When a student in your course registers for accommodations in your specific course, you will receive a signed ODS Letter of Accommodation (LOA) confirming the student’s association with our office and their approved accommodations. This letter is your indication that the accommodations are necessary, but does not include information regarding the student’s disability/diagnosis.
The student will determine when he/she will use accommodations. It is not uncommon for a student to use accommodations for some classes and not others, on some exams and not others.
Faculty can access accommodation information, upload exams that are proctored by ODS, and more through the AIM instructor portal. You can access this through my.westmont.edu and searching “ODS”.
Faculty Responsibilities
Be aware of and familiarize themselves with the college's policies and procedures related to disability services.
Communicate with ODS and students about accommodation needs and collaborate in the implementation of approved accommodations.
Maintain confidentiality regarding information about students' disabilities and accommodations.
Implement approved accommodations for students in a timely and effective manner. Denying approved accommodations can cause the college a serious liability. If you believe that an approved accommodation will fundamentally alter your course, please contact the Director of ODS to find a solution that will address the underlying need of the student while also maintaining the course goals.
Ensure that teaching materials are accessible, working toward universal design.
Participate in professional development opportunities related to inclusive teaching and working with students with disabilities.
Faculty Rights
The right to clear communication from the college's disability services office regarding the accommodations provided to students in their classes.
The right to consult with the disability services office to discuss appropriate accommodations and modifications for students with disabilities.
The right to expect that accommodations provided for students with disabilities are reasonable and do not fundamentally alter the nature of the course or learning outcomes.
The right to have access to resources and training to better understand and implement accommodations effectively.
Specific Accomodations
Some disabilities are episodic in nature, resulting in an unexpected “flare-up”, and as a result, a student may have to miss class or a due date.
This does not mean that they can miss unlimited classes or regularly turn in late assignments. Additionally, the student is responsible for completing all coursework. This accommodation should be provided after a discussion between you and the student regarding expectations. Some students register late in the semester, but instructors are not expected to provide any retroactive accommodations.
Assess the impact of attendance and extended due dates on class and determine what accommodations can be made. If you need guidance, we are here to support you! There are some classes in which these accommodations are not reasonable due to the nature of the course. These tend to be classes when student learning is being assessed in the classroom/lab, and/or group work is essential to the learning outcomes.
If you would like to use a formal agreement with the student regarding expectations for using this accommodation, please fill out this form together, and submit a copy to ODS.
Some students require advance or later provision of lecture materials, which may include slides, handouts, etc. It is best accessibility practice to make these available to all students. You are not obligated to provide your own personal notes.
Memory aids for exams do not provide content, only cues for remembering content. Any memory aid must be pre-approved by you. This accommodation is often used to support students with a TBI.
Any student that is approved to record lectures signs the Lecture Recording Agreement.
Stanford University does a good job of addressing potential concerns about lecture recording, as well as faculty and student rights and responsibilities.
Proctoring (extended time and/or a separate testing environment)
Students approved for a separate testing environment have the right to take any exam or quiz proctored by ODS. Proctoring Agreement They can also opt to take it traditionally with the class, or ask for it to be proctored by the department. We proctor exams in individual camera monitored cubicles outside our offices.
Once we approve a student’s exam request, it requires additional information to be submitted by you, as well as a description of how and when the exam will be delivered. You can upload it electronically on AIM using a link sent to you through email, or you can hand deliver a hard copy. The student must submit the request online at least 3 business days prior to the exam in order to be guaranteed their accommodation(s), although we do our best to accept late requests as possible.
Exams can be delivered to you or your department within 24 hours, or picked up (final exams must be picked up). We do not leave exams in unlocked mail slots. When you provide instructions for your exam on AIM, you can specify how you want to collect the exam.
How to add extended time on Canvas
Publish the quiz first. Click on moderate this quiz. You will see little boxes to the left of the students’ names, as well as little pencils on the far right. You can click a pencil or a little box and then choose to change extensions for the student(s) who need extra time. Then plug in the number of minutes extra and press save.
