Faculty & Staff

Academic Accommodations

In The Classroom

• Include a statement on the class syllabus inviting the student to discuss academic needs with you. For example, "If you have a documented disability for which you are or may be requesting an accommodation, you are encouraged to contact your instructor and the Center for Students with Disabilities as soon as possible."
• Clearly delineate expectations at the beginning of the course (e.g., grading, material to be covered, due dates).
• Announce reading assignments well in advance for students who are using taped materials or other alternative formats. It takes an average of six to eight weeks to get a book tape-recorded.
• When talking with the student, inquire about special needs in the classroom, in the lab, in fieldwork, and on field trips. Work with the student and the CSD to determine and provide appropriate accommodations.
• Select course materials early. Distribute syllabi, assignments, and reading lists in advance and in electronic format (e.g. disk, network) to facilitate translation to audiotape, Braille, and large print.
• Start each lecture with an outline of material to be covered that period. At the conclusion of class, briefly summarize key points.
• Make lectures and notes easily accessible (use larger print, provide handouts of notes in class, etc.).
• Provide adequate opportunities for questions and answers, including review sessions.
• Allow preferential seating for students with disabilities.
• Face the class when speaking. Repeat discussion questions. Write key phrases on the blackboard. Hand out assignments in writing. Provide written summaries of demonstrations in advance and use captioned films if you have a hearing impaired student in class.
• Verbally describe visual aids if there is a student with a visual impairment in class. For example, you might say, "The 3 inch long steel rod," rather than "this".
• In class discussion, focus primarily on the student with the disability and not on the student's aide or interpreter. Look and speak directly to the student with only occasional reference to the interpreter.

Media in the Classroom

If you intend to use media in the classroom, remember that the media must be accessible to students with disabilities. Prior to purchasing the media, ask vendors whether they have captioned a video (for someone who is deaf or hard of hearing) or have a descriptive version (for someone who is blind or visually impaired). If accessible formats are not available, faculty should work with the CSD to come up with other suitable alternatives.

• More Information: Non-Discrimination Policy Statements for Publications, Printed Materials and Electronic Media
  Provided by the Office of Diversity and Equity

In the Laboratory

• Discuss safety concerns with the student and the CSD. Depending on her/his disability, ensure that safety equipment is adapted with Braille or large print labels, pull-chains are lengthened, and visual or auditory warning systems are in place.
• Assign group lab projects in which all students contribute according to their abilities.
• Arrange lab equipment so that it is easily accessible. Give oral and written lab instructions. Provide raised-line drawings and tactile models of graphic materials for students with visual impairments.
• Work with student and CSD, to identify, modify, and provide appropriate lab equipment, such as adjustable tables, ramps, talking thermometers and calculators, liquid level indicators, large print and tactile timers, and computers.

In the Field, Internships or Clinical Placements

• Measure knowledge and comprehension rather than physical performance of a task when testing a student's understanding of material.
• Ask the student how s/he might be able to do specific aspects of fieldwork. Attempt to include the student in field work opportunities, rather than automatically suggesting non-field work alternatives.
• Arrange to have accessible transportation for field trips.

Courses and Course Requirements

When the need for accommodations in a specific course arises, the instructor will receive an accommodation letter from the CSD with the requested academic accommodations. Students should also identify themselves to the course instructor. Faculty are not required, to provide accommodations that constitute a fundamental alteration of the course. In determining the appropriateness of an accommodation, it is the CSD's goal to ensure that a student receives the accommodations necessary for the course and to fashion such accommodations so as not to fundamentally alter the essential course requirements.

Class Attendance

Modification to a class policy regarding attendance as an accommodation to a disability is appropriate when it is reasonable to do so. It is not reasonable to make such modifications when doing so means a substantial change on a course's essential elements. Students using wheelchairs or who have mobility disabilities may encounter obstacles to getting to class on time. Others may have periodic or irregular difficulties, either from their disability or from medication. Faculty and staff can help by being flexible in applying attendance and promptness rules to such students and in some cases, alternate assignments may be appropriate.

Class Participation

During your initial meeting, ask students with disabilities what you can do to help them participate in class. Students who cannot raise their hands to answer or ask questions, for example, may feel isolated or ignored. Ask them how they wish to be recognized in the classroom. Some students will want you to call on them. Others may prefer to meet periodically with you before or after class to discuss the course content.

Examination Accommodations

Students with disabilities may receive test accommodations determined on an individual basis. A test, as used in this context, refers to quizzes and examinations taken during the semester in conjunction with an academic class. The purpose of providing extended time for test taking is so that the existence of a time limit does not unjustly impact the ability of a student with a disability to demonstrate knowledge of the material. This accommodation is determined on a case-by-case basis and may be inappropriate where the exam tests an individual's ability to perform a task within a specific period of time as an essential element of the course.

Exam accommodations may include, but are not limited to:

• a scribe to transcribe their dictated answers to exam questions;
• a separate room with better lighting, reduced distractions, or assistive equipment such as a word processor, text enlarger, or speech to text program;
• a reader to assist students who have visual or visual processing disabilities;
• an extended exam period for students who write slowly, who dictate answers to a scribe, or who have a processing disability;
• the option of submitting exam answers in an alternative format - such as on a word processor or an oral version for a written exam.

If a student has been approved for examination accommodations, faculty will receive an accommodation letter from the CSD with the requested exam accommodations. Sometimes, although students are approved for examination accommodations, students may choose to take examinations under standard conditions. Students should discuss their needs with you throughout the semester. You may also refer to the Testing Accommodations Policy for additional information.

