In general, Top Hat is fully accessible for students with disabilities. It is, however, possible to create materials within Top Hat that are not accessible for students with disabilities. For general guidance and alternative ways to create content for all students, use the quick tips below and visit the following resources:
- Utilizing Top Hat with Accessibility webpage
- CELT’s Universal Design for Learning (UDL) Overview webpage
- CELT’s Accessify Your Course webpage.
- Communicate via different venues, such as your syllabus, Canvas, first day in class, etc., that accommodations are available to ensure all learners are successful.
- Read aloud Top Hat activities, questions and discussion statements. Clarify any ambiguous wording before polling. Do not use special terms, and educational jargon if you can avoid them.
- Allow time for thinking before asking to submit responses.
- You may also choose to opt-out of using a timer for Top Hat learning activities. If you do decide to use a timer, verbalize how much time is left before polling is closed. Keep watching your learners in order to make a call when to end time on task.
- Be flexible in the task time allowed: if 20 seconds for responding to a Top Hat question is expected, extend the time allotment to 60 seconds for all to ensure equal access. Increase time on the spot in Top Hat, learn how from the Top Hat: Setting a Response Timer on your Question web guide.
- Consider exempting learners from using Top Hat if a need is communicated and documented; possibly allow such learners to submit responses on paper or via email.
- Use alternative methods to conduct a learning activity all together, especially for assessment purposes. Examples of alternative assessments are the muddiest point exercises or other Classroom Assessment Techniques (CAT), view CELT’s Classroom Assessment Techniques: Quick Strategies webpage.