For Faculty/Staff

Faculty/Staff Requirements

In order for an employee with a disability to be eligible for services, the following requirements must be met:

  1. Provide current and comprehensive documentation of a disability to the Office of Disability Services.
  2. Register with the Office of Disability Services to initiate accommodations.
  3. Work as a full-time, part-time, or adjunct employee of the University.

Services for Faculty/Staff

  • Accessible Parking
  • Adaptive Equipment
  • Adaptive Software
  • Classroom observations
  • Restricted diet assistance
  • Alternate testing forms assistance
  • Large tables/seating for classrooms
  • OCR Ruling for pregnant and parenting students
  • Consultations on ADA and ADA Amendments

Faculty Members must do their part to help students

Disclosing a disability to a professor can be a difficult task for students.  I tell them that most professors are more than willing to work with students, however the decision is theirs.  When a student decides to disclose, teachers should let the student know that they may not be a familiar with disabilities in general and that a face-to-face meeting is a good opportunity to discuss the disability and interactively examine accommodations relative to the course mode, level and expected assignments.

Here are some things teachers can do in their classrooms:

  • Keep instructions brief and as uncomplicated as possible.
  • Assist the student with finding an effective note-taker or lab assistant from the class.
  • Allow the student to tape-record lectures.
  • Clearly define course requirements, the dates of exams, and when assignments are due; provide advance notice of any changes.
  • Provide handouts and visual aids, if available.
  • When appropriate, team a reader with a non-reading student during in-class assignments.
  • Use more than one way to demonstrate or explain information.
  • Have copies of the syllabus ready three to five weeks prior to the beginning of classes so textbooks are available for taping.
  • Break information into small steps when teaching many new tasks in one lesson (state objectives, review previous lesson, summarize periodically).
  • Allow time for clarification of directions and essential information.
  • Provide study guides or review sheets for exams.
  • Provide alternative ways for the students to do tasks, such as dictations or oral presentations.
  • Provide assistance with proofreading written work.
  • Make appropriate referrals to campus support services e.g. tutoring, computer labs, writing center.
  • Stress organization and ideas rather than mechanics when grading in-class writing assignments. Allow the use of spell-check and grammar-assistive devices, if grammar and spelling isn’t the principal learning construct; rather an ancillary construct.
  • When in doubt about how to assist the student, ask him or her.
  • Allow the student the same anonymity as other students.