Effective Communication
It is important to encourage students to communicate directly with you if barriers to full participation are encountered. Barriers may be experienced due to the design of lectures, web-based information, in-class activities, format of exams, program timelines, lay out of Blackboard content, or online references. This is communicated to students through a statement in the syllabus (link) and an announcement at the first class meeting each term. As instructors incorporate strategies that are effective for a broad range of students with varying abilities and backgrounds, the majority of students with disabilities will be able to fully participate in the academic setting without the need for specialized adaptations or accommodations. Universal Design is an approach for making classes accessible to and usable by most, if not all, students.
- One of the main ways that students communicate with instructors is by providing a notification letter from the Accessible Education Center that outlines appropriate accommodations and confirms that the student is registered with the AEC. This information, as well as any information that the student chooses to provide to you verbally must be kept confidential. By providing this information the student is opening a dialogue with you about your specific class structure, design, and any specifically needed accommodations. This provides an excellent opportunity to ask the student about their experiences in the class and how the course and evaluation design is working for them.
A Welcoming Classroom Climate
For many students, having to initiate a conversation about needed accommodations can be very intimidating and uncomfortable. Just like with any other group of students there will be exceptionally gifted students as well as those who may have less interest or motivation. Instructors have an opportunity to make students feel more at ease with requesting accommodations by not expressing judgment or making assumptions about a student’s abilities or needs. How you respond can have a tremendous impact on the student and the importance of this response should not be underestimated. In addition to individual interactions with students, being able to set a welcoming tone up front in the classroom greatly increases how comfortable students will be to initiate a conversation about their needs or barriers experienced in the class setting.
Tips for creating a welcoming climate:
- Establish ground rules. One option to create effective ground rules is to elicit them from the class. Students with hidden disabilities, especially those that are psychologically based, may be fine with their instructor knowing about their disability, but may be very concerned about ridicule or harassment by their peers.
- Attend to the physical needs of all students. Telling them where the bathrooms are and allowing occasional breaks in longer classes lets them know that you have an interest in their comfort.
- Avoid singling out students. If you need to talk with a student, for example, about alternate testing arrangements, do it in private.
- Recognize the expertise and authority of personal experience. The student with the disability is most always the one who best understands the disability and how it impacts learning.
- Share your own experiences, as your comfort level allows. Vulnerability is a quality that students with disabilities have identified as important in people they decide to trust.
- Honor diversity and cultural differences.
- Develop an inclusive syllabus statement and highlight it verbally the first day of class. This is a powerful way to communicate to students with disabilities that a class will be accessible to them, and that you are open to creating ways to increase inclusiveness in the course.
Responsibilities
Minimally, instructors have the responsibility to ensure full access for students with disabilities by responding to a student's need or request for accommodations as outlined below. The University of Oregon has a flexible and individualized approach to accommodations, however, strives to create an inclusive learning environment for not only students with disabilities, but for all students by incorporating principles of Universal Design for Instruction.
It is useful to examine assumptions that you might have about disabilities, limitations, or perceived challenges, especially in advising or mentoring relationships. Sometimes students are unintentionally discouraged from specific fields of study based on assumptions and comments that are inaccurate and harmful.
If a student presents you with a notification letter from the Accessible Education Center (AEC):
You have the responsibility to cooperate with AEC in providing recommended accommodations in a reasonable and timely manner. Any concerns or questions that you have should be addressed immediately with the student, or by consulting with an AEC Adviser.
The letter describes accommodations that are reasonable based on the student’s specific situation and legal mandates. During an office hour or at another convenient time, discuss the letter and the accommodations with the student. This should be a confidential and private conversation. To receive testing accommodations coordinated through AEC, a student must have been provided a notification letter.
Refer to Shared Responsibilities for a description of the most typical accommodations. It is also helpful to consider if there are ways to change aspects of the course that would benefit all students. For example, a student who is unable to see the powerpoint slides requests to have a copy of the information before class. You might decide to post this information for the entire class to allow any student who would benefit from an overview, or advance structure to be able to review this information before class.
If a student does not present you with a notification letter:
If a student requests an accommodation based on disability, but does not provide you with a notification letter, or just mentions that they experience a disability, please make sure the student is aware of the services provided by the AEC.
Depending on the nature of the student’s request, you may wish to go ahead and respond, regardless of their status with the AEC. If the student is already on file with the AEC, they just need to request an updated letter. It is appropriate to ask for this. If the student is new to the AEC, the process to review documentation and meet with the student may take some time. If the disability is obvious and the accommodation appears appropriate, you may need to provide the accommodation while awaiting official notification. If you are unsure, please contact AEC for assistance.
If you have a question about the appropriateness of an accommodation:
Questions about the appropriateness of certain accommodations and student requests should be directed to an AEC adviser, or in complicated cases to the Director. Possibilities for a universal design strategy to address the request should also be explored.