A Modified Exam Format is a type of accommodation that may require you to alter the format of your exam. For example, a student may need their exams (and class handouts) in Braille, or on a specific color paper and font size. ODS will assist you with these types of accommodations. The student may also need to type all responses, use a scribe, or use specialized software. Very rarely, it may also require a restructuring of an exam (ie- from multiple choice to short answer).
Common Disabilities
Learning disabilities (LDs) are defined as neurological conditions that interfere with a person’s ability to store, process or produce information (Learning Disabilities Association of America, 2013). Learning disabilities can affect reading, writing, speaking, spelling, math computation, reasoning, attention, memory, coordination, social skills and emotional maturity. Learning disabilities frequently occur in individuals of average to superior intelligence. Learning disabilities are not a result of emotional disorders, cultural differences, or lack of educational opportunities.
Attention Deficit/Hyperactivity Disorder (ADHD) symptoms are characterized by “inattention and hyperactivity and impulsivity that include behaviors like failure to pay close attention to details, difficulty organizing tasks and activities, excessive talking, fidgeting, or an inability to remain seated in appropriate situations." (DSM-V, 2013) It can present with or without hyperactivity. In an academic setting, students with ADHD may experience difficulty:
- Comprehending/conceptualizing the main idea of a lecture or reading assignment.
- May be hampered and frustrated by their inability to screen out distractions while studying or taking exams, which may subsequently affect their reading rate and/or writing ability
- May experience side effects of prescribed medication(s). As with any other type of disability, there is a wide qualitative and quantitative range.
ASD, also known as Pervasive Development Disorders (PDDs), cause impairment in cognition, emotion, language and the ability to relate to others. These disorders are usually first diagnosed in early childhood. Students with ASD exhibit in one or more of the following:
- Impairment in social interaction/spontaneous sharing, including use of nonverbal behavior, lack of social/emotional reciprocity, failure to develop peer relationships, and/or inability to recognize personal/emotional boundaries, difficulty with class participation, group discussion/interaction.
- Impairment in communication, including delay in or lack of development of spoken languages, impairment in the ability to initiate or maintain conversation, repetitive and idiosyncratic use of language.
- Repetitive behaviors and fixated interests, preoccupation with restricted patterns of interest, inflexible adherence to routines.
Students may have medical conditions that are “invisible,” but cause serious problems in an academic setting. Students can be disabled by chronic illnesses such as asthma, allergies, arthritis, diabetes, colitis, Crohn’s disease, Lyme disease, migraines, cardiac conditions, cancer, chronic fatigue syndrome, lupus, seizure disorders, among many others.
Symptoms of all these conditions can be unpredictable and fluctuate. Students with chronic illnesses or pain may have limited energy and difficulty walking, standing, or sitting for a long time. Some medical conditions may cause students to become light-headed and disoriented, or they may lack physical stamina.
In addition, students may miss class occasionally due to exacerbations, flare-ups, or treatment schedules. Medical conditions, including medication side effects can adversely affect attention and concentration. Possible absences or late arrival to class are due to the episodic nature of the condition, medical care, or transitions with medications. ODS will engage with professors often through the Medical Disability Related Absence Agreement (MDRAAA) to discuss how many absences are reasonable per class without altering the expected class outcomes.
Psychological disorders are patterns of psychological symptoms or behaviors that:
- Impact multiple life areas and/or create distress for the person experiencing symptoms.
- Frequently require medication, cognitive and/or therapeutic intervention.
- Fall into the group of invisible disabilities, which may or may not affect learning, and may often not be recognizable in the classroom.
- May include, but are not limited to depression, anxiety, OCD, Bipolar, Post Traumatic Stress Disorder (PTSD), Phobias, Psychotic Disorders and Personality Disorders (DSM-V, 2013).
Faculty Resources
University of Washington’s Faculty Room for Accessibility