D I S AB ILITY RESOU R C E C E N T E R
Instructor Informational Guide
Working Together for Accessible and Equal Educational Opportunities and Experiences
DIV ISION O F S TUDENT AFFAIRS
D EAN OF STUDENTS O FFICE
This information guide was created to provide:
• A reference to assist faculty and instructors when
working with students with disabilities
• A confidential location to store accommodation
letters received from students with disabilities
This information guide contains the following:
• Frequently Asked Questions (FAQs) (inside)
• Possible accommodations for different categories of
disability (back cover)
• Useful Teaching Techniques (back cover)
O V ERVIEW
Section 504 of the Vocational Rehabilitation Act of 1973, as amended, and the Americans with
Disabilities Act of 1990, as amended, prohibit discrimination against individuals with
disabilities.
According to these laws, no “otherwise” qualified person with a disability shall, solely by
reason of his/her disability, be excluded from the participation in, be denied the benefits of, or
be subjected to discrimination under any program or activity of a public entity.
“Qualified,” with respect to postsecondary education, means “a person who meets the
academic and technical standards requisite to admission or participation in the education
program or activity, with or without reasonable modifications to rules, policies or practices; the
removal of architectural, communication or transportation barriers; or the provision of auxiliary
aids and services.”
“Person with a disability” means “any person who 1) has a physical or mental impairment
which substantially limits one or more major life activities [including walking, seeing, hearing,
speaking, learning, concentrating], 2) has a record of such an impairment, or 3) is regarded as
having such an impairment.”
Disabilities typically covered by legislation include, but are not limited to, AIDS, cancer,
Cerebral Palsy, Diabetes, Epilepsy, head injuries, hearing impairments, learning disorders, loss
of limbs, mental health impairments, Multiple Sclerosis, Muscular Dystrophy, speech
DRC
ACKN OW L E D G E M E NTS
DISA BILITY RES OURCE CENTER
Dean of Studen ts Offi ce
Disability Resource Center
001 Building 0020
(Reid Hall)
P.O. Box 114085
Gainesville, FL 32611-4085
352-392-8565 Phone
352-392-8570 Fax
800-955-8771 Florida Relay
877-983-3326 Toll Free
accessuf@dso.ufl.edu
The University of Florida acknowledges that the primary front and back cover
content of this information guide was developed by DO-IT. DO-IT (Disabilities,
Opportunities, Internetworking, and Technology) serves to maximize the success of
students with disabilities in challenging academic programs and careers. DO-IT’s
“The Faculty Room”provides a wealth of information about accommodations for
students with disabilities, universal design of instruction, as well as computer
technology and web accessibility.
Examples of Possible Academic Accommodations
DISABILITY
A C C O M M O D AT I O N S
Learning
Disorder
Seating near the front of class
Note-Services/audio-recorded lecture/access to PowerPoint presentations
Extended test time/alternative test setting
Computer with voice output, spellchecker or grammar checker
Use of a calculator
Mental Health
Impairment
Note-Services/audio-recorded lecture/access to PowerPoint presentations
Flexible attendance requirements
Extended test time/alternative test setting
Health
Impairment
Note-Services
Flexible attendance requirements
Extended test time
Assignments available in electronic format
Use of e-mail to facilitate communication
Mobility
Impairment
Note-Services/audio-recorded lecture/access to PowerPoint presentations
Extended test time
Assignments available in electronic format
Computer equipped with voice input, alternative keyboard, etc.
Accessible classrooms and labs; adjustable height tables
Accessible location of lab equipment or use of a Lab Assistant
Hearing
Impairment
Sign language interpreting and/or captioning services
Use of an assistive listening device
Note-Services/access to PowerPoint presentations
Print copies of assignments, lab instructions, etc.