If a disability is suspected:
If it seems that a student has a disability and is struggling in some way, please share your observations/concerns directly with the student. If for example a student is clearly having difficulty physically writing fast enough on quizzes, it would be appropriate to state, “it looks like you are having difficulty writing fast enough to meet our timing on this quiz.” If the student acknowledges this challenge it would be appropriate to refer them to AEC to explore accommodations, such as more time to write, or use of a computer. Depending on the context, it may be helpful to mention other important campus resources, as well, such as the Teaching and Learning Center or the Counseling Center.
If it seems appropriate, refer the student to AEC for further discussion and guidance. It is the student's decision whether or not to self-identify to AEC or to use accommodations. This cannot be required. However, to receive AEC coordinated accommodations, disclosure to AEC with proper documentation is required.
Student Responsibilities
Students have the responsibility to initiate their registration with AEC if desired, provide current and complete documentation of their disability, and to meet with AEC to discuss educational, accommodation, and medical history, as well as barriers to access. The direct interaction with the student is very important and is used in combination with provided documentation and other history. Students continue to meet with AEC staff as needed for updates to their situation. Students must communicate with their instructors directly about any accommodations that may be needed during the term. Students are encouraged to do this in the first few weeks of the term. In rare cases, AEC staff may assist the student with this communication. If requesting accommodations coordinated by AEC (ie. Sign language interpreting, modified testing environment), students must submit appropriate requests by specified deadlines.
Shared Responsibilities
Students requesting specific accommodations are expected to notify you early in the term or well in advance of when the accommodation is needed. You do not have an obligation to offer make up exams, or provide retroactive accommodations to students who have delayed notification to you. It is not possible to anticipate all individual needs, although designing instruction for the broadest range of students helps to eliminate potential barriers to access. It is important to encourage students who encounter barriers in your class to contact you as soon as possible so that you and the student can discuss options. When a student discloses a disability, it is important to ask what you can do to facilitate learning. It may be as simple as allowing the student to sit in the front of the class, or quite complicated if the student does not have a clear sense of particular needs.
Examples of Shared Responsibility for Testing and Notetaking Accommodations:
Testing
- Initial Steps:
- Step 1: Student meets with an AEC adviser and provides appropriate documentation. The discussion includes whether accommodations are needed, and if so they are determined based on all of the information available. The types of accommodations that are appropriate in the college context for the student’s specific situation are individually determined (e.g., extended time, distraction-free environment, scribe).
- Step 2: Student provides AEC notification letter to instructor as needed.
- For Each Class:
- Step 1: Student meets with you early in the term and presents the notification letter. If AEC has approved the student for exam accommodations, you may either make your own arrangements to accommodate the student or utilize AEC. Given the heavy demands, students must meet request deadlines.
- Step 2: If you are able to provide accommodations, such as ensuring that the student will have additional time to complete the exam, AEC does not need to be informed.
- Step 3: If you are unable to be responsible for administering the exam, the student must submit an online exam request to AEC. The student needs to be aware of your specific instructions regarding exam delivery, return, allowed materials, and any special instructions. AEC, in collaboration with the Testing Center, will reserve an exam location and schedule a proctor, reader, or scribe, and secure any needed equipment.
- Step 4: Students must submit the online test request at least 5 business days before the exam.
- Step 5: Email confirmations are sent out to instructors and students. This information needs to be viewed carefully to insure its accuracy. The date, time, delivery and return method, as well as any special instructions need to be carefully reviewed. For example, if an instructor decides that all students may use one page of notes, and this was not included in the original request, the proctor will not know this is approved and will not allow it without direct communication from the instructor.
- FINAL EXAMS -- Final exam requests must be submitted by the student no later than the Friday of the 8th week of the term.
Given the extremely high volume of requested final exam accommodations, and the typical need for additional time, a modified final exam testing schedule is used. Accommodated final exams that are administered through the AEC have start times of 8:00 am, 11:00 am, and 2:00 pm. Evening exams need to be proctored by the instructor or the student needs to be allowed to take the exam between 8 and 5 before or after the class administration.
Notetaking
- Some students have difficulty with processing auditory or visual information fast enough to take effective notes in class. In other cases, fine motor challenges prevent a student from writing or typing fast enough to effectively take notes. In these situations, the student will qualify for notetaking support. At the UO we address this in several different ways depending on the student’s needs and the nature of the course. Students are asked to determine if 1) notes are available online for all students (this is the case in increasing numbers of classes and is encouraged) 2) if powerpoint slides are available for all students, or by request we encourage students to access those ideally before class 3) if recording the lectures would be a useful way to supplement the student’s own notes that is encouraged, and noted as an approved accommodation. 4) If none of the above effectively meet the student’s needs than consideration is given to using a volunteer notetaker who is typically registered in the class.
