Disability Access ServicesCreating Successful Learning
Frequently Asked Questions
Student Frequently Asked Questions
How do I know if I am eligible for services?
- You have a physical, mental or sensory impairment that substantially limits one or more parts of your life activities.
- If you are perceived to have such an impairment
- If you have a record of such impairment or have an abnormal condition that is medically cognizable or diagnosable.
How do I go about arranging accommodations for my disability at SVC?
I'm very nervous about going to college. How will I be treated at SVC?
What will I do if someone makes me feel "picked on" at SVC?
What do I do if the instructor is reluctant to provide accommodations?
Faculty Frequently Asked Questions
A student in your class has a disability, and you have received an Accommodation Request Letter. These FAQs provide you with suggestions on how to implement some of those accommodations. In addition, there is some general information about accommodating students with disabilities. Please contact Disabilities Access Services team member with any questions or concerns.
“No qualified individual with a disability shall, by reason of such disability, be excluded from the participation in or be denied the benefits of the services, programs, or activities of any public entity or be subject to discrimination by any such entity.”
Americans with Disabilities Act, 1990 (Section 202)
Why do we provide accommodations to students? Doesn't it give those students an unfair advantage?
Does anyone who claims that s/he has a disability get accommodations?
- A student identifies that s/he has a disability.
- The student meets eligibility criteria. There are several steps to determine eligibility. First, the student must provide documentation from a qualified professional to verify the disability to Disability Access Services. Second, the documentation is reviewed to assure that content meets specific guidelines and that it sufficiently establishes the existence of a disabling condition. Third, it is determined whether or not the student meets the disability criteria. Once eligibility has been established, the student meets with the Coordinator of Disability Access Services to determine which accommodations are appropriate and reasonable.
- The student requests accommodations in a timely manner.
The type of disability is not identified in the letter of accommodation. Don't I need to know what it is?
The letter says that the student needs a notetaker. How do I help a student find a notetaker in my class?
- If you have thorough outlines or notes for your lectures, you can provide the student with these.
- Work with the student to identify a good student notetaker in the class and ask that student if s/he would be willing to share his/her notes with the student needing notes. A good way of doing this is to announce to the class that a student in the class (student’s name should not be disclosed) requires someone to take notes for him/her and then ask if someone willing to share his/her lecture notes will meet with you after class. Refer the interested student to the DAS office who will arrange to pay the student a stipend and provide him/her with NCR paper to simplify the process. All notetakers are required to complete an online notetaker’s training program (information on request).
The letter indicates that a student is allowed extended time on tests. How do I assist with this?
- If it is feasible, you may arrange for additional time and/or a non-distracting environment for the student to test, OR
- The student may take the test through Disability Access Services by arrangement with DAS Office. The student is familiarized with the process when accommodations are requested and signs an agreement stating that s/he understands the process. Finished exams are placed in the instructor’s box in the mailroom in a sealed envelope marked “Confidential.” DAS is eager to do everything possible to maintain test integrity.
The letter states that the student should have a non-distracting environment for testing. Where do I send him/her?
The letter says that the student needs tests read and answered verbally. How do I implement this?
- Instructors may read the test to the student so that any questions can be clarified and have the student respond verbally to them.
- Advance arrangements can be made with Disability Access Services to read and provide the student with a scribe for the test.
- Instructors may also record test questions and accept recorded answers.
How do I grade a student with a disability?
How can I encourage students with disabilities to seek services?
Can a faculty member forbid a student with a disability to use a recorder in class?
May I fail a student with a disability?
The following is a compliance checklist that may be helpful:
- Standby academic standards and freedoms, which include full and equitable access to academic programs.
- Provide verbal and written notice to your students of your willingness to accommodate. For example, “I encourage students with disabilities to discuss accommodations with me.”
- Communicate clear and concise expectations for performance to your students. Distinguish between essential and non-essential components of the course.
- Respect requests for reasonable accommodations.
- Permit students to use auxiliary aides and technologies that ensure access (examples: note takers, sign language interpreters, readers, scribes, recorders/players, assistive listening devices).
- Assure that your course materials, whether printed or electronic, are accessible and available in alternative formats. The DAS office will expedite production of such alternate formats (examples: Braille, computer electronic text, large print, CDs/cassettes).
Is it acceptable to ask a student who is having obvious difficulties whether he/she has a disability or to refer the student to the office that provides disability support services?
Is the information regarding a student's disability and his/her need for academic accommodations confidential?
What are some examples of accommodations/services provided by the DAS office for different types of disabilities?
- Deaf/ Hard of Hearing: closed/open captioning, FM loops, ASL interpreters, request for face-to-face contact to facilitate lip-reading
- Mobility: ortho chairs, stand/sit workstations, adjustable work tables/desks, testing, ergonomic equipment
- Speech/Language: scribes, literal interpreters
- Learning Disability: recording lectures, testing, assistive technology, recorded texts, notetaker, testing
- Blind/Visual: recording lectures, electronic notetaking, assistive technology, recorded texts, readers, scribes
- Chronic/Acute health: recording lectures, testing, notetaker, recorded texts
- Neurological/Nervous: recording lectures, testing, notetaker, recorded texts
- Psychological/Emotional: recording lectures, testing, notetaker, recorded texts
What if I have additional questions?
For any questions regarding accommodations, please contact: