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ADA Information for Faculty
Disability Support Services Portland Campushttp://www.cu-portland.edu/student-services/disability-learning-services
Accommodation Requests……………………........Page 1
Accommodation Letters………………...…..….…...Page 2
Syllabus Statement……………………………...........Page 2
Proctored Exams……………………………...………….Page 2
Flexibility with Attendance/Assignments……..Page 3
Note Taking Assistance………………..…………….. Page 6
Accessible Furniture…………….…..........................Page 7
Deaf and Hard of Hearing Students……………….. Page 7
Confidentiality…………………….…..........................Page 8
Faculty Rights & Responsibilities………………..…...Page 8
Reasonable Accommodations………………………...Page 9
Proctor Form....................................................Page 13
Requesting Academic Accommodations
What is the purpose of Disability Support Services (DSS)? In keeping with its mission, Concordia University is committed to the full access and inclusion of all qualified students and its programs. DSS coordinates reasonable and appropriate accommodations for students with documented disabilities in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA). DSS coordinates accommodations with students and the campus community that allows for equal access and opportunity, which can ultimately improve a student's ability to learn, study and/or participate in campus activities. Students who believe they would benefit from environmental adjustments as a way to address the impact of a disability are encouraged to contact DSS.
When should students make an ADA request? On-campus students needing academic adjustments are required to contact Liisa Ferguson, DSS Coordinator, no later than the second Friday of the semester for which they are seeking accommodation. Online students needing academic adjustments are required to contact Stephanie Staley, Online DSS Coordinator, no later than the end of the first week of the term for which you are seeking accommodation. Should an issue arise mid-semester, students should contact the DSS as soon as possible to request same semester assistance. However, not all mid-semester requests can be granted and accommodations are not retroactive. Disability Support Services is located in Student Affairs, Hagen Campus Center. Liisa Ferguson, DSS Coordinator, can be reached by calling 503-280-8515, or by email at [email protected]. Stephanie Staley, Online DSS Coordinator, can be reached by calling 503-280-8530, or by email at [email protected].
How do students request academic accommodations? Students must initiate contact with the DSS Coordinator, not their instructors, to request an accommodation. When making a request under the ADA, they complete the following steps:
1. Apply to Concordia University
2. Submit and DSS Accommodation Intake and Release Form and disability documentation
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3. Respond to requests for information from DSS
4. Complete a DSS orientation appointment- student schedules an appointment to review and discuss
accommodations (phone or in-person appt)
5. Request accommodations each academic term in a timely manner
6. Follow the policies and procedures outlined in the DSS Student Handbook
Accommodation Letters
How do I know if a student in my class is receiving accommodations? At the student’s request, DSS will notify the Professor via email with an approved “Accommodation Letter” at the beginning of each semester, which should be received within the first two weeks of the start date. This letter outlines the accommodations the student will be receiving for that current semester. The student and the Professor are then responsible for discussing ways in which the accommodations will be coordinated in each specific classroom scenario. To use academic accommodations successfully, the student is encouraged to be a self-advocate of their needs and to manage the details necessary to arrange accommodations with each instructor.
What do I do if a student asks me for assistance in my class beyond what I offer to other students, or tells me they have a learning disability and I have not received an accommodation letter? Direct the student to speak with a DSS Coordinator. If you have not been emailed an accommodation letter from DSS, then the student has not registered with our office to received approved accommodations. If a student is currently receiving accommodation in your course, you have the freedom to offer additional accommodations to the student, but please consider cc’ing DSS on such agreements in order that we have record of when additional accommodations are granted.
Syllabus Statement
Concordia University welcomes students with disabilities. Any student with a documented learning/physical/mental disability who feels his or her disability may impact academic success may be qualified to receive accommodation. On campus students needing academic adjustments are required to contact Liisa Ferguson, Disability Support Services Coordinator, no later than the second Friday of the term needing accommodation. Online students are required to contact Stephanie Staley no later than the first week of term needing accommodation. Student will also be asked to provide necessary documentation that indicates the disability. All discussions will remain confidential. Should an issue arise mid-semester, students should contact DSS as soon as possible; however, not all mid-semester requests can be guaranteed. Liisa and Stephanie’s office is located in Student Affairs, second floor of Hagen Building (Portland Campus), and they can be reached by calling 503-280-8515, or by email: [email protected] or [email protected]. Please be informed that course lecture may be recorded, when necessary, to fulfill a disability accommodation.
Proctored Exams
Proctoring services is exclusive for students receiving services through DSS. DSS is NOT a testing center. For students not receiving ADA accommodation who are in need of a proctored exam, faculty must arrange a separate location and proctor.
1) Instructors can proctor exams in their office, GRW study room, or department/conference room, as long as the student is in agreement. If the instructor/department is unable to proctor the exam, or the student prefers to be tested in DSS, then ACTION IS REQUIRED by the student.
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2) Student submits a Testing Bay reservation for each exam 1 week in advance (2 weeks for finals) through CU LibCal Online at http://cu-portland.libcal.com/booking/testingbays
3) Student reminds instructor 3-5 days prior to scheduled exam that they will be testing in Student Affairs.
4) Instructor delivers exam and Proctor Exam Form (see page 8) to Student Affairs 24 hours before exam date via
campus mail, in person, or email to Liisa Ferguson.
5) Student completes test and exam is delivered back to instructor as indicated on Proctor Exam Form.
6) Questions? Please contact Liisa Ferguson at #503-280-8515 or [email protected]
Testing Integrity To ensure academic integrity all exams through DSS are administered and supervised by an approved proctor. If any indiscretions occur during the student’s exam, the course instructor is notified by the proctor and any further action is at the discretion of the instructor. If you at any time have any questions or concerns about proctored exams, please contact DSS.
What are the Proctor’s Responsibilities?
Only the proctor may handle the actual exam prior to and following its completion. No copies of the exam other than the copy used for test-taking are to be made at any time. No person other than the proctor and student may view the exam. (The student may have access to the exam only
during the time period allowed by the instructor.) The proctor must follow the instructor's requirements for administering the exam. These instructions may include a
time limit, specific allowable equipment such as a calculator and inclusion or exclusion of books, notes, etc. If paper-based, the proctor must prepare the exam (and any relevant materials, e.g., scratch paper) for return by
sealing it in an appropriate envelope immediately after the student completes it.
Flexibility with Attendance/Assignments
Disability Support Services Students are expected and encouraged to attend class and meet deadlines for assignments and tests. Faculty have the right to establish attendance and late work policies. However, if a student has a disability with random or cyclical acute episodes that may occasionally impact her/his ability to attend class and complete tests or assignments at the scheduled time, flexibility in attendance/assignments may be considered an appropriate accommodation. The number of allowable absences and length of assignment extensions depends on the interactive or participatory nature of a course, or is based on department, college or accrediting agency rules. Disability Support Services (DSS) has created guidelines for CU students & faculty to help navigate this accommodation. Please see the detailed policy below.
Disability Related Flexibility in Attendance/Assignments Policy and Guidelines Attendance and Assignments Deadlines: Students are expected and encouraged to attend classes on a regular basis. Faculty have the right to establish attendance policies. The number of allowable absences depends on the interactive or participatory nature of a course,
Proctor Exam Form on page 12
DSS Updated form on 1/6/16 4
or is based on department, college or accrediting agency rules. Therefore, attendance policies are set by faculty at the college or departmental level. Students are expected and encouraged to meet all deadlines for assignments and tests. Faculty have the right to establish late work policies.
What does Flexibility in Attendance/Assignments mean?
Students who may not adhere to an attendance policy or may miss an assignment deadline or test due to circumstances directly related to a disability may seek an accommodation. The process for requesting this accommodation is through Disability Support Services (DSS). All requests are considered individually.
When are Flexibility in Attendance/Assignment Deadlines Appropriate?
Some disabilities are episodic in nature with random or cyclical acute episodes and as a result the disability may occasionally impact the students’ ability to attend class, complete an assignment or take an exam at the scheduled time. In cases such as these flexibility in attendance/assignments may be considered an appropriate accommodation.
If you contact DSS about possible flexibility in your attendance/assignments as a possible accommodation, we will seek an understanding in the role attendance plays in the design of your course. As well a basic understanding of the impact or role timing of assignments and exams play in the interactive or participatory nature of a course.
Specifically, we will be exploring:
What is the course attendance policy? What do the course description and syllabus say?
What method is used to calculate the final grade? (attendance, assignments, exams, etc.)
Is the attendance policy and late work or missed exams policy applied consistently? Are there exceptions to the policy made for extenuating circumstances, such as athletic travel or religious observation?
How much interaction is there between the instructor and students and among students?
Do student contributions constitute a significant component of the learning process?
Does the design of the course rely on student participation as a significant method for learning? Attendance and/or their assignment (project) contributions.
Is there content only offered in class?
To what degree does a student’s failure to attend class or do an assignment on time compromise the educational experience of other students in the class?
If an accommodation is determined to be reasonable, the student and the faculty will set up a meeting to clearly specify:
How and when your student should inform you he/she will miss class
How your student will make up missed assignments and/or exams
The number of absences (beyond what any student is allowed) that would be reasonable
If it is reasonable for online discussion expectations to be modified due to disability related reasons and under what conditions
If it is reasonable to extend the window for completing online exams or assignments
Whether a drop, withdraw or incomplete may be appropriate based on your students situation
What is the process?
1. Disability Support Services (DSS) determines that the accommodation is reasonable. We explain to students that this does not mean that they can miss as many classes as they want. Also, the student is responsible for completing all coursework.
2. DSS will send a supplemental Disability Related Flexibility in Attendance/Assignments Agreement form attached with the ADA accommodation letter.
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3. The student and faculty will then meet within 1 week of when the accommodation is granted. The Disability Related Flexibility in Attendance/Assignments Agreement form is discussed and agreements written on the form during the faculty and student meeting.
4. The faculty member will then sign the form and then send it to DSS (drop off to DSS located in Student Affairs or email to [email protected] ) within 3 business days. The student is encouraged to NOT SIGN this form during this meeting.
5. Once DSS receives the form from the faculty member, the student will be given 1 week to come in to sign the agreement form. During this time, if the student has any questions or concerns about the conditions on the form DSS will then help to negotiate between the faculty and student. Any questions should be directed to DSS (503-280-8515).
Tip: A general rule to consider for determining a reasonable timeframe for a makeup or postponement of an assignment, paper, exam or quiz is the time equivalent to that, which was missed. In certain courses, it may be appropriate to consider an alternative assignment, reading or project to make up for missed class discussions or projects. Other examples of how disability absences might be accommodated may include the ability to turn in assignment/papers late without a grade penalty or the ability to make up any assignments, quizzes or exams that have been missed without a grade penalty.
6. DSS will then send the student and the faculty member a copy of the agreement.
7. If the student has concerns or questions regarding what the faculty has indicated in the agreement DSS will resolve these issues with conversations between faculty and/or students.
Important Information:
This accommodation is not a blanket reason to miss class.
Faculty are still responsible for this accommodation even if they delay in responding to DSS. DO NOT WAIT!
Some students register late in the term and some wait to respond to the need to sign the agreement. In these cases, faculty are not expected to provide retroactive accommodations. However, it may still be helpful to have this information, even at a late point in the term.
At no time is the student required to present the faculty member with medical documentation verifying his/her disability related absence for this accommodation.
If the absences meet or exceed 50% of those agreed upon in the Flexibility in Attendance/Assignments Agreement, DSS should be informed. This will allow DSS to be of assistance in answering questions about the accommodations from both the student and the faculty member.
Absences that are not related to the effects of a disability are not included in this accommodation (i.e. absences due to a common illness, car trouble, etc.) and should be addressed according to the syllabus stated attendance/absence policy. The student is responsible for following the faculty member’s syllabus regarding absences due to non-disability related issues.
An accommodation in attendance is not reasonable if regular attendance is essential to the course and/or curriculum.
Faculty are not obligated to re-teach material missed due to not attending class.
Not every course component can be provided an extension.
Students have the responsibility for completing all class work and should be held to the same standard as all other students
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Notetaking Assistance Student can request a notetaking accommodation to help capture information from the lectures that they might otherwise miss due to their related disability. This need is determined by a DSS Coordinator in collaboration with the student. DSS does not typically provide note takers for the following courses:
PAC (Physical Activity Courses) Lab Recitation Practicum Internship Other non-lecture
If one of these classes requires lecture notes, students must schedule an appointment with to have their request reviewed by calling 503-280-8515 or emailing [email protected]. DSS acknowledges that each student learns in their own unique way. To help better assist our students in their studies, the accommodation for note taking may be provided in one of the following methods:
1) Digital recorders DSS office has digital recorders available for loan. Most students use their phones or laptops to record. The syllabus statement informs students that lecture may be recorded for accommodation purposes when necessary.
2) Notes provided by professor Some professors provide notes and other resources for each class, eliminating the need for additional note taking assistance. These notes may take the form of PowerPoint slides and/or other formats available to be printed out in Blackboard before class. If we determine from the professor that additional notes are not necessary, then the instructor-provided notes will suffice for the class.
3) LiveScribe™ Pens DSS will have a limited supply of LiveScribe pens to provide to students. These pens can be loaned to students to use for all of their classes. LiveScribe pens record both the audio of lectures and the student’s own written notes, and the two are synced for convenient playback. Notes can then be stored and played back in a variety of applications, including Evernote and Google Docs. More information about the Livescribe pen can be found at www.livescribe.com.
4) Peer Notetaking An in-class note taker may be assigned to your class to record notes.** The note taker will upload a copy of the notes with 24 hours of the conclusion of each class to an online folder (Dropbox). Students can download the notes at your convenience from that folder.
**Please note: On occasion a note taker may not be assigned in a requested course. In the past DSS has had difficulty securing a note taker, due to lack of peer student interest; notes provider by the professor are a sufficient accommodation in this situation.
DSS still encourages the student to take notes for themselves in fostering independent notetaking skills. Students can schedule an appointment with DSS for note-taking guidance and skill building. Our office requires notification of these services upon registration or one (1) week prior to the new term. See our timeline in the DSS Student Handbook. Student Responsibilities for Peer Notetaking In order to receive peer notetaking services, students must:
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Make their request for services at least one week before the start of the term. Requests for services are processed in the order that we receive them.
Download their notes through the assigned Dropbox account or send an email to [email protected] to cancel their requests if they realize they do not need a note taker for their course. Failure to accept the Dropbox invitation by week 6 of the semester results in canceling their note taking services until they meet with a DSS Advisor.
Notify DSS of any courses changes, ie: adding/dropping a course.
Notes are for DSS students’ use only. Students are not allowed to distribute or sell the notes provided by the DSS notetaker or faculty member.
DSS Responsibilities
DSS will hire student note takers from the course and make sure notes are uploaded to Dropbox. DSS will review and approve students’ accommodation requests. If approved, DSS will email the students’
faculty member a notification letter, letting the faculty member know a student has requested notetaking. DSS will email the faculty member asking them to assist DSS in recruiting a note taker by making an
announcement (without mentioning names) in class or via Blackboard. After being matched to a note taker:
When matched with a note taker, students are encouraged to develop and maintain a working relationship with the note taker, either in person or via email.
Students should communicate with the note taker and/or DSS about the quality and timeliness of notes. Please note: it may take several business days to resolve a notetaking issue or to find a new note taker. Please communicate with DSS as soon as any problems arise (i.e. the note taker is not uploading notes within 24 hours).
Students are required to download their notes on a regular basis from the assigned Dropbox account. Failure to accept the Dropbox invitation by week 6 results in canceling their note taking services until they meet with a DSS Advisor.
If students cannot access the notes, they can come to the DSS office for technical assistance. Students may wish to bring a laptop so that we can better assist them with any technical issues.
Accessible Furniture
Accessible Furniture (Tables, Adjustable Desks, Lumbar Support Chairs, Chairs with no Arms) DSS works with faculty members, the Registrar’s Office, Physical Plant Services, and other CU departments in order to provide accessible furniture, including chairs, desks, and tables. If students are eligible for accessible furniture, students make requests at least 6 weeks before the start of the term. DSS will place appropriate furniture in the classroom as needed (tables, chairs, etc.). Furniture requests made during the term may take a significant amount of time to fulfill. If there is a problem or issue with furniture, or it goes missing, faculty are NOT responsible to supply equipment or remove furniture from another class. Please contact the front desk of Student Affairs immediately during the office hours, M-F, 8am-5pm. If after hours, please contact Liisa Ferguson at [email protected] For any questions about campus accessibility or classroom furniture please contact DSS at 503-280-8512 or email Liisa Ferguson at [email protected]
Deaf or Hard of Hearing Students
If a student who is Deaf, hard of hearing, or has an auditory processing disorder is in class, the “Academic Accommodation” email from Disability Support Services will list the accommodations that are appropriate for the student. Among these are:
FM/Assistive Listening Devices
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Real-Time Transcribing Real-time Captioning (CART) Sign Language Interpreting Accessible Audio/Video Materials
Additional information about each of the listed accommodations can be found by contacting DSS.
There are several teaching techniques that are helpful for students with a hearing loss in your class. These include:
Review all video media beforehand to ensure that it has Closed Captioning.
Ensuring that lighting is adequate for the student to be able to see the interpreters.
Avoiding standing with your back to light sources (such as windows). Doing so can create shadows on the face and prevents the student from speech-reading.
Avoiding speaking while facing away from the class; avoiding covering the mouth and face with papers, books, hands, etc.
Providing copies of overheads, PowerPoints, and other visual aids to the student in advance. A student watching an interpreter or a transcriber's computer screen cannot simultaneously see the material that you reference in class.
Providing Disability Support Services information about media that you plan to use. A captioned copy will be provided for use when a student with a hearing loss is present in the class.
Requesting an interpreter or transcriber for meetings with the student if such is necessary to ensure communication access. Contact DSS in advance for request.
Striving to minimize background/environmental noises.
Using written notes to communicate with the student when interpreters or transcribers are unavailable.
Confidentiality
The DSS Coordinators cannot share information about a student’s disability with CU faculty and staff unless the student has granted permission to share this information or there is a demonstrated institutional need to know. With the student’s permission, designated faculty and staff will be advised only of the information they need to know in order to accommodate the student or to protect the safety and health of the student or others. Consider any communication regarding a student’s disability or special needs to be confidential.
Should I share the information about the student's disability with anyone else? All students sign releases in our office that allow us to talk to course instructors about accommodation situations. Beyond the DSS, the student's situation should not be shared with anyone else unless deemed necessary and considered appropriate under FERPA. Faculty members are advised to be careful with what they share with others within the department. While some information sharing can be beneficial to other instructors who may work with a student in the future, other information may generate perceptions and attitudes that could work against the student if a future instructor has already "made up their mind" about a student before ever having the student in class.
Faculty Right & Responsibilities
Faculty members have the right to:
Request in writing from Disability Support Services notification of a student’s need for accommodation.
Contact DSS to clarify student requests for accommodations, academic adjustments, and/or auxiliary aids and
services.
Maintain Concordia University’s academic and institutional standards.
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Faculty members have the responsibility to:
Provide reasonable accommodations, academic adjustments, and/or auxiliary aids and services in a timely manner.
Meet with students who have provided written notification of their disability via DSS and have made a direct
request for accommodation to establish the means of providing accommodations, academic adjustments, and/or
auxiliary aids and services.
Contact DSS to request clarification or support with accommodations.
Maintain the confidentiality of information regarding disability issues.
Refer to DSS those students who request accommodations, but have not set up accommodations nor met with a
Disability Coordinator.
Are faculty and staff responsible for providing accommodations to qualified students with disabilities? Concordia University, as a postsecondary institution, is required to provide reasonable accommodations to students
with disabilities. According to the Rehabilitation Act of 1973, Section 504 and the Americans with Disabilities Act (ADA)
of 1990, facilities, educational and co-curricular programs, campus activities, and employment opportunities must be
made accessible to qualified individuals with disabilities. Therefore, all faculty and teaching staff have a responsibility
to ensure that each course is accessible.
What is the student’s responsibility?
Taking the lead in coordinating the accommodation process.
Within the first two weeks of the semester the student initiates a meaningful conversation, beyond simply forwarding the accommodation letter in an email, with the course instructor and others about reasonable accommodations.
Disclosing any other academic, health, or personal concerns if appropriate that may impact the student's participation in courses or otherwise due to personal or environmental variables.
Contacting DSS as soon as possible should any problems with the accommodation process arise, as delays in contact can limit resolutions possible.
Remember the following when you interact with your student:
Always put the person first when describing individuals with disabilities. First and foremost, people are people; secondly, they may happen to experience one or more functional limitations. Thus, they should be referred to as “students with disabilities,” rather than “disabled students.” Avoid terms such as “handicapped,” “victim,” “special needs,” and “wheelchair student.”
Be aware that many students are extremely uncomfortable approaching instructors to discuss their accommodation needs.
Treat everyone as adults. Always use a normal tone of voice when extending a verbal welcome. Don’t raise your voice unless requested. Always speak directly to the student, not to an interpreter or an aide. Never turn to the others and ask, “What
does he or she want?” Be sure that discussions with students about their particular needs are done in private or are discrete. Always treat the information you discussed in your meetings as confidential.
Reasonable Accommodations
What are “reasonable accommodations?” Accommodations are modifications to the ways in which things are usually done. The purpose of effective accommodations is to provide students with disabilities an equal opportunity to participate and benefit from college. The following are examples of the most common accommodations that permit a student with a disability to effectively participate in the educational process:
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Changes to a classroom environment or task: extended time for an exam, isolated testing location
Removal of architectural barriers: adapting a classroom to meet the needs of a student who uses a wheelchair;
Exceptions to policies, practices or procedures: priority registration or accessing assignments early;
Provision of auxiliary aids and services: providing a sign language interpreter, or providing a note-taker or scribe. In accordance with the law, there are some modifications that the university does not provide. Examples include:
Personal devices, such as wheelchairs;
Personal services, such as private tutoring or personal attendants;
Accommodations that would place the student or others at health's or safety's risk as a result of the accommodation, for example, a science lab or medical program scenario;
Modifications that lower or change course standards or program standards (including waivers);
Modifications that would change the essence of a program (including waivers);
Services that are unduly burdensome - administratively or financially.
What is considered an unreasonable accommodation? Concordia University is not required to offer or provide an accommodation, to admit or continue to admit an individual with a disability to any course, program, service or activity or to provide educational opportunities and other services when:
The educational standards or mission of Concordia University would be substantially altered;
The nature of the course, program, service or activity would be fundamentally altered;
The student is not otherwise qualified (with or without accommodations) to meet the academic and technical standards required for admission or participation in an education course, program, service or activity;
An undue financial or administrative hardship (college-wide) would be caused by the accommodation; and
If the individual would pose a direct threat to the health or safety of self or others.
Additionally, CU is not required to provide accommodations of a personal nature, such as a personal care attendant or personal use equipment.
How are accommodations determined? To receive accommodations, students with disabilities are required to contact DSS. DSS will assess each situation on a case-by-case basis dependent upon the information collected and will coordinate with the student and course instructors reasonable accommodations as deemed appropriate.
What are the most common academic accommodations at Concordia?
Extended exam time - 50% (time and a half)
Quiet location/distraction-free zone for exams
Accessible notes/Power Point on Blackboard
Note-taker
Accessible technology and auxiliary aids
Use of laptop solely for purposes of taking notes in classroom
Ability to record lectures
Preferential seating
Adjustable chair/desk
Disability Related Flexibility in Attendance/Assignments
What happens if an instructor does not agree with a requested accommodation? Concordia faculty and staff have a responsibility to satisfy obligations of compliance under ADA statutes and regulations. Accommodations must be requested within a reasonable timeframe and must be reasonable given the situation. When reasonableness clearly exists, instructors must coordinate the appropriate accommodation. When questions about reasonableness exist, instructors should consult with DSS about how to best address the situation.
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How do I grade a student with a disability? Accommodations remove classroom barriers and provide equal access, allowing them to fully demonstrate their
learning. A student with a disability should not be graded any differently from any other student. The integrity of the
course should not be compromised; the student is expected to meet the objectives of the course and to submit quality
work.
When we provide accommodations, are we preparing students with disabilities for the "real world"? At the postsecondary level, our job is to ensure educational equity and to facilitate the learning process. What may or may not happen in the work world cannot be our responsibility. The educational environment impacts students with disabilities differently than the work environment. Classroom performance is often measured through only a few events (tests, papers, projects, etc.) whereas work performance is often assessed over a period of weeks and months. Furthermore, successful students, including students with disabilities, tend to choose careers and jobs that match their strengths and may be less likely to need accommodations as a result. When students with disabilities request academic accommodations for a specific course, it is because the design of the course specifically impacts their disability.
Am I being fair to other students by granting one student accommodations? Reasonable accommodations do not weaken academic standards or the overall integrity of the course. Accommodations provide an alternative way of accomplishing the course requirements by eliminating or reducing barriers within the environment that impact the disability. It is not fair to the student with a disability to have to participate in and to be assessed in an environment that is not accessible to the student. With every accommodation, DSS also helps to maintain the overall academic integrity of Concordia while also allowing for equal access and opportunity, which can ultimately improve a student's ability to learn, study, and/or participate in campus activities.
