Books on tape: Students with print disabilities use audio-taped textbooks and class materials. Some textbooks may be available from Recordings for the Blind or Dyslexic. When a textbook is not available, Disability Services must record and/or edit the book. To facilitate this process, it is important that Disability Services has the textbook information as early as possible. When instructors do not plan to use the entire book or plan to skip around in the text, a syllabus or reading outline is necessary to insure that the student has the material in a timely manner.

Notetakers/faculty lecture notes: Some disabilities make effective notetaking difficult. By sharing their notes, volunteers can help students with disabilities get the full benefit from material covered in lectures. Instructors can help students find notetakers by announcing that a volunteer is needed. One should not identify the student unless the student has given permission to do so. The instructor can take the volunteer’s name and give it to the student with a disability. The student with a disability will then provide the volunteer with non-carbon replicating (NCR) notepaper to use. Disability Services does not pay for notetaking.

On occasion, an instructor may provide lecture notes to students with disabilities. Disability Services will copy the notes and return the originals to the instructor.

Computer-aided notetaking: Computer-aided notetaking is an accommodation for students who are deaf or hard of hearing but who do not have strong sign-language skills. If a student will be utilizing computer-aided notetaking, Disability Services will hire a transcriptionist who will attend class with the student and take notes on a laptop computer. The student and the notetaker will need to sit in a position where the student can view the screen. Instructors concerned with protection of their ability to copyright lectures can request that the student sign a "Transcription/Tape Recording Student Agreement Form" available from Disability Services.

Lab assistant: A lab assistant provides physical assistance in lab settings. The assistant can be a volunteer, employee, or a fellow classmate assigned to partner with the student having a disability. Lab assistants should not "do the work" for the student but should manipulate materials, write, or complete other class-related tasks as directed by the student with a disability.

Extended time on in-class assignments: Students who need extra time to read or write due to a disability may need longer to complete in-class activities such as quizzes or writing assignments. Scheduling quizzes at the end of class instead of the beginning or allowing a student to take a quiz before class are good alternatives. Extra time on classroom assignments should not be interpreted to mean that students have extra time to complete out of class assignments such as term papers.

Lectures tape recorded: Students with visual disabilities, mobility impairments and learning disabilities may use a tape recorder to take notes or as a back up for their notetaker. Tape recording is the student's responsibility. Instructors concerned with protection of their ability to copyright lectures can request that the student sign a "Transcription/Tape Recording Student Agreement Form" available from Disability Services.

Physical accessibility: Most of the responsibility for physical access lies with the university physical plant and the ADA Coordinator.  However, instructors should be aware of the need for physical access when planning class activities. Field trips, internships, study groups, holding class outdoors on a nice day or having an end of semester party off campus are examples of situations where the change of location might negatively impact participation of an individual with a disability.

Accessible furniture: Tables and chairs are placed in classrooms by the physical plant in response to a request by a student with a disability. These items should not be moved out of the classroom or repositioned without first contacting Disability Services.

Priority seating: Front row seating may be necessary for students with various types of disabilities. Examples include deaf students who rely on lip-reading; low vision students who need to be near the board, or students who need to tape record lectures.

Typed materials: Students with low vision, learning disabilities, and hearing loss all benefit from having access to printed copies of overheads or PowerPoint presentations.

Text/assignments enlarged: Students with low vision may need large print formats for in-class assignments and tests. Most materials can be enlarged on the copier or by enlarging the text on the computer before printing. When a student requests large print, one should feel free to ask what size and type of print works best for the individual student. Disability Services is available to consult with faculty and staff concerning production of materials in alternative formats such as large print.

Sign language and oral interpreters: The role of the sign language interpreter is to facilitate communication. Bound by a strict code of ethics, interpreters sign everything that is said in their presence so the deaf student can participate on an equal basis with other students. When working with deaf students, one should speak directly to the student and not the interpreter. Do not say "Tell Mary to turn in her paper" but instead say "Mary, turn in your paper."

Bound by the same code of ethics as a sign language interpreter, oral interpreters facilitate communication. An oral interpreter sits facing the individual with a disability and mouths what is being said.

Closed captioned TV, film or videos: When selecting audio-visual materials to use in classes with students who are deaf or hard of hearing, choose materials that are captioned, when possible. If the material is not open-captioned (captions always on), the television should be set to allow the captions to be read. Older televisions may require the use of a closed caption decoder. If the material is not captioned, a print summary of the information will be helpful. The student may request access to the material at a later time in order to view it with an interpreter.

Closed Circuit TV (CCTV): Students with low vision may request to use a CCTV with print materials. Some students may have smaller portable units that can be used in class while others may need to use the CCTVs located at DISABILITY SERVICES or in the Special Services Room in the library.

Personal Assistant: Like a lab assistant, a personal assistant helps students with disabilities with tasks that the student cannot complete independently. A personal assistant is not a class member and is not an employee of Disability Services. Personal assistants should sit quietly and provide assistance to the student in an unobtrusive manner as possible. Personal assistants should not "do the work" but simply facilitate the student's ability to participate. Personal assistants should not serve as a scribe for testing purposes.

Access to Special Services Room: Students who need adaptive equipment to complete their work may use the Special Services Room in the Sherrod Library. The Special Services Room contains a variety of adaptive computer software for screen enlargement (Magic and Zoom Text) or screen reading (JAWS). To gain access to this room, Disability Services must first clear students. Instructors who would like a tour of the lab should contact Disability Services at 439-8346.

Over the past few semesters, the number of students registered with Disability Services has increased to approximately 500-600 students per semester. As a result, the number of tests given by Disability Services must limit to those requiring specialized equipment.  The Disability Services staff is available to consult with instructors about test accommodations.

Low-distraction environment: This accommodation is commonly used by students with attention deficit disorders, learning disabilities, and some types of mental health-related disabilities. While no place on campus will be totally distraction-free, instructors should try to provide a test room in a location that is both quiet and away from activity. Copy rooms, lobbies, and break rooms are not good choices. Students who are bothered by noise can request a set of disposable earplugs from Disability Services.

Reader: Students who use books on tape benefit from having their tests read aloud. A reader does not necessarily need to be present when the student takes the test. Tests can be recorded on tape and the student can simply play the tape while taking their tests. If a scribe is needed to write out answers, the scribe can also serve as reader.

Scribe: A scribe should accurately take down the student's dictation word for word. Scribes should not discuss answers with the student, provide input, or in any way edit the student's answer.

Extended Test Time: Students with a variety of disabilities benefit from additional time during testing. Disability Services will identify the appropriate amount of additional time and indicate that on the student's Faculty Accommodation Form.

Adaptive Equipment: Students with disabilities may need adaptive equipment to test effectively. Equipment such as electronic spellers, voice calculators, or laptop computers can be used in the regular classroom or in a low distraction test room. Other more specialized equipment such as CCTVs or adaptive computer equipment may require that the student take their tests in the Special Services Room or at Disability Services.