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How to Refer Students

Faculty Responsibility

1. The instructor is not to lower his/her expectations in terms of academic standards. Instead, the instructor and student are encouraged to work together to find alternate methods of accomplishing required tasks. (The goal is to minimize or eliminate the impact of the disability.)
2. The instructor should insure that the disabled student if fully aware of the requirements of the course. The requirements of the course should be clear in the beginning and in written form on your class syllabus.
3. “If you have a disability that may require assistance or accommodations, or if you have any questions related to any accommodation for testing, note taking, reading, etc., please speak with me as soon as possible. You may also contact the Counseling Center (478/471.2985) with any questions.”
   Or
   “Students with documented disabilities who may need accommodations, who have any emergency medical information the instructor should be aware of, who need special arrangements, should make an appointment with the instructor as early as possible, and no later than the first week of the semester.”
4. In instances where teaching aids are used which are in conflict with the student's disability, the instructor should provide other materials which the student can use. For example, the instructor who makes heavy use of audio tapes might provide transcriptions of the tapes to a deaf student.
5. Where possible, and within reason, allow extra time for assignments, remembering that for a student with a disability the process of research, etc. may involve scheduling an assistant to help with library work.
6. Allow extra time for examinations. A reasonable time limit is based on documentation of the specific disability and will vary with each student. Specific time limits are determined by the Director of Counseling Center. The disabled student will provide his/her instructor with an exam proctoring checklist form to be completed by the student and the instructor. It is the responsibility of the student to return the form the Counseling Center.
7. Consider an alternative test design when appropriate.
8. Whenever possible, the instructor should inform other faculty within the department of experiences or techniques that have been successful. If successful experiences can be encountered and shared, a positive base for creating additional opportunities for students with disabilities can be established.
9. While it may be the primary responsibility of the student to initiate the discussion of modifications, the outcome of the negotiations also depends on the receptivity, flexibility, and understanding of the instructor. It is important that adjustments are discussed and agreed upon early in the semester, at the time when the awkwardness and uncertainty will be the greatest. Both faculty and students, together or separately, may find it useful to consult with the Counseling Center.
10. Many disabilities are obvious, and the question then is one of the degree of accommodation and assistance required. However, there are cases in which a faculty member may have no way of knowing that a student has a disability. For example, a student with epilepsy on medication may not expect to need any adaptation and may not mention his or her condition to the professor.
11. One good policy is for the professor to announce at the first meeting of the class something to this effect: "Any student who feels that he or she may need an accommodation for any sort of disability, please make an appointment to see me during my office hours." This approach preserves the students’ privacy and also indicates a willingness of the faculty member to provide assistance.