Use of e-mail to facilitate communication
Open or closed captioned videos
Visual warning system for lab emergencies
Visual
Impairment
Seating near the front of class
Note-Services/audio-recorded lecture/access to PowerPoint presentations
Class materials (e.g. syllabus, handouts, textbooks, tests) available in an
alternate format (e.g. large print, electronic, Braille)
Computer equipped with screen magnification or voice output
Verbal descriptions of visual aids
Raised-line drawings and tactile models of graphic materials
Large print or Braille lab signs and equipment labels
TV monitor connected to microscope to enlarge images
T EA C H I NG TEC H NI QU ES
These techniques benefit all students especially
students with disabilities:
CLASSROOM
Select course materials early so that students and the DRC
have enough time to convert to accessible formats (e.g.
audio, large print) as needed
Make course materials (e.g. syllabus, handouts, assignment
sheets) available in electronic format
Write lecture outlines on the board or incorporate into a
PowerPoint presentation
Write key phrases, technical vocabulary, formulas, etc. on the
board or provide as a handout
Write key phrases, technical vocabulary, formulas, etc. on the
board or provide as a handout
Do not speak when you have your back turned to the class.
Repeat or rephrase questions or comments from the class
before responding
Make lecture notes or PowerPoint presentations available
electronically or on the course website / e-learning platform
EXAMINATION
Ensure exams test the essential skills or knowledge needed
for the course
Some students may require extended time or assistance on
exams. Contact the DRC regarding options for providing
accommodated testing
Consider alternative assessment methods (e.g. portfolio,
multi-media presentation)
LABORATORY
Provide a lab orientation, take a tour of the lab, and discuss
safety concerns
Provide oral and written lab instructions
Arrange lab equipment so that it is easily accessible
Assign group lab projects in which all students contribute
according to their abilities
Visit the DRC’s webiste at www.dso.ufl.efu/drc/faculty for more recourses.
Frequently Asked Questions
1.
What are a student’s responsibilities when working with the Disability Resource Center (DRC)?
a.
b.
c.
d.
2.
Self-identify as a student with a disability.
Present appropriate documentation of disability and request accommodations.
Present accommodation letters to his/her instructor(s) and ask to set up a time to discuss his/her specific situation with each instructor.
Follow Disability Resource Center’s procedures for accessing and utilizing accommodations.
What are an instructor’s responsibilities when working with a student with a disability?
a. Maintain the same standards, including behavioral expectations, for students with disabilities as are
applied to all students.
b. Inform all students of procedures for accessing accommodations at the beginning of each semester, preferably through a statement in the
syllabus.
c. Provide and arrange for accommodations addressed in the accommodation letter in a timely manner.
You cannot choose to deny a student’s accommodations as presented in his/her accommodation letter. If you have questions or concerns about the
stated accommodations, please contact the Disability Resource Center.
ii. It is not your responsibility to provide accomodations for students who have not provided an accommodation letter from the DRC nor to provide
accommodations retroactively.
iii. It is not your responsibility to provide accommodations that are not presented in a student’s accommodation letter.
i.
d. Meet with students to ensure there is a clear understanding of requested accommodations.
e. Keep all disability-related information confidential (e.g. do not discuss a student’s disability with other instructors without the student’s
permission, do not inadvertently identify a student as a student with a disability during class discussion).
f. Ensure instructional materials are available in accessible formats, as needed.
3.
I want to include a statement in my syllabus to ensure students with disabilities are aware of their rights regarding
accommodations. What might be an example of such a statement?
The University of Florida is committed to providing academic accommodations for students with disabilities. Students with disabilities
requesting accommodations should first register with the Disability Resource Center (352-392-8565, www.dso.ufl.edu/drc/) by providing
appropriate documentation. Once registered, a student should present his/her accommodation letter to me supporting a request for
accommodations. The University encourages students with disabilities to follow these procedures as early as possible within the semester.
4.
A student has approached me and is concerned that a particular student in class is receiving special treatment.
Explain to the student that:
a. The University is legally obligated to assist students with disabilities who qualify for accommodations.
b. All students are held to the same standards of academic performance.
c. The issue cannot be discussed further because you must respect the confidentiality of the student.
5.
What do I need to do when I get a request for a note-supplier in my class?
The student requesting Note-Services is responsible for providing you with a DRC Note-Service Packet that will guide you through the process
of locating a note-supplier. Students will typically respond quickly to your request for assistance. If you do not get a fairly immediate
response, you may want to consider asking individual students who appear to be taking good notes, are attentive in class, and have good
attendance. If you teach multiple sections of the same course, you may want to ask in your other sections as well. If you are not successful in
locating a note-supplier within two weeks, please contact the Disability Resource Center at 352-392-8565.
