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Faculty FAQ ______________________________________________________________
The following is a list of frequently asked questions regarding the roles and responsibilities of faculty and teaching assistants in providing accessible learning for students with disabilities. Although these questions address the most common of concerns, the issue of the faculty and the teaching assistants responsibility is situation-specific and as such can be difficult to define. As you are confronted with some of your concerns, keep in mind that the AccessAbility Resource Centre is the only office on campus that reviews disability documentation and determines eligibility for appropriate accommodations.
We hope that you find the following questions to be a quick and useful resource guide, but we encourage you to contact the Centre at 905-569-4699 or email access@utm.utoronto.ca when you are in doubt about how best to meet the needs of a student with a disability.
Q: Who is responsible for determining appropriate accommodations?
A: The AccessAbility Resource Centre is the office on campus that determines appropriate accommodations. The office bases their decision upon documentation collected from a student with a disability and the student’s individual needs.
Q: Are all students with disabilities registered with the AccessAbility Resource Centre?
A: No, it is likely that many students with disabilities have chosen not to be registered with the Centre or they may not have met the eligibility criteria for services. If a student approaches you for academic accommodations please refer them to the AccessAbility Resource Centre in Room 2047, South Building.
Q: Am I required to provide exam accommodations to students who request it?
A: Yes you are. Students with disabilities are protected by the Ontario Human Rights Code. This law requires that qualified students with disabilities get equal access to an education, and this includes exam accommodations.
Q: What would be the best way to inform students in the class that I would like to help in facilitating exam accommodations or any classroom accommodations?
A: It is important that all faculty put a statement about accommodations in their syllabus. It should go something like this:
“Students with diverse learning styles and needs are welcome in this course. In particular, if you have a disability/health consideration that may require accommodations, please feel free to approach me and/or the AccessAbility Resource Centre as soon as possible. The UTM AccessAbility staff (located in Room 2047, South Building is available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations. Please contact the Centre at (905) 569-4699 or access@utm.utoronto.ca. The sooner you let us know your needs the quicker we can assist you in achieving your learning goals in this course.”
Q: A student has asked for accommodations. How do I know the student truly has a disability and needs accommodations?
A: You may ask the student to provide you with a letter verifying that s/he has a disability. If the student is registered with the AccessAbility Resource Centre, the centre will mail out a Request for Academic Accommodations Form within 48 hours of registering their courses with the Centre. The Centre maintains a confidential file for each registered student which also contains medical documentation and reports provided by the student.
Q: I have a student in class who told me that s/he has a disability, but since that time has never requested any accommodations. Am I still responsible for accommodations?
A: No, you are only responsible for reasonable accommodations if requested. In these types of situations, however, it would be appropriate to speak to the student privately to let the student know that you welcome the opportunity to discuss reasonable accommodations if the student is interested.
Q: What are some of the types of exam accommodations available to students with disabilities?
A: First of all, the exam accommodations are based upon the student’s functional limitations (individual needs) and the documentation of disability that the student has provided to the Centre. Some of these accommodations include but are not limited to:
- Extra time for exams (usually 50% extra time but in some cases as much as double time),
- A reader or scribe (a person who writes answers verbatim),
- A computer,
- A Brailled exam, an enlarged exam, an exam scanned onto a disk and use of computer (student uses voice, enlargement options, or spelling / grammar check),
- A distraction-reduced space,
- Image enhancements (converting graphs, charts, and other types of images converted into raised-line format), and
- Use of a closed circuit TV to enlarge print.
Q: A student with a disability will be taking an exam under the supervision of the AccessAbility Resource Centre. How do I know that my exam will be safe and that the student not will get an unfair advantage?
A: The Centre has developed a very systematic and secure procedure for getting tests/exams from faculty and returning them once the student has taken the test / exam. There is very rigid checking in and checking out procedures for tests/exams, and no student is able to take a test/exam with appropriate accommodations without authorization. While tests/exams are at Centre, they are kept in a locked file during the night.
Students are monitored when taking tests / exams by a trained invigilator. The Centre follows the same procedures faculty do in testing situations and all test rooms have windows to enable the invigilator to view the students while they are taking tests.
Q: Students with disabilities ask me to fill out a Request for Academic Accommodations Form. Can you tell me more about this form and what I need to do with it?
