Faculty Responsibilities

The instructor and the student with a disability are encouraged to work together to find reasonable methods to accommodate the student's disability.

The goal is to minimize or eliminate the impact of the disability and allow the student to demonstrate knowledge of course material.

Awareness of Course Requirements

The instructor should insure that the student with a disability is fully aware of the requirements of the course. That sounds simple, but course requirements are sometimes unclear until halfway through the course. The requirements of the course should be clear in the beginning and in written form. If requirements or date of exam or outside assignments should change during the semester, the instructor should make these changes available to the student in written form.

Teaching Aid Conflicts

In instances where teaching aids are used, which are in conflict with the student's disability, the instructor should provide other materials which the student can use. For example, the instructor who makes heavy use of audio tapes might provide transcriptions of the tapes to a hearing impaired student.

Allow Extra Time for Exams

Allow extra time for examinations. A reasonable time limit is based on documentation of the specific disability and will vary with each student. Specific time limits are determined by the office of Disability Resources and is written on the Instructor Notification Form.

The student can be required to go to Disability Resources to obtain this form and he/she will need to provide documentation of disability. The student is required by Disability Resources to complete a Testing Accommodation Request Form if services, adaptive equipment, or special private room is needed.

Alternate Test Design

Consider alternative test design when appropriate. Some students with a learning disability or head injury may find essay format difficult and a perceptually impaired student may have trouble with matching tests

Sharing Successful Techniques

Whenever possible, the faculty are encouraged to inform other faculty within the department of experiences or techniques that have been successful. If successful experiences can be shared, a positive base for creating additional opportunities for students with disabilities can be established.

Extra Time for Assignments

Where possible, and within reason, allow extra time for assignments, remembering that for a student with a disability, the process of research, etc. may involve scheduling an assistant for help with the library work.

Discussion of Accommodations

While it may be the primary responsibility of the student to initiate the discussion of the accommodations needed, the outcome of the negotiation also depends on the receptivity, flexibility, and understanding of the instructor.

It is important that accommodations are discussed and agreed upon early in the semester, at the time when the awkwardness and uncertainty will be the greatest. Both faculty and the student, together or separately, may find it useful to consult with the office of Disability Resources and Services for advice and assistance.

Degrees of Accommodation

Many disabilities are obvious, and the question then is one of the degree of accommodation and assistance required. However, there are cases in which a faculty member may have no way of knowing that a student has a disability.

For example, a student with epilepsy who is on medication may not expect to need any adaptation and may not mention his or her condition to the instructor. During a remission period, a student with multiple sclerosis may not feel the need to mention anything.

Announcement of Disabilities

One good policy is for the instructor to announce at the first meeting of the class the following statement: "If any of you has a disability, including a learning disability, please see me after class so that I can give you information to Disability Resources for your accommodations for this class."

Volunteer Note Takers

Assist the student with locating good volunteer note takers in the class. The Disability Resources and Services office provides a sample announcement to the student with a disability. The campus provides photocopying to students with disabilities of the notes taken by a note taking aide.

Textbook Taping

Provide a copy of class syllabus after registration for student(s) who will require textbook taping.

Videos and Closed Captioning

If a videotape is going to be shown in class and a student requests that (s)he be able to have it closed-captioned, arrangements can be made with Media Services for this.

Request to have a monitor that has closed-captioning capability be brought to the classroom or have the video run through the closed-captioning machine if the videotape is being piped in from Media Services.

Need Additional Help or Information?

If there are any questions or need for advice or assistance, please contact Robb Ferguson