- 1 IMPORTANT CHANGES in Testing Accommodations for 2018-19
- 2 Syllabus Statements
- 3 Managing Disability Accommodations
- 4 Attendance Leniency Considered Accommodation
- 5 Suggested Form For Gathering Student Information
- 6 Fast Facts for Teaching Students with Disabilities
- 7 Web Accessibility
This letter was mailed out to all faculty on August 23, 2018 to communicate needed procedure changes to keep up with the growing number of testing accommodations. It is linked here as a reference.https://wp.stolaf.edu/academic-support/attendance/
Please consider using one of these statements in your syllabus to encourage students with disabilities to notify you of their academic accommodations in a timely manner.
When a student with disabilities is approved for academic accommodations, you will receive an Accommodation Letter from the student’s Access Specialist in Disability and Access (DAC). This letter is valid for the current semester only. Please review the important information in this link to learn procedures for managing these accommodations.
One situation that can be very tricky to navigate is when a student has a disability that can impact attendance. This link provides some resources for professors in helping determine an appropriate amount of disability-related absences that can be considered before the Essential Learning Outcomes for the class are now in jeopardy. That is the point at which the accommodation can no longer be appropriate since accommodations should never interfere with the stated learning outcomes of the course.
Some instructors like having their students provide some background information to assist in learning about their students. It can be tricky to ask about accommodations while being sensitive to a student’s right to privacy. Follow this link for a suggested form you can use for your class.
Fast Facts for Teaching Students with Disabilities
This set of documents was created by Ohio State University Partnership Grant. The Fast Facts for Faculty publications (listed below) are information briefs designed to help college and university instructors improve the climate and quality of education for students with disabilities. Through focus group discussions, both faculty and students provided a number of recommendations to enhance the teaching-learning process within the classroom. The Fast Facts were developed in response to these recommendations and suggestions. It is important to remember that the pedagogical recommendations included in the Fast Facts are good teaching practices that are useful for all of your students, not just students with disabilities. Below are six of the Fast Facts DAC finds particularly helpful at St. Olaf.
- Universal Design for Learning
- Creative and Accessible Web Content
- Guided Notes for Lectures
- Working with Students with Invisible (non-apparent) Disabilities
- Working with Students with Mobility Disabilities
- Working with Students with Sensory Disabilities (Vision, Hearing, etc.)
More on Universal Design for Learning
If you are looking for more idea on Universal Design for Learning, the following websites are helpful:
- National Center for Universal Design for Learning
- CAST “Until Learning has no Limits”
- Do-It (Disabilities, Opportunities, Internetworking, and Technology)
Following these guidelines will make content accessible to a wider range of people with disabilities, including blindness and low vision, deafness and hearing loss, learning disabilities, cognitive limitations, limited movement, speech disabilities, photosensitivity and combinations of these. Following these guidelines will also often make your Web content more usable to users in general.