|Accommodation||Examples/Logistics||Who commonly qualifies?|
Extended Time on Exams
Examples: Time and a half, double
Student contacts professor 5-7 days before the exam to clarify logistics.
Students taking an exam with SSS, should schedule their exam 5 days in advance. SSS will contact the professor typically 2 days before the exam start time to obtain a copy of the exam.
If reserving an exam later than Noon, the day before an exam, students should contact the professor and will need to take the exam with the class.
|Students with disabilities related to processing speed, concentration, reading speed, writing speed, memory|
Audio Note taker Apps: Phone and desktop software that turns audio into visual blocks. Notes can then be structured using colored highlighting, and combined with images and text notes. Common Apps available are: Microsoft OneNote, Glean, Evernote, and Notability.
Peer Note taker: a peer enrolled in the class is vetted and hired by OSA to copy their notes and share with the student requesting accommodation. A student requesting notes is responsible for taking their own notes.
|Students with disabilities related to auditory processing, graphomotor difficulties, memory, concentration|
|Accessible Test Format||
Examples: computer, large-print, text-to-speech, dictation, and Braille
With at least one week notice, student requests accessible text format from professor and OSA. Working together, all parties determine and implement accessible format.
|Students with disabilities related to vision or visual processing, handwriting, reading, decoding|
|Reduced-Distraction Testing Environment||A testing environment that limits interruption and other environmental influences including visual and auditory distractions.||Students with disabilities related to anxiety, concentration, students who use voice recognition software|
|Forego grammar and spelling evaluation on in-class writing||Impromptu in-class writing is graded for content, not grammar and spelling. May not be applicable in classes where the primary instructional goal is related to grammar and spelling (i.e., some foreign language classes).||Students with disabilities related to reading, spelling|
|Accessible Educational Materials (AEM)||
Print and digital materials provided in accessible formats. Including, but not limited to, electronic formats such as PDF, or Word documents, large print, audio, Braille, eBook, EPUB, and text-to-speech technology. To access these services, students should make and appointment with OSA, complete the Accessible Text agreement and save the textbook rental/purchase receipts.
Rebecca Brooks, Associate Director of OSA, currently coordinates AEM and assistive technology for print disabilities.
|Students with disabilities related to reading, vision|
|Use of Computer for Exams||Students complete the exam using an OSA approved computer with no internet or wireless access. Only with specific guidelines and faculty approval, some students may use their own computer.||Students with disabilities related to hand mobility, graphomotor difficulties, writing speed|
|Substitution of World Languages Requirement||Following approval, students take substitute courses from the International Studies section of the general education requirements.||Students with disabilities related to auditory processing, oral language, writing, reading, memory, processing speed|
|Flexibility (within reason) on Assignment Deadlines||Students confer with the instructor before the due-date about the status of work completed on the assignment, the reasons for its lateness that directly relate to the nature of the disability, and a definite turn-in day and time. “Within reason” usually means turning work in a day or two beyond the deadline. In no case should it mean that late assignments begin to “pile up”, a negative situation for both student and instructor.||Students with disabilities related to writing speed, processing speed, graphomotor difficulties, concentration, anxiety|
|Flexible Attendance (within reason)||
“Within reason” usually means permitting the number of additional absences a student is allowed in addition to each class’ established attendance policy. Students should confer with the instructor about their flexible attendance needs at the beginning of the academic semester. Flexible attendance is dependent upon the individual student, the nature of the course, and the degree to which class attendance is an essential requirement of the specific course. Absences for reasons not related to a documented disability are not excusable under Flexible Attendance. When possible, students should communicate with instructors in advance of their absence. If notifying the instructor before class is not possible, students should inform instructors as soon as possible.
|Students with significant health-related disabilities who miss class when flare-ups occur or when issues related to their disability prevent them from attending class|