 
• Autism Goes to College 
• Organization for Autism Research 
• Landmark College Institute for Research and Training
• Medical vs. Social Models of Disability

Universal Design for Learning Resources

• University of Washington DO-IT Disabilities, Opportunities, Internetworking, and Technology 
• CAST 
• UDL on Campus
• UDL Guidelines
• Teach Access Instructional Accessibility Resources 
• Vanderbilt University: Creating Accessible Learning Enviornments
• Higher Education Accessibility Online Resource Center
• Builders Movement Education Resource & Action Guide

CCC Accessibility Center

CR Keep Teaching (Canvas)

Neurodiversity Instructional Resources

• Sonoma State Neurodiversity-Friendly Teaching​
• Montana State University Neurodiversity  Teaching Strategies​
• Inside Higher Ed: Teaching Neurodiverse Students​
• Brown University: Supporting Neurodivergent Students in the Classroom​
• Tarjan Center Access Webinars (check their website for other resources)​
• NC State University: Supporting Neurodiverse Students Through Course Design​
• Northern Illinois University Tips and Tools for Supporting Neurodiverse Learners​
• University of Illinois: Suppporting the Needs of Neurodivergent Students​
• Marquette University Faculty Guide​
• University of Illinois Strategies/Techniques for ADHD
• CDC Autism Spectrum Disorder Statistics​
• CDC ADHD Statistics​
• National Center for Learning Disabilities Statistics

Neurodiversity Instructional Resources

• Dyslexia simulator​
• Funkify: Chrome browser extension for simulating dyslexia, cognition, motor, and visual impairments​
• Irlen Syndrome Video​
• Project Cape Neurodiverse Immersive 360 VR Experience​
• Neurodiversity as a Competitive Advantage​
• ADHD Simulator Video​
• Another ADHD Simulator Video​

Did you encounter a broken link on this page? Email us at sass@redwoods.edu and we’ll get that fixed!