OSU-Mansfield Office for Disability Services (ODS) Faculty & Staff Handbook
The Ohio State University Mansfield Faculty and Staff Handbook and Resource
Guide
Edited by Michelle McLane, Disability Services
August 2010
Last updated 2/15/2016
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OSU-Mansfield Office for Disability Services (ODS) Faculty & Staff Handbook
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Table of Contents
Letter to Faculty and Staff members ......................................................................................................... 3
ODS Mission and Mandate......................................................................................................................... 4
Mission........................................................................................................................................ 4
Mandate....................................................................................................................................... 4
ODS Hours of Service ................................................................................................................................. 4
Student Eligibility for Services................................................................................................................... 4
Most Frequently Asked Questions ............................................................................................................. 5
What to Know Before You Teach: Points to Guide Instructors .............................................................. 9
Confidentiality and Release of Information ............................................................................................ 11
Class Attendance ....................................................................................................................................... 11
Accommodating the Disabled Student in your Classroom .................................................................... 11
Testing Accommodations ......................................................................................................... 13
Initiating Testing Accommodation Services ......................................................................... 13
Test Readers/Use of Computer During Tests ....................................................................... 16
Test Scribes/Use of Computer During Tests ........................................................................ 16
Note Taking Assistance ............................................................................................................ 16
Securing Note Takers for Students with Disabilities ............................................................ 16
Note Taking Process ............................................................................................................. 17
Textbooks in alternate format ................................................................................................... 18
Temporary Disabilities ............................................................................................................................. 19
Transportation for Persons with Disabilities .......................................................................................... 19
Disability Parking ..................................................................................................................................... 19
Strategies for Teaching Students with Disabilities ................................................................................. 20
Emergency Procedures for Students with Disabilities ........................................................................... 21
Voter Registration ..................................................................................................................................... 22
Appendices ................................................................................................................................................. 22
Appendix I: Model Syllabus Statement .................................................................................... 22
Appendix II: Accommodation Letter example ......................................................................... 22
Appendix III: Test Proctor Sheet example................................................................................ 23
References .................................................................................................................................................. 27
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Letter to Faculty and Staff members
Dear Faculty or Staff Member,
I have put together this handbook in order to help you to better serve students with disabilities
who may be in your classes. The Office for Disability Services (ODS) on the Mansfield campus
is located in Conard Learning Center.
I really strive to be a resource to instructors and staff on our campus. I appreciate your use of this
handbook and the opportunity to meet with you and discuss teaching strategies and
accommodations for students with disabilities, as well as to discuss any questions or concerns
you may have about individual students in your classes. And if you yourself need
accommodations due to a disability, I am also happy to assist you with these needs.
Included in this handbook is a mission statement for ODS, some teaching strategies with regard
to various disabilities, and a sample of the Accommodations Letter form used by students and a
copy of a Test Proctor Sheet form. Students with disabilities should submit the Accommodations
Letter to you, which verifies that he or she has a documented disability. This letter also lists all
the accommodations granted to each student, based upon my review of his or her disability
documentation. This letter can then provide a basis for discussing the best ways in which to meet
students’ learning needs. The Test Proctor Sheet form is to accompany any exam that is to be
administered in Conard Learning Center. These and other forms and information can be found in
the appendix at the end of this handbook.
Please feel free to contact me by telephone, e-mail, or in person. I am looking forward to talking
with you.
Sincerely,
Michelle McLane, M.A.
Learning Disability Specialist
Office for Disability Services
Conard Learning Center
(419) 755-4304
McLane.15@osu.edu
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ODS Mission and Mandate
Mission
The Mission of ODS is to provide and coordinate support services and programs that enable
students with disabilities to receive equal access to an education and all aspects of University life
(The Ohio State University Office for Disability Services, 2005).
Mandate
No otherwise qualified individual with a disability in the United States ... shall, solely by reason
of his or her disability, be excluded from the participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity receiving Federal financial
assistance").
