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Faculty Guidance: Common Accommodations

Below is additional information about some of the more common accommodations faculty might be required to provide in a course

For additional questions, please reach out to SDAC at [email protected] or at 434-243-5180.

Alternative Testing

Testing accommodations and the use of the SDAC Testing Center is ONLY for students registered with SDAC with approved testing accommodations. Please see Exam Proctoring for additional information.

The table below lists alternative testing accommodations, provides examples of disabilities that explain why the accommodations may be necessary, and suggests universal design principles that are effective. 

Alternative Testing Accommodation

Examples of Why Accommodation is Necessary

Universal Design Examples

Reduced Distraction Environment or Private Room: use of a private room or a reduced distraction room with a few other students.
  • Distractions significantly interfere with student’s sustained attention and focus.
  • Student’s clinical levels of psychological condition(s) are debilitating.
  • Student’s use of accommodations would distract others (e.g., speech-recognition software, use of a scribe).
  • Have an additional room set aside for exam days
  • Allow students to take the exam in alternative locations (library, residence hall room, separate classroom, etc.)

Extended Time: amount of time authorized is determined on an individual basis considering the nature and severity of the disability.
  • Student’s need to use a variety of devices, methods, or scribes for reading or recording responses to exams that require additional time to transfer answers or process material.
  • Student with visual impairment reads or records the exam in enlarged print or Braille. 
  • Student may have lowered stamina or cognitive slowing symptoms as a result of disability or side effects of medication(s).
  • Student may have a learning disability in reading, writing, or math or be a student with a processing disorder.
  • Inform students before the test that a timed response is required so that sufficient time is given to indicate more time needed
  • Consider alternative testing methods

Breaks: breaks provided to address disability related concerns.
  • Student with diabetes may need breaks during an exam for ingestion of food or water.
  • Student with traumatic brain injury may require short breaks to refocus.
  • Student with a physical disorder may require movement to relieve muscle strain and tension.
  • Allow students to take breaks as necessary.

Use of Computer and/or Devices
  • Student with restricted use of hands or student with a learning disability may use a computer with speech-recognition software to write and/or read exams.
  • Certain medical conditions may need to be continuously monitored - and be alerted by - an application that is installed on the individual’s smartphone. 
  • Allow students to take the exam using a computer.

 

 

 

Notetaking Services

The Peer Notetaking Program is a resource for students who have difficulty taking notes while listening to class lectures or have a physical disability prohibiting writing. Notetaking is not a substitute for the student's own notes, attendance, and/or participation in class. 

Instructor Responsibilities:

  • Instructors should request a volunteer notetaker through multiple formats, such as an announcement in lecture, via email to the class roster, and/or posting on Canvas. Consider use of the following statement: “If you attend class regularly, take notes, and are willing to be part of making our class more accessible for your classmates with disabilities, please contact me to volunteer as our class notetaker.”
  • Some instructors may choose to provide extra credit for this volunteer role. 
  • Some instructors may choose to provide centralized notes that all students contribute towards and benefit from.
  • The student(s) registered with SDAC should always be kept confidential.
  • Please email [email protected] with any questions or concerns.

 

Recording Lectures

The accommodation of permission to record or access class recordings allows students with disabilities to have an equal chance to receive and process information presented in class by supporting their notetaking needs (PROV-005). When not approved as a disability accommodation, it is against University Policy to record in class without consent of the professor.  (PROV-008) 

Permission to record or access class recordings is not a substitute for the student's own notes, attendance, and/or participation in class. 

Please read more about methods of recording, consideration of sensitive material, and instructor’s rights to privacy and copyright on the SDAC Academic Accommodation page. 

 

Reasonable Modification of Attendance Policy or Assignment Deadlines

Please refer to the SDAC General Plan for Reasonable Modification of the Course Attendance Policy and the General Plan Reasonable Modification of Assignment Deadlines for more information.

If the General Plan does not meet the needs of the student or would potentially fundamentally alter the nature of the course, then Students, Faculty, and SDAC should dialogue as early as possible and before the accommodation is needed for expectations when missing classes or needing extensions. 

Some questions to consider regarding these accommodations: 

Assignment Extensions

Attendance Modification
  • What is the syllabus statement regarding missed deadlines? 
  • Are meeting deadlines an essential component for learning?
  • What degree does the extension impact others in the class (i.e., group work/projects)?
  • Is the assignment contingent on future application? 
    • lecture participation (i.e, reading quiz)
    • cumulative applications such as math problem sets/concepts or world language acquisition
  • For particular assignments, what extension length is reasonable, if any?  
  • What is the preferred timeline and method of request, including submission details?
  • What is the syllabus statement regarding attendance policy?  
  • Is student participation a significant component of the learning process? 
  • What degree does the absence significantly impact others in the class?  
  • What is the protocol for making up missed in-class assignments, including quizzes/exams? 
  • What is the preferred method of request regarding absences?

 

Concussion/Head Injury Guidance for Faculty

If a student reports experiencing a concussion or head injury please do the following:

  1. ensure that they are seeking medical treatment by a physician, who can advise on the steps for recovery. You can refer to Student Health Medical Services as appropriate. 
  2. refer them immediately to their advising or other academic dean to assist in notifying the student’s instructors and documenting the need to provide temporary accommodations from the professors.  
  3. If, after 10-14 days, the students are still experiencing concussion symptoms, they should fill out an SDAC Application to inquire about additional temporary accommodations.
  4. Instructors are advised against asking for documentation.
  5.  

Suggested Instructor Assistance for Students with Concussions to Complete Course Requirements:

Exams & Quizzes
  • Extended time on exams
  • Permission for breaks during exams
  • Answer selections marked directly on exams in lieu of Scantrons
  • Laptop submissions instead of requiring handwritten essays and/or exams
  • Use of speech-to-text software
  • Scribes to write oral answers on a written exam
  • Oral descriptions of scientific method for lab-related experiments or hands-on exams

Absences from Class
  • Discussion between instructors and students should establish appropriate, alternative ways to meet course requirements. Attendance may be essential for world language languages classes, laboratory classes, and other participatory classes where replicating the classroom experience outside of class may be impossible. 
  • A student may have no option but to retake these classes another semester. Other classes may provide more flexibility. For example, professors may allow the substitution of a paper for participation in class discussions or may weigh other components of the class more heavily

Writing Projects
  • Use of speech-to-text software programs that convert spoken words into text in a document. (e.g., Google Dictation).
  • Additional time to complete papers
  • Alternative format or modified written assignment, if possible (e.g., oral or taped presentation, weighing other course requirements more heavily, etc.).

Note Taking
  • Use of a smartphone, a tablet, digital recorder, or other software to record lectures with the instructor's permission.
  • Provision of class notes taken by another student in your class
  • Provision of copy of existing course notes 
  • Other possibilities, as appropriate, based on professor’s consideration of course format and requirements