If the student chooses to take the examination with accommodations, you may choose to administer the exam with the accommodation(s) requested. If you are unable to administer the exam in class with the requested accommodation(s), the CSD will administer and proctor the exam. Exams are kept in a locked location until administration.

If exams are to be administered by the CSD:

1. When exams or quizzes are to be administered by the CSD, the student or instructor must contact the CSD in order to schedule the test. Exams must be taken during the regular class time unless the instructor and Director of the CSD approve an alternate time. Exams must be scheduled at least 48 hours in advance in order to ensure adequate accommodations. Failure to provide adequate notice may result in the accommodations not being available.
2. The student and/or instructor is responsible for completing an Exam Administration Form, which contains information about the course, what accommodations are to be provided, as well as the delivery of the examination. This information may be called in over the phone (486-2020), emailed to wade.gibbs@uconn.edu, or completed at the CSD. All information will be verified with the instructor.
3. Whenever possible, exams should be e-mailed to wade.gibbs@uconn.edu or delivered by confidential fax to 486-4412. If an e-mail or fax is not possible, exams may also be delivered in a sealed envelope by the student, the instructor, or a department designee (such as the TA), or picked up by the Center. INSTRUCTORS SHOULD NOT SEND EXAMS TO THE CSD THROUGH CAMPUS MAIL.
4. The CSD secures all exams in a locked file cabinet upon receipt. Upon return, exams will be sealed in an envelope with an office label and signed by the appropriate CSD representative.
5. Whenever possible, exams will be returned by e-mail or fax. Exams may also be returned by the student in a sealed envelope, by the CSD, or picked up by the instructor or department designee. THE CSD WILL NOT RETURN EXAMS THROUGH CAMPUS MAIL.

Notetaking Assistance

Notetaking assistance is provided as an accommodation for students whose documented disabilities interfere with their abilities to take notes. Notetaker assistance is intended for a student's personal study use only and is not to be shared with other individuals. This service is provided as a necessary academic accommodation and is not considered a substitute for a student's full participation in each class. Please note, if notes are available on-line or from the instructor, notetaking assistance is not indicated. However, if you feel your situation warrants special consideration, you must contact the Director of the Center for Students with Disabilities (CSD), Donna Korbel, to discuss your needs.

Students are responsible for notifying the CSD if suitable arrangements are not made within the first two weeks of class or if other difficulties occur during the semester. Notetakers are required to provide notes within 24 hours of each class. Students receiving notetaking assistance are required to pick up notes in a timely manner or at least on a weekly basis.

Procedure

Within the first two weeks of each semester, students requesting notetakers must meet with a representative of the CSD and provide appropriate documentation to be considered for notetaking assistance.

• Prior to the start of the new semester or within the first two weeks, students requesting notetaking assistance must meet with a representative of the CSD and provide appropriate documentation to be considered for this accommodation.
• If the student is approved for this accommodation, he/she will hand deliver an accommodation letter to the faculty member of each class for which notes are being requested.
• An e-mail will be sent to each requested class seeking a qualified notetaker. Qualifications include regular class attendance, legible and comprehensive notes and the completion of an online notetaking assistance training program.
• Once a notetaker has been identified, an e-mail notification will be sent to the student and faculty member identifying the notetaker. Students are reminded that they are responsible for notifying the CSD if notes are not received in a timely manner or if any concerns regarding the notes arise.
• Students have the option of receiving notes directly from the notetaker after each class or picking up notes at the CSD on at least a weekly basis. Students will choose their preferred method prior to hand-carrying the accommodation letters to their faculty members.

Student Responsibilities

• Prior to a new semester or within the first two weeks, request your accommodations at the CSD
• Identify the preferred method for receiving notes – either directly from the notetaker after each class or picking notes up on at least a weekly basis at the CSD
• Pick up and hand carry your accommodation letters to your faculty members.
• Contact the CSD at 486-2020 as soon as possible if:
  • Class notes are available online and you no longer need a notetaker
  • You make changes to your class schedule
  • You have not received notification that a notetaker has been hired
  • Any concerns arise regarding your notes
• For general inquiries or information, please contact the CSD notetaking coordinator, Wade Gibbs, at 486-2020.

CSD Responsibilities

• Review documentation and recommend appropriate accommodations
• Generate accommodation letters to faculty on behalf of the student
• Assure that qualified notetakers are identified and provide appropriate training
• Resolve issues that arise regarding this accommodation

Faculty Responsibilities

• Discuss this accommodation with the students and provide support as needed
• If a notetaker is not identified within the first two weeks of the semester, assist the CSD in identifying other alternatives
• Notify the CSD if notes are available online or are made available to all students in the class

Notetaker Responsibilities

• Complete a notetaker contract, employment application, and online training
• If known, maintain the confidentiality of the identity of the student for whom you are taking notes
• Within 24 hours after each class, provide notes in the student's preferred method, which will be shared at the time of hiring
• Notify the CSD regarding the availability of notes online
• Attend each class
• Make sure that notes are legible and comprehensive
• Contact the CSD immediately if for some reason you are unable to continue as a notetaker so that alternate arrangements can be made (e.g. if you change your schedule)
• Fill out time sheets weekly for student payroll
• If you have any questions or concerns, you are encouraged to contact Christine Morello at 486-2020.

Policy modified August 2007