Disability Services News
Notification Letter
Disability Services determines eligibility and identifies
appropriate accommodations, such as additional test time,
distraction reduced testing environment, large print
materials, use of assistive technology, captioned videos,
access to notes, and sign language interpreters. If a student
brings you a letter from Disability Services, you should
meet individually with the student to discuss their needs. If
you have any questions or concerns about good inclusive
teaching practice, or your obligations please contact
Disability Services. http://ds.uoregon.edu
Faculty Summer Institute
The first Faculty Summer Institute was held June 15- 18,
2009. The 39 participants were teaching faculty from a
variety of departments across campus. Participants
learned about the various types of disabilities
experienced by students on our campus, federal
legislation pertaining to postsecondary education and
disability, campus services and supports, and specific
strategies to work with exceptional learners more
effectively.
Participants heard from a variety of
professionals working here on campus, and from a panel
of students with disabilities who spoke about their
experiences.
Universal Design
Future summer Institutes are planned for 2010 and 2011.
If you are a full-time teaching faculty member interested
in participating in a future Summer Institute, please
contact Allison Lombardi: allisonl@uoregon.edu. All
participants receive a stipend for participating in this
four-day event. Accommodations for people with
disabilities will be provided if requested in advance.
Project EXCEL-UO: funded by the U. S. Department of
Education, OPE Grant #P333A080037
Volume 1, Issue 1
Universal Design
Wouldn’t it be nice if you didn’t have to
spend time working out alternate exam
administration
for
students
with
disabilities? What if students didn’t have to
put so much extra work into making
arrangements to take a test? Some faculty
are working towards evaluating knowledge
of course content efficiently by providing
flexible exam formats and flexible test
administration logistics to ALL students.
This concept, called Universal Design for
Learning (UDL), increases access and
inclusion for a greater number of students.
Here are some UDL ideas related to testing:
 Provide an alternate proctored location
with extra time for any student who is
concerned about finishing their exam.
This is useful for students who are nonnative English speakers, those who
become anxious or worried about
testing, as well as those who experience
disabilities. Some departments are
doing this successfully by utilizing
small conference rooms and a graduate
assistant to proctor.
This allows
students to have access to someone who
is familiar with course content when
questions arise.
 Provide more than one response option
for demonstrating knowledge on
traditional tests such as essay, short
answer, or multiple-choice questions. If
appropriate, alternate exam options
such as a paper, project, or oral
presentation might also be considered.
 Review the time factor when designing
evaluation tools. If a large number of
students are not finishing their exams,
the exam may be measuring test taking
speed, rather than content knowledge.
Disability Services News
Volume 1, Issue 2
When Test Accommodations
are Necessary
Some students with disabilities do require specific testing
accommodations and the UO is responsible for providing
appropriate accommodations to those students with
disabilities who need them. Disability Services supports
instructors in this process and provides direct student
assistance, alternate environments, or different formats
(e.g., audio recordings or Braille).
Typical
Accommodations
• Quieter Testing
Environment
• Additional Time On
Exams
• Modified Exam Format
• Assistive Technology
• Notetaking
• Electronic Formats of
Readings
• Sign Language
Interpreters
• Flexible Attendance
Policies
• Class Relocation
• Decelerated Program
Students are advised to alert you early in the term if they
need exam accommodations and they are also advised to
provide you with a notification letter.
If providing testing accommodations is not feasible, or if
providing accommodations is not effective for the student,
Disability Services will coordinate the process for DS
registered students:
1. The student confirms with you the exam date and time,
method of exam delivery and return, and use of
materials.
2. The student submits one electronic request form per
exam ( http://ds.uoregon.edu ) . Requests need to be
submitted as early as possible, preferably by the
second week of the term. Please note that exams will
NOT be scheduled for requests submitted less than 5
business days prior to the exam date.
3. A confirmation e-mail is sent to you and the student
verifying exam arrangements.
Learn More
http://ds.uoregon.edu
http://www.washington.edu/doit/CUDE/inst_postsec.html
http://www.washington.edu/doit/CUDE/inst_postsec.html
http://www.facultyware.uconn.edu/home.cfm
Tell me, I forget.
Show me, I
remember. Involve
me, I understand.
~ Carl Orff
http://www.facultyware.uconn.edu/home.cfm
http://www.ahead.org
http://www.design.ncsu.edu/cud/
http://www.ahead.org/
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Disability Services News
Volume 1, Issue 2
UO Access Shuttle
Thanks to the work of former FHS student, Rose Bessman, the Access
Shuttle is fully operational. This is a free campus shuttle for students,
faculty, and staff who are experiencing mobility challenges. This
program is coordinated by the Department of Public Safety in
collaboration with Disability Services and the Office of Affirmative
Action and Equal Opportunity.
For more information see
http://safetyweb.uoregon.edu/node/84 or call (541) 852-2561.
Student Spotlight
"In my experience they (Disability Services) try to bend over
backwards to accommodate my needs. Coming here (to campus), I
was very comfortable going to them for help."
~ Eli, UO Graduate Student
Syllabus Statement
A syllabus statement helps to create a welcoming
environment and encourages students to share
concerns about possible barriers in course design,
course activities, evaluation methods, or the
physical environment. A statement in the syllabus
and announcement to the class also fulfills an
institutional responsibility to insure that students
with disabilities are aware of available support and
resources. Below we provide a sample statement
that can be incorporated into your course syllabus.
Sample Syllabus Statement
The University of Oregon is working to create
inclusive learning environments. Please notify me if
aspects of the instruction or course design result in
barriers to your participation. You are also
encouraged to contact Disability Services in 164
Oregon Hall at 346-1155 or disabsrv@uoregon.edu
An equal-opportunity, affirmative-action institution committed to
cultural diversity and compliance with the American with
Disabilities Act. This publication will be made available in
accessible formats upon request.
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