6.
What should I do if a student who has a note-supplier is not attending class on a regular basis?
If a student is not attending class on a regular basis, contact the Disability Resource Center at 352-392-8565 as soon as possible. Students
receiving Note-Services are responsible for adhering to classroom attendance policies. Once notified, the DRC will contact the student, remind
him/her of his/her responsibilities, and verify a continued need for the service. The student will be informed that Note-Services could be
suspended or notes withheld from class periods not attended.
7.
What options are available to support a student’s request for testing accommodations?
If a student requests testing accommodations, the following represents two options for facilitating testing arrangments:
a. You can facilitate the testing accommodations yourself in conjunction with the regular exam date/time or at a date/time agreed upon
between yourself and the student. With this option, it is the student’s responsibility to discuss/confirm the testing arrangements in advance
(e.g. several (3-4) days) of each test. If advance coordination is not made, you are not obligated to facilitate the testing accommodations.
b. If you are unable to facilitate testing arrangements (e.g. your schedule does not allow, space is not available) or if the student needs access
to specific equipment or services (e.g. assistive technology, a reader, a separate testing environment), the DRC testing center can facilitate
the testing accommodations. With this option, it is the student’s responsibility to initiate the request to take the exam at the DRC on the
Accommodated Test Request (ATR) form, have you complete the ‘Instructor’ section of the ATR, and turn in the completed ATR to the DRC
at least four (4) business days in advance of the exam. It is your responsibility to ensure delivery of the exam to the DRC no later than 3:00
pm the day before the exam. All testing rooms are video monitored. A DRC professional staff member has responsibility for supervision of
the testing center. The DRC will return the completed exam to you within 24 hours.
8.
9.
I teach a distance learning course. What if I receive a request for accommodations?
A student is responsible for providing you an accommodation letter and communicating with you (e.g. via phone, electronically, in-person)
regarding his/her accommodations. Since the layout of a distance learning course may
be different than a traditional in-seat course, this conversation is crucial to ensure that you and the student understand the necessary
accommodations. If you have any questions about the implementation of accommodations, please contact the Disability Resource Center at
352-392-8565 or via email at accessuf@dso.ufl.edu. The staff in the Disability Resource Center are also available via Skype for questions or
concerns related to distance learning course accommodations.
I am providing the accommodations that were specified in the accommodation letter. The
student is not doing well in my course. What should I do?
Accommodations are a means of providing access to students with disabilities. Accommodations are not a means of guaranteeing success. If
the student is experiencing difficulties in your course, you may want to suggest a meeting with the student to:
a. Review the accommodations outlined in the accommodation letter.
Ask the student for feedback on the effectiveness of the accommodations that have been put in place. Consult with the Disability Resource Center if
you feel the accommodations may need to be modified or if you feel additional
services/accommodations may be necessary.
ii. Encourage the student to fully utilize his/her accommodations, if the student is not utilizing or fully utilizing his/her
accommodations.
i.
b. Discuss the availability of various campus support services (e.g. Teaching Center; Writing Studio; U Matter, We Care) as appropriate to the
student’s situation and encourage the student to access these resources.
10. What happens when I make a referral to the Disability Resource Center for a student I feel may
have a learning disorder or attention problem?
Upon referral, the DRC conducts a screening interview and completes screening questionnaires with the student. If appropriate, the student is
provided information about the process for securing a formal evaluation. It is the student’s responsibility to have the evaluation completed and
to provide the results to the DRC for review. While the DRC does not conduct evaluations due to the potential for conflict of interest, students
with financial need may be eligible for a scholarship which funds the cost of an evaluation.
11. I am concerned about a student’s behavior. I am aware that the student has a disability because
he/she presented me an accommodation letter at the beginning of the semester. How do I handle
his/her disruptive behavior?
The student, even if the behavior is related to his/her disability, should be held to the same standards of conduct as all other students. If you
are concerned about a student’s behavior, please contact the Dean of Students Office at 352-392-1261. If you are concerned about a student,
please contact U Matter, We Care at 352-294-CARE (2273) or umatter@ufl.edu.