The student may prefer to ask a peer in the class if they would like to be a notetaker. If not, students may request assistance from the instructor of the course to identify a notetaker.
- Step 1: If a student wants to make a request to the instructor they can make the request via an online AEC request form that prompts an email request directly to the instructor after qualification for this accommodation is verified
- Step 2: The class instructor is asked to help locate a notetaker via a class announcement read at the beginning of two consecutive classes. Please do not identify the student with a disability when reading the announcement. Students who are qualified and interested in serving as a notetaker are instructed to arrange a process for exchanging notes with the student(s) for whom the announcement was made. Most commonly this is done via email.
- Step 3: Expectations for notetakers are specified, and AEC is available to support and problem solve with both students and notetakers throughout the term to ensure an efficient and cooperative accommodation.
- Step 4: The notetaker is encouraged to contact AEC to receive a letter of volunteer service, if desired.
In selected situations computer based notetaking or transcription is provided. This is typically due to hearing loss or deafness and a need to have access to real time information. Students utilizing a sign language interpreter may also utilize a notetaker since they need to watch the interpreter making it difficult to take notes at the same time.
Notification Process
Students are encouraged to request an instructor notification letter that lists options, possible accommodations, and adjustments to class design that may allow for full and effective class participation. These can be especially helpful if a student needs a specific modification that an instructor does not feel comfortable granting without such documentation.
The Accessible Education Center responds to requests from students and instructors to help facilitate access and inclusion in individual classes and academic programs. It may not be known if a class is fully accessible until a problem arises. For this reason, we encourage students to communicate directly with their instructors. Coordinated services include sign language interpreting, computer-based notetaking, classroom relocation, exam modifications, and alternative text formats. In some cases, policy modifications may be appropriate such as the substitution of some degree or course requirements or flexibility with attendance policies. AEC advisers are happy to discuss issues and possibilities with you.
More information can be found under Responsibilities.
Academic Policies
Syllabus Statement
University of Oregon syllabi include a statement encouraging students with disabilities to make their needs known to the instructor early in the term. A statement on the syllabus and a verbal announcement at the beginning of the term also helps the university to fulfill part of its obligation to make sure that students are aware of the available support and opportunity to request disability related accommodations from the institution. This also provides an opportunity to foster a welcoming environment for all students and to acknowledge the range of diversity in the classroom.
The following sample serves as a guideline syllabus statement. Some faculty members choose to modify the statement to include additional resources for all students, and others prefer a more traditional approach (i.e. if you have a disability please notify me….).
The University of Oregon is working to create inclusive learning environments. Please notify me if there are aspects of the instruction or design of this course that result in disability related barriers to your participation. You are also encouraged to contact the Accessible Education Center (formerly Disability Services) in 164 Oregon Hall at 346-1155 or uoaec@uoregon.edu .
Accommodations/Best Practices
The most typical accommodations include: assistive technology; alternate text formats; testing modifications to the environment, conditions, or format; sign language interpreting; notetaking, and modification to policies and procedures. The most common are described below.
Notetaking
Notetaking support is available to students who have difficulty taking their own notes. This might be due to fine motor dexterity difficulties, or auditory processing challenges, or barriers due to visual or hearing difficulties. Instructors are encouraged to develop strategies that provide this information in an inclusive manner. For example, posting notes online for all students to view, providing powerpoint slides or outlines before class can be helpful to all students. As more instructors are creating methods for making this information available to all, the need for individualized disability related accommodations is reduced. Some faculty members are also providing opportunities for extra credit to students who want to volunteer to take notes and then post for the entire class. This is sometimes done on a rotating basis with 2 or 3 students providing notes for each class. This also provides an opportunity for the instructor to clarify what is being understood during lecture.
Computer-based note taking is sometimes provided to allow for full participation (such as for a student who is missing important content due to hearing loss and needs immediate access to participate and follow the lecture or discussion). In some cases students are encouraged to record lectures for later auditory review. The use of smart pens that record notes in digital format and link with auditory input has been extremely useful for many students. In situations where other types of access to lecture notes is not possible, student volunteers are used to provide email, typed, or handwritten notes to supplement the student’s own notes. This does not replace student attendance.
In classes where a student is not otherwise able to access notes, and there is a need to identify a volunteer notetaker, an automated request form can be submitted by the student to generate a letter that is sent to the instructor.
This triggers an automated notetaking request to the instructor of each course listed asking them to make an announcement or otherwise assist in the identification of a student who has strong notetaking skills. Although students are not paid for this assistance, they are offered a letter of volunteer service at the end of the term, if desired. In some cases the instructor will share notes and outlines, or ask a graduate assistant already in the class to provide notes to the student. It is jointly the responsibility of the student and instructor to identify an effective notetaker, In the rare event where no one is volunteering with instructor encouragement there are still no volunteers, the Accessible Education Center should be contacted immediately to ensure that the student’s needs are being met.
