Yes. If you received notification of the accommodations from the Access and Accommodations Resource Center office, the ADA requires that you make those accommodations. If you have questions about the accommodations, check with the Access and Accommodations Resource Center office.
Professors handle this in different ways: 1) The test can be sent to the Access and Accommodations Resource Center office by email attachment; 2) Access and Accommodations Resource Center personnel can pick up the test from the professor’s office or from their department office or the test can be dropped off at the Access and Accommodations Resource Center office by the professor; 3) If the professor feels it is appropriate, he/she can put the test in a sealed envelope and have the student bring it to the Access and Accommodations Resource Center office. Once the test has been completed by the student, Access and Accommodations Resource Center personnel will put the test into an envelope and seal it, and the test will be hand-delivered to the office or the department office of the professor. We do not recommend sending tests through Campus Mail.
Some students make a request to get their textbooks in an auditory version so they can hear the information. One way to do this is through “Recordings for the Blind and Dyslexic.” This should be handled by the student, but the Access and Accommodations Resource Center office will assist the student in applying for their services. There is a fee for applying for RFB&D. Another way to get an electronic version of the textbook is by contacting the publishing company for the textbook. Not all publishing companies offer this option, but many do; the Access and Accommodations Resource Center office will assist the student in this process. If neither of these options is possible, the Access and Accommodations Resource Center office can scan the textbook and make a text file from the information. This is more time-consuming and should be requested in advance of needing the file. Once the student has the textbook in an auditory form, he/she will need to have a screen reader on a computer to listen to it. Some students have a screen reader on their personal laptop. Others will use the computers in the Christopher Center that have screen readers. Students who have a Kindle, Nook, or tablet can purchase and download their textbooks and listen to the books on these tools.
First ask the student what he/she has done to get some help. Has he/she asked for help from the Academic Success Center or gone to any organized Help Sessions? Next, the student will need to be evaluated to determine if he/she has a disability. The University is not responsible for such evaluation. If the student is having a medical problem, he/she should begin by seeing his/her doctor. If the problem might involve a learning disability or ADHD, he/she could see a clinical psychologist for testing. These services are generally pretty expensive, though, and insurance doesn’t always cover the cost. The Access and Accommodations Resource Center office will not be able to provide accommodations for your student without the documentation described in Section III.
If a student with a disability regularly skips class, then he/she has no right to get notes on the skipped days. The note-taker should be informed of this. If the student has a legitimate excuse for the absence (like an illness), handle the situation as you would with all other students.
No. Excuse of absences is not considered an accommodation, especially if they are unexcused. However, if it is clear that the absences are related to the disability, some flexibility might be considered, up to a point. Even with a medical condition, when the student is missing so much class that he/she cannot keep up, you should have a discussion with the Dean regarding whether the student should take a medical leave of absence.
No. Standards should be the same for all students; however, some students with disabilities may exhibit their knowledge, production, and other course expectations differently than their peers. For example, a student with a learning disability in writing may produce an essay exam by using a computer or scribe rather than writing out an answer without the use of accommodations. The quality of the work should be the same.
Yes. A student with a disability has the same right to fail as anyone else. Their work should be equivalent to their peers. It may be a good idea to discuss your observations with this student, just as you would with anyone else in your class who is experiencing difficulty.
Yes. There could be numerous reasons why a student makes a late request. Perhaps she could not get the documentation of her disability any earlier and, therefore, could not initiate accommodations earlier. Some students try to see how well they can do in a class without accommodations, but later decide they will need the accommodations after all if they want to do well in the class. Whatever the reason, students are allowed to make requests for accommodations at any time during the semester.
Yes. There is a way to make that test available for the Access and Accommodations Resource Center student with an extended amount of time. Check with the Blackboard specialists in IT for assistance.