Every party involved in the accommodation process has both rights and responsibilities: students, faculty, and the university. Information specific to faculty rights and responsibilities is located below. You can also refer to the SDS handbook if you have more questions.
verification of a student's eligibility for any requested accommodations. Such
verification will be in the form of a letter written by a SDS disability
specialist and delivered by the student. SDS is the only office designated to
review disability documentation and determine eligibility for appropriate
accommodations. Faculty should not view this documentation.
the student to initiate accommodation requests.
the student is taking their tests at SDS, expect SDS to administer exams in a
secure and monitored environment.
and establish essential functions, abilities, skills, and knowledge of their
courses and evaluate students on this basis. Students with disabilities should
meet the same course expectations as their peers.
accommodations only to students who are registered with SDS. It is NOT your
responsibility to provide accommodations to students who are not registered
a syllabus statement and class announcements to invite students to disclose their
needs. A sample syllabi statement can be found on this website.
immediately upon getting a student's request for accommodations by contacting
SDS (if unsure about request), by providing the service or by meeting with
students to complete a Proctor Sheet. A Proctor Sheet is a
form that facilitates exam accommodations and should be
completed by the student and faculty member collaboratively. The student is
responsible for returning the Proctor Sheet to SDS. If you have questions,
a student needs alternative media, please provide SDS with
syllabi, textbooks, course packets etc, well before classes begin (5 weeks
prior to the start of the quarter is recommended) in order for students with
disabilities to use alternative media when all other students have course
materials. With such timely consideration, students with disabilities who have
alternative media needs for accommodations and instructional access will be
best served. Converting print materials is both labor and time intensive.
Alternative media may be print material in Braille, scanned, or enlarged.
to ensure that all audio-visual materials used in class are accessible (e.g.,
that videos shown are captioned for students with hearing impairments and that
the equipment used has captioning capabilities, that videos shown will be made
with auditory description in some way or that written transcripts will be
incorporating principles of Universal Design for
learning in your teaching.
and protect all disability-related information as confidential medical
information. For example, keep printed items, such as Proctor Sheets or emails
regarding student disability-related information in a protected location.
communicate your testing procedures with the student and with SDS by completing
a Proctor Sheet upon request.
with students with disabilities and SDS in providing appropriate
NOTE: Faculty do NOT have the right to ask students
if they have a disability. For those students with documented disabilities,
faculty do NOT have the right to ask about the nature of the
disability. However, if students choose to disclose their disability, this
information should be treated confidentially.