Tips for instructors and advisors » Accommodation strategies
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copyWhat are your responsibilities as an instructor?
If a student a student discloses having a disability and requests an accommodation, it is the instructor's responsibility to help ensure that the learning environment is accessible.
Due to the very personal and private nature of some disabilities, it is important that instructors create an atmosphere in which students feel comfortable about coming forward to discuss any needs they may have. Instructors can demonstrate their openness and willingness to help students by including them on their syllabi in a written statement encouraging students to make an appointment with the instructor if they need course adaptations or accommodations. Also, instructors should request that students inform them of any emergency medical information or of the need for special arrangements (e.g. in the event that the building must be evacuated). Instructors can bring the statement to the attention of the students at the first class meeting and inform them that the Disability Services is available to assist them. This will help minimize or avoid problems later in the semester.
When a student discloses that they have a disability, please refer them to Disability Services to initiate accommodations. Disability Services works closely with the counseling staff to develop an outline of academic accommodations that the student is legally eligible for based on medical documentation presented. Faculty members should never request copies of a student's medical documentation, as this information is confidential and a signed medical release is required.
Many individuals with disabilities have been highly successful at creatively adapting to environmental challenges. Since each student is an expert concerning his or her own specific disability, communication with the student is essential to discovering effective methods of accommodation. Dialogue between the student and the instructor is essential early in the semester, and follow-up meetings are recommended. Faculty should be prepared to discuss the student's needs as they relate to the course.
At minimum an instructor should:
Review the students "Learning Profile" and "Accommodation Agreement" (these are either hand-carried by the student or sent to instructors by the student's GCC counselor). The Learning Profile is an overview of the student's learning style and educational goals. The Accommodation Agreement is an outline of approved academic accommodations. Used together, these documents will give you an idea of what the student's needs are and how you can make your course accessible to them. If a student requests an accommodation but does not present a Accommodation Agreement, please advise them of GCC's reasonable accommodation procedures.
Accommodation Strategies for the Classroom
In many cases, accommodating a student with a disability the classroom may be more a matter of common sense than a drastic change in teaching style or curriculum. If you incorporate a Universal Design approach when developing your course materials, you may find that you are already using many of the strategies suggested here. Please refer to the student's Accommodation Agreement to see what specific academic accommodations they are eligible for.
Primary Considerations
There is no need to dilute the curriculum or to reduce course requirements for students with disabilities. Academic standards should remain consistent for all GCC students.
Confidentiality of all disability information is essential. At no time should the class be informed that a student has a disability. Disability information that the student shares with the faculty member is to be used specifically for arranging reasonable accommodations for the course of study.
During the first week of class announce that accommodations are available for eligible students with documented disabilities and include contact information for Disability Services on your syllabus.
Make a detailed syllabus available to students before registration. This is helpful for students requiring alternative format materials.
When acting as a student's academic advisor, be aware that some students may benefit from program modifications such as part-time rather than full-time study, auditing a course before actually enrolling in it, or being allowed to have an extension of time when completing a program of study. Advisors may also want to suggest that students preview required texts or audit a class session prior to enrolling in a particular course.
Encourage the use of on-campus support services (Peer Tutoring Program, Counseling, Career Center, Health Services, etc.).
Other Considerations
Attendance and promptness
Students using wheelchairs or other mobility devices may encounter obstacles getting to class on time. Others students may have periodic or irregular difficulties, either from their disability or from medication. Please be flexible when applying attendance and promptness rules to such students. Recognize that travel time and distance should be considered when registering a student for courses, especially when they run back to back or are in different buildings.
Dividing responsibilities
Students with disabilities bear the primary responsibility for identifying their disabilities and making necessary adjustments to the learning environment. For testing arrangements, provision of alternative format materials (e.g. large print), and recruitment of in-class peer note takers, the cooperation of the faculty member is vital. Disability Services is available to support faculty with these issues.
Functional problems
In addition to the strategies that are discussed in detail for each category of disability, some understanding is required in working with the subtle and sometimes unexpected manifestations of disability. Chronic weakness and fatigue characterize some disabilities and medical conditions. Medication side effects may also interfere with the student's ability to perform in the classroom (e.g. drowsiness, impairments of memory or speed, sensitivity to light, etc). Faculty and staff are invited to contact Disability Services should they have any questions about how a particular disability might impact an individual's functioning.
Note-taking
Students who have difficulty taking adequate notes may rely on supportive methods. Instructors can accommodate these students by permitting them to tape-record lectures or by making an outline of lecture materials. Some students will need to rely solely on peer notes. If a student requires intensive note taking support, Disability Services may request that the faculty member assist to recruit a peer note taker from the class. Peer note takers are paid a stipend for their services.
Testing and evaluation
Depending on the disability, the student may require extended time for examinations, administration using an alternative format (e.g. orally, the use of readers and/or scribes, on computer, etc.), or individually proctored exams in a separate room. In some cases, such as an unexpected hospitalization, instructors may be asked to provide make-up or take-home exams. For out-of-class assignments, the extension of deadlines may be justified. The objective of such considerations should always be to accommodate the student's learning differences, not to weaken scholastic requirements. The same standards for evaluation and grading should be applied to all students, regardless of disabilities.
Always Remember:
Collaborate, Communicate, Clarify!
Collaborate with the student about the logistics for accommodations. Communicate your expectations and any concerns you may have. Clarify who will be expected to do what, when.