A: In order for students to arrange for test / exam accommodations at the Centre, and in order for the Centre to administer your test / exam to your student, you must quickly and completely fill out both sides of the form. It is often very helpful to meet with the student so that you and the person requesting accommodations can fill the sheet out together and are on the same wavelength. Not only does the form help facilitate the test/exam accommodation process, but it also helps the Centre administer the exams using your specific requirements for the administration of the exam (e.g. aids allowed). You may, however, opt to administer the test/exam yourself to the student, but appropriate test / exam accommodations must be provided. This includes assistive technology, a distraction-reduced space, reader/scribes, etc. if needed. If you unable to provide appropriate accommodations or are unsure about what is appropriate, please work with the Centre to ensure that the student’s accommodation needs are met.
Q: I’ve been debating about what book I want to use for my class, but the AccessAbility Resource Centre keeps asking me to select a book ASAP. Why?
A: If a student needs print materials in alternative formats (Braille, e-text, audiotape, large print), the Centre must begin a lengthy process to obtain your required textbooks, course packets, journal articles, etc. well before classes begin (approximately 5 weeks prior to the start of the academic session Students who have a print disability have a legal right to equal access to their textbooks or any instruction as their peers. They need to be able to listen to taped or scanned textbooks at the same time as others in the class. By delaying the selection of textbooks, the Centre may not be able to get books converted to an appropriate format in a timely fashion. This means that students may have to start the session without access to their textbooks. None of us want to contribute to a student getting behind or failing a class.
Q: When I have a deaf student in class, am I required to have an interpreter or computerized note-taker in the class too? My class is very crowded and also, the students sometimes watch the interpreter instead of me.
A: There is no question about it. You are required by law to have what is essential for the student to have equal access to an education, and this includes a sign language interpreter or computerized note-taker.
Q: A student with a disability has asked me for a copy of my notes and overheads. Do I have to give this to the student?
A: Some students with disabilities have difficulty taking notes. Sometimes faculty notes are only a brief out line of the actual lecture given. These notes may not be too helpful. It is important that you assist the student in getting access to class notes. The Centre does provide a note-taking service which we ask instructors to assist in facilitating. When a student registers with the Centre and it is determined that notes will be required, we request that the instructor make an announcement in class without revealing the student’s name. The volunteer note-taking package is then returned to the Centre and the student chooses who they believe will be provide the best notes. If you feel your notes are good, sharing your notes would be another option.
Many faculty and departments have developed website guided notes. This has been extremely helpful to many students who lack the ability to keep up the pace in taking thorough notes. It may also be appropriate for some students to tape a class.
Q: I have a student who is having difficulty in my class. I think this student may have a disability. What should I do to help the student?
A: Talk privately with the student to discuss your observations. The Centre has a website and brochures that some instructors have on hand when referring students to discuss their situation. If you would like a set of brochures, please contact the Centre at 905-569-4699.
If a student is already registered with the Centre, suggest that the student talk to his / her counselor in this office. The student may also be referred to the Centre for diagnostic testing for a suspected learning disability. Suggest that the student call the Centre at 905-569-4699 for further information.
Q: Am I required to lower the standards of a required assignment because the student has a disability?
A: No, the standards should be the same for all students; however, some students with disabilities may exhibit their knowledge, production, and other course expectations differently than their peers. For example, a student with a learning disability in writing may produce an essay exam by using a computer or scribe rather than writing out an answer without the use of accommodations. The quality of the work should be the same.
Q: I have a student who is blind in my chemistry lab. How is she / he going to participate and be graded in his / her lab work?
A: If possible, assist the student in getting a lab partner or assign a student assistant to work with the student with a disability. In either situation, the student who is blind should direct the assistant to carry out the functions of the lab assignment. If a volunteer lab partner cannot be found, suggest to the student that she / he needs to contact the Centre as soon as possible for assistance in getting a lab partner. The speed in making these arrangements is critical so that the student will not get behind.
Q: Do I have any recourse if I disagree about requested accommodations?
A: To clarify any disagreement about a requested accommodation, you can first contact AccessAbility and speak to the students Disability Advisor or the Manager of the Centre. Please keep in mind that the AccessAbility Resource Centre is bound by confidentiality and can not discuss the specifics of a student’s disability without written consent.
Q. A student, registered with the AccessAbility Resource Centre just asked me for an extension on their essay. How much extra time should I give them?
A. Each student’s disability affects him or her in a different way. You should meet with the student and determine how much of the assignment has been completed and the student’s current situation. From this information you should be able to determine the amount of time the student should be afforded to complete the assignment. Your other option would be to contact the student’s disability advisor to consult on the student’s situation.
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