Faculty AIM Tutorial
Services for Students with Disabilities
Author
07/07/2025
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Description
Faculty can watch this video tutorial to learn the basics of how to use the new Accessible Information Management (AIM) system.
Searchable Transcript
Toggle between list and paragraph view.
- [00:00:00.960]Hello and welcome to our
- [00:00:01.420]tutorial on how to use the
- [00:00:02.900]Accessible Information
- [00:00:04.400]Management
- [00:00:05.200]System, or AIM, with UNL's
- [00:00:07.150]Services for Students with Disabilities
- [00:00:09.850]Office.
- [00:00:10.880]In this video, we will be
- [00:00:12.480]providing a brief overview of
- [00:00:14.390]how to log into AIM, view
- [00:00:15.990]letters,
- [00:00:16.840]and monitor student requests
- [00:00:18.730]for accommodations in the new AIM
- [00:00:20.810]dashboard.
- [00:00:21.800]First, navigate to our website
- [00:00:25.590]at ssd.unl.edu.
- [00:00:27.720]Scroll down to AIM for Instructors
- [00:00:30.860]and click Log In.
- [00:00:32.560]Log in to AIM using your UNL
- [00:00:34.560]single sign-on credentials.
- [00:00:37.120]This will take you to the Instructor
- [00:00:38.840]Authentication page where, if
- [00:00:40.360]you haven't already, you
- [00:00:41.680]will need to read through and
- [00:00:43.670]agree to a statement regarding
- [00:00:45.810]privacy and FERPA confidentiality.
- [00:00:48.620]Select Continue to move forward
- [00:00:51.030]to your dashboard.
- [00:00:52.660]In the middle of the screen,
- [00:00:54.090]you can see the students who
- [00:00:55.350]requested accommodations in
- [00:00:56.870]your
- [00:00:57.200]courses this term, which
- [00:00:59.090]includes the name of the
- [00:01:00.210]students making the requests,
- [00:01:02.150]the courses
- [00:01:02.940]in which they've made the
- [00:01:04.280]requests, the status of the
- [00:01:05.840]request, when it was first made,
- [00:01:08.160]and
- [00:01:08.240]when it was most recently
- [00:01:10.040]updated.
- [00:01:10.940]From here, you can view a copy
- [00:01:12.600]of each student's course
- [00:01:14.000]accessibility letter that they've
- [00:01:16.020]submitted
- [00:01:16.460]to you by clicking View, or you
- [00:01:18.850]can download a copy of their
- [00:01:20.960]letter by clicking on PDF.
- [00:01:23.260]These letters are an important
- [00:01:24.820]communication tool between
- [00:01:26.170]students and their instructor
- [00:01:26.680]and detail exactly which
- [00:01:29.070]accommodations your student is
- [00:01:32.150]requesting.
- [00:01:33.680]Near the top of your screen,
- [00:01:34.940]you will see that, by default,
- [00:01:36.390]you are looking at
- [00:01:37.160]accommodation
- [00:01:38.000]requests made for the current
- [00:01:39.690]term, but you can also look
- [00:01:41.220]ahead at next semester by
- [00:01:42.620]clicking
- [00:01:43.220]Next Term or at previous semesters
- [00:01:46.330]by clicking Previous Term.
- [00:01:49.000]You should also see a box that
- [00:01:51.090]reads Refine Search.
- [00:01:52.900]If you click on this box, you
- [00:01:54.260]see that you are able to search
- [00:01:55.510]within the request that
- [00:01:56.160]the student made in the
- [00:01:57.610]semester you are viewing.
- [00:01:59.480]You can search by any
- [00:02:00.570]combination of subject, course
- [00:02:02.400]number, course section, last
- [00:02:04.160]name of
- [00:02:04.660]student, or first name of
- [00:02:06.410]student.
- [00:02:07.460]To the left of this display,
- [00:02:08.990]you'll see a menu with options
- [00:02:10.520]that may include Alternative
- [00:02:12.160]Formats, Alternative Testing,
- [00:02:14.610]and Communication Access.
- [00:02:16.780]Each of these pulls up another
- [00:02:18.580]screen specific to these
- [00:02:20.090]accommodations.
- [00:02:21.420]For more information on Alternative
- [00:02:23.750]Testing, please view our other
- [00:02:25.410]tutorial on the SSD
- [00:02:26.420]website.
The screen size you are trying to search captions on is too small!
You can always jump over to MediaHub and check it out there.
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