Carol Sweetser Charlie Dy Kerin Hilker Counselors for Disability Services

1. Accommodating Your Needs and the Needs of All Students While Accommodating a Student With a Disability Carol Sweetser Charlie Dy Kerin Hilker Counselors for Disability Services Annandale Campus/Northern Virginia Community College

2. A Guide For Professors • If a student with a disability does not present an official memorandum of accommodation, you should not provide academic accommodation. • Although many students with disabilities need accommodations, expect these students to perform at a level consistent with the course standard. Do not have a different grading scale for them. • Students with disabilities are subject to the same code of conduct required of any student at NVCC. Incidences of inappropriate behavior are to be treated the same way as with any other students. • Students are not required to disclose a disability and it is not part of their permanent academic record.

3. Types of Accommodations • Testing Modifications • Classroom Modifications • Auxiliary Aids/Services

4. Common Testing Modifications • Additional time to complete tests • Testing in a quiet location • Scribe or oral exam format for essay tests • Large exams administered in smaller segments with breaks • No Scantron Forms

5. Strategies for Test Accommodations • Utilize the testing center. Testing Center has adaptive computers and test proctors • Internet and/or spell and grammar checks may be disabled in the testing center • Provide test center with a copy of the memorandum of accommodations • Provide testing center specific information regarding test instructions • Extended time should never exceed double time • Extended time vs. testing in segments • Disability Counselors may locate reader/scribes with sufficient notification • Testing options and locations other than the testing center

6. Common Classroom Modifications • Additional time to complete assignments • Volunteer Student Note-taker • Use Of a Tape Recorder • Copies Of Visual Aids Upon Request • Written Instructions Upon Request • Preferential Seating • Reduced Emphasis on Spelling and Grammatical Errors

7. Strategies for Classroom Accommodations: Time • Additional time does not extend beyond the semester and should not exceed double time • Provide a syllabus with specific due dates at the start of the semester and help student to structure his/her schedule or • Give students assignments in advance or extend due date • Additional time does not equal never turning in assignments. Give the student a specific due date and grade accordingly if the student does not meet the deadline!

8. Strategies for Classroom Accommodations: Volunteer Note Takers • The student will provide note taking paper • The student is expected to make arrangements with you to pick up notes in a timely fashion and to be to class on time or a little early to prevent disruption to the class • The student can provide a volunteer note taker sign-up sheet for you to pass around your class • As a last resort, If no one volunteers for note taking contact the Disability Services Counselor immediately or instruct the student to do so and a note taker will be assigned • Never announce in class who needs a note taker and respect the confidentiality of your student

9. Strategies for Classroom Accommodations: Tape Recorders • Tape recorders are a reasonable accommodation under the laws 504 and ADA • However, it is appropriate to forbid this activity unless the student has it listed as a reasonable accommodation on their memorandum • It is appropriate to ask a student to turn off the tape recorder if personal conversation or issues of a personal nature are being discussed, or if students are presenting such as in a foreign language class or speech class • Students can sign an agreement not to duplicate or distribute your lectures, if you are concerned that your lectures could be made public

10. Strategies for Classroom Accommodations: Copies of Visual Aids and Written Instructions • You do not need to prepare special visual aids, if you do not already have them available • You do not need to provide lecture notes, if not readily available • Written instructions may be in the form of the syllabus • Written instructions may be in the form of volunteer note taker’s notes

11. Strategies for Classroom Accommodations: Reduced Emphasis on Spelling and Grammar • Only if it is not an essential task of the course such as in an English Composition Class

12. Common Auxiliary Aids/Services • Books on Tape • Use of a Word Processor • Use of a Four-Function Calculator • Additional Tutoring • Interpreters/Listening Devices • Assistive Technology Hardware (i.e. Braille Printer, Special Keyboard, CCTV) • Assistive Technology Software (i.e. Inspiration, JAWS, Kurzweil Scan/Read)

13. Strategies for Auxiliary Aids and Services – Books on Tape • Books on tape – College RFBD membership • Sometimes books are not available from RFBD ♦Readers ♦Books sent to volunteer readers for taping • To assist your student when books are not available ♦When possible, loan counselors an office copy of textbook and a course syllabus or list of chapters to be covered during the semester for audio duplicating ♦Provide textbook selections early to the bookstore ♦Please check your NVCC email account regularly during registration for messages from us regarding book availability or questions regarding editions and chapters

14. Strategies for Auxiliary Aids and Services – Adaptive Equipment and Services • The student or counselor will provide adaptive equipment • The student should use battery operated equipment • If the equipment requires set up time, such as a listening device, it is appropriate to expect the student to come to class early and have it in place so that your class may begin on time • Interpreters are an auxiliary service. All questions and comments should be directed to the student and not the interpreter

15. Additional Strategies: For Students Requiring Adaptive Equipment • Give student assignments, tests, and syllabi on student-provided diskettes along with a paper copy of information • Student can download the information on a variety of computers off and on campus in a readable format of their choice and need • Utilize the services of the Assistive Technology Specialist, Sheila Dorsey (2x6010) if you have any questions regarding a piece of equipment

16. Confidentiality • Students’ disability information is protected by FERPA • Disability information is confidential • Students are encouraged to meet and discuss accommodations with faculty • It is illegal to ask a student if they have a disability. • If a student asks for assistance refer them to a disability services counselor

17. FacultyRights Accommodation requests may be challenged in the following circumstances: • The request fundamentally alters the nature of a course or program. • The request requires excessive modifications of a course or program for an individual student. • The request was made too late to set up the accommodation. ♦ Concerns should be discussed with the student’s Disability Services Counselor.

18. Accommodation Memorandum • Accommodations are not retroactive • Accommodations are effective when the memorandum is provided faculty with reasonable time • Faculty should be able to handled questions from others that perceive accommodations as unfair advantages • If a student’s memorandum is from another campus, it should be co-signed by the Annandale Campus counselor • Look for an expiration date on the Memorandum • Photocopies are to be treated as originals • New version of memorandum of accommodation, but old is still acceptable

19. Student Resources • Learning Resource Services (CG 4th Floor) • Assistive Technology Training by Sheila Dorsey, AT Specialist 703-764-6010 • Center for Assistive Technology (CG 224) • AT Software (Universal Design) • Disability Services Counselors (CG 211)

20. Faculty/Staff Resources • Assistive Technology Training by Sheila Dorsey, AT Specialist 703-764-6010 • Center for Assistive Technology (CG 224) • Disability Services Faculty Webpage: www.nvcc.edu/depts/disability/faculty.htm • The Faculty Room Website: www.washington.edu/doit/Faculty/ • Disability Services Counselors (CG 211)