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Faculty Information
Students with Disabilities in Your Classroom

What is the college's obligation to students with disabilities?
What is my obligation as an instructor?
What should I do if a student identifies him/herself to me as a person with a disability?
What is the procedure for students receiving accommodations?
What is the faculty procedure for testing accommodations on campus?
What do I need to know about pop quizzes?
• What is the faculty procedure for testing accommodations online?
What if the requested accommodation conflicts with my course structure and/or policies?
Faculty Tip Sheet



***NEW TESTING CENTER PROCEDURES: 

Here is the Instructions for Accommodated Testing Form.

 

Information about the Autism Spectrum

*Click to View New Information about Asperger Syndrome* (Part 1) 

*Asperger's Video (Part 2)

*"Tom Harkin Chats with Intern About ADA Generation; Workplace Accommodations"

*AANE-Asperger's Association of New England

 

What is the college's obligation to students with disabilities?

By law, and by policy, the college is committed to provide equal access for all qualified individuals to its programs and educational opportunities. The need for physical access (elevators, ramps, etc.) is obvious to most of us, but access needs also include the curriculum itself and measures of evaluation. Academic adjustments may include special seating, testing accommodations, use of adaptive technology, or presentation of course materials in alternate formats. The college has designated Linda Weinberg, Coordinator of Access and Equity Services, to identify appropriate accommodations and to coordinate the provision of these services.

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What is my obligation as an instructor?

You are an agent of the college and as such share the college's obligations to provide access within your classroom and curriculum. Your course outline should include the following disability statements:

It is the college's policy to provide, on an individual basis, reasonable accommodations to students with disabilities, which may affect their ability to fully participate in program or course activities or to meet course requirements. This material is available in alternative formats upon request.

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What should I do if a student identifies him/herself to me as a person with a disability?

Ask the student if he or she has been in contact with Linda Weinberg, Coordinator of Access and Equity Services and/or the Resnick Learning Center. If not, refer the student. You should not personally collect and/or maintain any disability documentation, nor should you make a determination as to the existence of a disability or the reasonableness of a request without consultation. Unless you are willing to provide a requested modification to all students, you should not provide it to any student without having first received an accommodation memo from the Coordinator.

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What is the procedure for students receiving accommodations?

The student must provide the Coordinator of Access and Equity Services  appropriate documentation identifying the disability and the limitations relating to learning. An accommodation plan is then developed between the student and the Coordinator. Appropriate classroom, testing and other accommodations are identified on a written Memorandum of Academic Accommodations, which the student delivers to each faculty member from whom he or she is requesting accommodations. For online instruction it is the faculty's responsibility to forward the signed accommodation plan to the Office of Access & Equity Services as soon as possible. 

You are entitled to reasonable notice of any requested accommodation. We encourage you and the student to discuss the particulars of the request.

Recognizing the importance of allowing students with disabilities equal access to professors during the testing process, we recommend testing in class, wherever possible. Students needing only extended time and a distraction-reduced environment can be permitted to take their tests in the classroom and faculty can provide the accommodation.

If this is not possible, or if additional accommodations are required (use of a reader, scribe or computer), the student must follow the policy and procedure guidelines by submitting an Accommodated Testing Notification at least 3 days in advance. The Instructions for Accommodated Testing Form must be attached to the exam and delivered to the Testing Center. Please be aware that the student is responsible for arranging exam testing with you and the testing center.

As a professor you are responsible for providing students with the required reading material well in advance of the start of class, a time period that students with disabilities may need so they can get materials in the proper format. Faulty who knowingly and without good cause fail to submit textbook adoptions seven weeks before the start of class will be held responsible for any complaint regarding inaccessible products and services.

A recent case at the University of California at Berkeley resulted in an 18-page out of court settlement based upon inaccessible library materials. 

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What is the faculty procedure for testing accommodations on campus? 

Test will be administered during Testing Hours 8am-4pm. A student might need to take a test at a different time than the class to accommodate their extended time.

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 What do I need to know about pop quizzes?

Administering Pop-Quizzes to Students with Disabilities

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 What is the faculty procedure for testing accommodations online?

You are required to provide the student who presents you with an accommodation plan their extended time in the online environment. (This does not mean unlimited time. Their plan will advise you of the required time extension) 

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What if the requested accommodation conflicts with my course structure and/or policies?

You may have to make an adjustment in your structure or policies, if not doing so will discriminate against the student because of the disability. However, while the need for accommodation in a particular case is not negotiable, there are often alternate ways to provide the accommodation. Accommodation must be sensitive to the fundamental structure and objectives of your course. If you believe that a requested accommodation will so alter your course, immediately consult with the coordinator. What constitutes a reasonable request in one course, or even section of a course, may not be reasonable in another.

Feel free in all cases to discuss methods of accommodation with the student and with the Coordinator.

The college has hired you for your expertise in your field and in the classroom. We do not expect you to have expertise in the field of disability and postsecondary education. Let us help you create the best possible learning environment for both you and your students.

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Faculty Tip Sheet

Suggestions:

  1. Assist students in following the university’s policies, such as possible requirements that all requests for accommodation be referred to the Access and Equity Office and not be handled by individual faculty members alone. This protects students, faculty, and the institution by ensuring consistency and takes the responsibility off individual faculty members, to determine whether an accommodation is appropriate or how to provide it. Violations have been found in cases where faculty members have not followed institutional policies.
  2.  Ask questions if you don’t understand something or are not sure how to proceed — your Access and Equity Office can be very helpful in this regard.
  3. Respect the privacy of students with disabilities. They need not disclose their disability to fellow students. While they must disclose disability to a designated official at your college in order to access accommodations, this does not require disclosure to everyone. Treat disability information which has been disclosed to you as confidential.
  4. Treat students with disabilities with the same courtesies you would afford to other students.
  5. Hold up your end with regard to accommodations which have been determined to be appropriate.
    1. Provide the academic accommodation which has been approved by the institution’s designee. (Access and Equity Coordinator)  Not providing may subject your institution or yourself to liability.
    2. Provide extended time for tests, for those who have accommodation plans. Be careful because if you start providing for those who do not have accommodation plans with our office you are setting past precedence and might have to provide for all.
    3. Help students secure a note taker if stated on their accommodation plan. This may include class members to volunteering to take notes, or you providing your class materials.
    4. Allow students to record lectures if it’s stated on their accommodation plan.
    5. Provide copies of exams in the required time frame to the Access and Equity Office in order for a student to take the examination under alternate circumstances, such as extended time, using a scribe or braille, etc.

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Fill out and submit a Testing Services request form

 

Contact Info
Linda Weinberg
P: 607-746-4593
F: 607-746-4368
E: weinbell@delhi.edu

 

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Last Updated: 6/5/14