Identifying Accommodations

Four loosely established aspects of University life are considered during the discussion between the student and the SDS professional in order to identify appropriate accommodations.

 

Questions

Potential Accomodations/Recommendations

What is it like for you attending class? Talk about getting to class, receiving information, taking notes, participating in discussions, and asking questions.

Preferential seating, Sign Language Interpreter, permission to move around or periodically leave class, assistance with accurate record of class meetings, etc.

How do you do out of class assignments, prepare for exams, and keep up with reading? Talk about how you manage your time and what you need help with.

Alternative format text books, familiarity with campus resources (SI, Math Clinic, Writing Center, Library, etc.), time management resources, suggestions for assistive technology, etc.

What is it like when you are evaluated? Talk about exams, in class writing assignments, and presentations.

Extended time, non-distractive environment, use of a computer for written assignments, ability to request a scribe or reader, etc.

If living on campus: How do you prepare for your day? What is it like for you when you return to your room? Talk about physical changes that may need to be made in your environment.

Private room assignment, residence hall without community bath, accessible fixtures, visual emergency alarms, etc.

 

Using Accommodations

Once accommodations are approved, students request letters from Student Disability Services. Students deliver these letters to the instructors of the classes in which they would like to use their accommodations (housing accommodations are directed to Residential Living and Learning). Students are instructed to disclose as much as they are comfortable disclosing about their disability and to discuss how each accommodation will be implemented. Some accommodations are clearly the responsibility of Student Disability Services, such as providing Sign Language Interpreter services or obtaining alternative format text books. Many accommodations, however, fall within the purview of the faculty. For example, faculty are responsible for making sure that an appropriate testing environment is available, identifying a source for notes, or allowing for selection of seating. In many cases, communication between the student, faculty, Student Disability Services, and other departments (such as Student Assessment Services) is essential.