What if I suspect that a student may have a disability? What is the appropriate way to address this? Ultimately, there is nothing wrong with referring a student to the DSS if:
You are comfortable with making that recommendation;
You have consulted with the student and learned more about the situation;
You truly have the student's best interest at heart.
Such referrals are only problematic if the tone of the referral suggests a discriminatory attitude or suggests to the student that you have personally come to the conclusion that a disability definitely exists. Talking to the student and asking how your class is going for the student in conjunction with other classes and activities will help you gain information about the source of the student's struggles. A student may be struggling in a particular course for any number of reasons. The issue may be one of time management, difficulty transitioning to college, lack of good study skills, inappropriate course schedule given the student's situation, personal life challenges, etc. A particular disability may or may not be the primary reason behind the academic struggles. It is appropriate to comment to the student that you believe the student's class participation does not reflect the current grade or that the quality of the submitted work is not meeting course standards. You can ask if the student is having particular trouble with one aspect of the course. Consider making adjustments to the created academic curriculum if such adjustments would be a reasonable way to better align the curriculum with the student's learning style, to the extent you are comfortable. You might want to mention various resources on campus (tutoring, the Counseling Center at Concordia, possible accommodations at the DSS, academic advisor, etc.) so as to provide a broad resource perspective and to avoid making the student feel as though he or she is being labeled or categorized. See how the student responds and go from there. If the student shares information that leads you to believe the student may be experiencing depression or another mental illness, you should first refer them to the Counseling Center and consider completing a CARE referral form at http://www.cu-portland.edu/services/care.
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The Counseling Center will refer students to DSS if they see a need for academic accommodations. Students sometimes accept a referral to the DSS more easily from a counselor. If you are absolutely unsure on where is the best place to refer a student, consider making a referral to the Counseling Center first. If it is absolutely clear to you that the student's struggles are directly related to a specific academic difficulties (not a death in the family, a failed dating relationship, mental illness, depression, etc.) based on comments from the student, then the student may be more open to receiving a referral to the DSS. Common phrases from students that suggest a higher probability of a disability history (either known or unknown to the student) are those that present a long-standing history of concerns, such as:
"Always have trouble writing papers"
"Never finish tests on time"
"Usually very anxious prior to or during exams"
"Always take longer to read textbooks"
"Can never listen to lectures for long periods and/or copy notes at the same time"
"Always received extra help in high school," etc.
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Proctor Exam Form | Disability Support Services
COURSE INSTRUCTOR: Deliver EXAM and THIS FORM to Student Affairs 24 Hours before test time/date.
*Exams can be delivered in person or by email to Liisa Ferguson, [email protected]. To ensure academic integrity, STUDENTS MUST NOT walk over with exam in hand!
Student Name:
Course:
Instructor:
Date of Exam:
Time of Exam:
Allotted Time for Exam:
Notes Allowed: YES NO If yes, list details: __________________________________ (Open Book, Index Cards, etc.)
Calculator Allowed: YES NO NOT APPLICABLE
CU Laptop Allowed: YES NO NOT APPLICABLE (Refer to Accommodation Letter for approved computer use)
Additional Instructions for Proctor:
How would you like the exam returned to you*? Campus Mail
In-person pick up from Student Affairs
Scanned-write your email: ___________________________
*If no return box is selected, exam will remain in Student Affairs for the instructor to pick up.
Steps for Proctored Exams: Exclusive for CU students receiving ADA Accommodations with DSS
1) Instructor can proctor exams in office, study room, department, as long as the student is in agreement. If the instructor/department is unable proctor exam, or the student would like to be tested in DSS, then ACTION IS REQUIRED of the student.
2) Student submits a Testing Bay reservation for each exam 1 week in advance (2 weeks for finals) through CU
LibCal Online at http://cu-portland.libcal.com/booking/testingbays
3) Student reminds instructor 3-5 days prior to scheduled exam that they will be testing in Student Affairs.
4) Instructor delivers exam (in envelope along with this form) to Student Affairs 24 hours before exam date via campus mail, in person, or email to Liisa Ferguson, DSS Coordinator.
5) Student completes test and exam is delivered back to instructor as indicated on this form.
6) Questions? Please contact Liisa Ferguson at #503-280-8515 or [email protected]