"Subject to the provisions of this title, no qualified individual with a disability shall, by reason of
such disability, be excluded from participation in or be denied the benefits of the services,
programs or activities of a public entity, or be subjected to discrimination by such entity"
(Section 504 of the Rehabilitation Act of 1973 and Title II of The Americans with Disabilities
Act as cited in The Ohio State University Office for Disability Services, 2005b).
ODS Hours of Service
ODS at OSU-Mansfield is located in Conard Learning Center. Please call the Conard Learning
Center reception desk at (419) 755-4201 or contact Michelle McLane, the Disability Specialist,
directly at (419) 755-4304 to make an appointment. Please also do not hesitate to call Michelle if
you have any questions or concerns.
Michelle is available to speak with you in person on a walk-in basis or by appointment. She
works Monday-Friday 8:00AM to 12:00PM and 1:00-5:00 PM Autumn through Spring quarters.
Please note that Michelle works part-time during summer quarter and may not work every day or
every week during the summer session. Michelle does not work during student academic breaks
and holidays.
Student tests and exams can be scheduled at ODS during times set aside each quarter. Students
must complete tests and exams by 5:00 p.m. daily. Tests are not proctored between 12:00 p.m.
and 1:00 p.m.
Student Eligibility for Services
ODS provides services for a wide variety of students who have disabilities. Any student who has
mobility impairment, visual impairment, hearing impairment, head injury, a diagnosed learning
disability, or attention deficit disorder is eligible for services. Students with chronic illnesses,
e.g., cancer, diabetes, seizure disorder, lupus, psychiatric disabilities; are also eligible for
services. ODS determines who is eligible for services based upon the diagnosis and the student's
assessment of specific needs. In addition, individuals with temporary disabilities may receive
services as necessary.
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ODS determines specific services and accommodations. In order to initiate services, each student
with a disability must provide ODS with appropriate documentation of his/her disability. ODS
has set criteria for the documentation. Faculty can be assured that every student receiving
services from ODS has a documented disability (Meyer, 2003).
ODS can also serve faculty and staff members who require job accommodations at the OSUMansfield campus due to a disability. Please contact Michelle McLane, the Disability Specialist
at McLane.15@osu.edu or call her direct line 419-755-4304 for assistance.
Most Frequently Asked Questions
Although enrollment rates of students with disabilities in higher education are increasing, some
faculty and teaching staff may not be aware of the many services and supports available to
students with disabilities. In particular, instructional staff members may not always be aware of
the types of accommodations available or what steps are involved in the accommodations
process. The following is a list of frequently asked questions regarding the roles and
responsibilities of faculty and teaching associates in providing accessible learning for students
with disabilities. Although these questions address the most common of concerns, the issue of
faculty and TA responsibility is situation-specific and as such can be difficult to define. As you
are confronted with some of your concerns, keep in mind that ODS is the office on campus that
determines appropriate accommodations. I hope that you find the following questions to be a
quick and useful resource guide, but I encourage you to contact ODS at (419)755-4304, C100G
Conard Learning Center when you are in doubt about how best to meet the needs of a student
with a disability.
Question 1: Who is responsible for determining appropriate accommodations?
Answer: ODS is the office on campus that determines appropriate accommodations. The office
bases their decision upon documentation collected from a student with a disability and the
student's functional limitations.
Question 2: Are all students with disabilities registered with ODS?
Answer: No, it is likely that many students with disabilities have chosen not to be registered
with ODS or they may not have met the eligibility criteria for services. If students have chosen to
not register for disability services or if are not eligible for services, faculty need not provide
these students with accommodations.
Question 3: What would be the best way to inform students in the class that I would like to help
in facilitating exam accommodations or any classroom accommodations?
Answer: It is important that all course instructors and faculty put a statement about
accommodations in their syllabus. It should go something like this: "Any student who feels s/he
may need an accommodation based on the impact of a disability should contact me privately to
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discuss your specific needs. Please contact the Office for Disability Services at (419)755-4304 in
room C100G of Conard Learning Center ‘Math Lab’ to coordinate reasonable accommodations
for students with documented disabilities."
Question 4: Am I required to provide exam accommodations to students who request it?