Testing
An appropriate academic adjustment may be to modify exam procedures and testing environments. Instructors are urged to consider inclusive design in exam formulation and administration. For more information, see universal design. When barriers still exist for students, academic accommodations, determined based on each unique situation, may need to include additional testing time, providing oral answers to a scribe or computer; test questions read aloud, large print, Braille, or electronic test formats; alternatives to filling in bubbles on a scantron sheet; and/or a quiet location.
Some instructors may be able to provide some of these exam accommodations, such as giving exams in their offices or nearby location and/or allowing extended time. In cases where an instructor is unable to do so, or it is not reasonable, AEC will administer the exam with accommodations. Students are responsible for consulting with instructors on test parameters and making test accommodations requests in accordance with established deadlines.
Students need to inform instructors early in the term if exam accommodations are anticipated. Students are encouraged to present the notification letter from AEC to their instructors in the first two weeks of the term. This should be done in a private setting to discuss course design and potential challenges and barriers. At this time it is also appropriate to determine if AEC is needed to coordinate specific exam administrations for qualified students.
Procedures for students to request Accessible Education Center coordination for accommodated testing:
Students must submit an exam accommodation request to the Accessible Education Center in the beginning of the term, but absolutely no later than 5 working days before each scheduled exam. The electronic request form is found at the AEC website . Prior to submitting the request, students need to have already confirmed the following details with their instructor for each exam:
a) exam date
b) exam time
c) method of exam delivery and return
d) use of materials
After the electronic request is submitted, Accessible Education Center will review the information. If there are inaccuracies or problems with the request, AEC will contact the student. If the request is clear and complete, a confirmation e-mail will be sent to both the instructor and the student verifying exam arrangements. AEC needs to be notified immediately by the instructor if any information needs to be changed (for example, if two days before the test a decision is made that all students will be allowed to use an index card of notes).
Sign Language Interpreting
If you have a student in your class who is deaf the AEC may assign a qualified sign language interpreter to facilitate communication in the class setting using American Sign Language (ASL). Most commonly interpreters will be assigned to interpret in a classroom setting for a specific student who has made a request. Interpreters are also provided for university events and activities when requested to allow full participation.
When working with an interpreter it is important that you speak directly to the student, not the professional interpreter. There is a processing time for the interpreter to interpret the message from English to ASL or vice versa. When responding to questions, or seeking comments, it is useful to allow for enough time for the interpreter to accurately interpret the message. Team interpreting is used when the class is more than 60 minutes long or is particularly complicated. Videos or films shown in class need to be captioned or a transcript provided. Please consult with AEC as needed.
Students who utilize an interpreter will need to make arrangements in advance if they would like to request an interpreter for instructor office hours, class study sessions, outside field trips, etc.. The more advance notice given to the student, the smoother the facilitation of scheduling will be.
More information can be found in Tips for Communicating with D/deaf people utilizing an Interpreter and under Sign Language Interpreting.
Tips for Interacting with People with Disabilities
- When a person with a disability may need assistance, it is appropriate to offer help. Wait until the offer is accepted and instructions are given to provide assistance. Do not be offended if your offer to help is declined- there are a myriad of reasons why a person might reject help, including the desire to practice completing the task independently.
- Never lean on, touch, or move a person’s assistive equipment without first getting their consent.
- If a person with a disability is using a service animal, never touch or distract the animal without the owner’s approval. To do so could be unsafe to the owner and is disruptive.
- To get the attention of someone with a hearing impairment, tap or touch them lightly, or wave your hand. If they are using an interpreter, speak directly to the person, not the interpreter.
- Be aware of obstacles or hazards in your environment that may pose a hazard. Examples include cracked or broken sidewalks or paths, spills, loose rugs, and objects blocking traffic patterns or protruding into the path of travel.
- Never pat someone on the head, or grab someone’s arm.
- Never be afraid to invite someone with a disability to participate in an event or activity. If there are concerns about accessibility or that the person may not be able to participate fully, voice these concerns and work through them together. Being excluded is isolating and painful.
- When meeting a person with a disability, offer to shake hands as appropriate with someone who does not have a disability. If the person is unable to take your hand, they will tell you so. Offering to shake hands is seen as a sign of respect.
- If you are having trouble understanding someone’s speech, ask them to repeat, or ask clarifying questions. Pretending to understand what someone said is disrespectful and denies them the opportunity to contribute to the conversation.
- Remember that people with disabilities have many levels of experiences- their disability is simply one aspect of their complex identities.