Answer: Yes you are. Students with disabilities are protected by the Rehabilitation Act of 1973,
Section 504. This law requires that qualified students with disabilities get equal access to an
education, and this includes test, quiz, and exam accommodations.
Question 5: A student has asked for accommodations. How do I know the student truly has a
disability and needs accommodations?
Answer: You may ask the student to provide you with a letter verifying that s/he has a disability.
The student, if registered with ODS, will be given a letter after a request is made. ODS has on
file for every student who is registered with the office and uses services, documentation of the
disability.
Question 6: I have a student in class who told me that s/he has a disability, but since that time has
never requested any accommodations. Am I still responsible for accommodations?
Answer: No, you are only responsible for reasonable accommodations if requested. In these
types of situations, however, it would be appropriate to speak to the student privately to let the
student know that you welcome the opportunity to discuss reasonable accommodations if the
student is interested.
Question 7: What are some of the types of exam accommodations available to students with
disabilities?
Answer: First of all, the exam accommodations are based upon the student's functional
limitations and the documentation of disability that the student has provided ODS. Some of these
accommodations include but are not limited to: extra time for exams (usually 50% extra time but
in some cases as much as double time), a reader or scribe (a person who writes answers
verbatim), a computer with assistive software program(s), a Brailled exam, an enlarged exam, an
exam scanned onto computer media and use of computer (i.e., student uses text to speech
software, enlargement software, or spelling/grammar check), a distraction-reduced space, image
enhancements (converting graphs, charts, and other types of images converted into raised-line
format), and use of a closed circuit TV to enlarge print.
Question 8: A student with a disability has requested that s/he take an exam at ODS. How do I
know that my exam will be safe and that the student will get no unfair advantage?
Answer: ODS has rigid procedures for exams, and no student is able to take an exam with
appropriate accommodations without authorization. Exams stored at ODS are kept in a locked
file during the night. While students are taking the exam, they are monitored periodically. Test
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studios have small windows and mirrors to enable the staff to periodically view the students
while they are taking tests. Once in a great while, there are a few issues; however, ODS works
diligently to rectify any problems.
Question 9: Students with disabilities ask me to fill out "proctor sheets." I have a million things
to do. I don't mind if they use exam accommodations, but do I have to fill out that form?
Answer: Yes you do, if the student needs to take the test with ODS at Conard Learning Center.
In order for students to arrange for exam accommodations at ODS, and in order for ODS to
administer your exam to your student, you must quickly and totally fill out the proctor sheets.
ODS also highly recommends meeting with the student requesting accommodations so that you
can fill the sheet out together. This is to ensure that the student’s test date and time do not
conflict with other tests. Students should not have to miss a class because they are using their
accommodations of extended testing time. A specific date, time, and time limit must be provided
on the test proctor sheet. You will be asked to schedule this test within the confines of the test
proctoring times offered by ODS at Conard Learning Center. The test proctor sheet helps ODS to
schedule the test, facilitate the exam accommodation process, and also helps ODS administer the
exams using your specific requirements for the administration of the exam. You may, however,
opt to administer the exam yourself to the student, but appropriate exam accommodations must
be provided. This includes adaptive technology, a distraction-reduced space, reader/scribes, etc.
if needed. If you unable to provide appropriate accommodations or are unsure about what is
appropriate, please work with ODS to ensure that the student's accommodation needs are met.
Question 10: I've been debating about what book I want to use for my class, but ODS keeps
asking me to select a book ASAP. Do I have to?
Answer: Yes you do. It takes a trained reader at ODS an hour to read/scan and prepare ten pages
of a textbook and sometimes fewer pages depending upon the technical nature of the course and
the format needed. Some materials must be sent out to external vendors to be converted. ODS
may have several other books or other reading assignments quarterly to be taped, Brailled, or
scanned onto disc. The ODS office is only staffed with one full-time employee, the Disability
Specialist. The Disability Specialist runs all functions of the office, including the conversion of
print materials into an alternative format. Students who are print impaired have a legal right to
equal access to their textbooks or any instruction as their peers. They need to be able to listen to
taped or scanned textbooks at the same time as others in the class. By delaying the selection of
textbooks, ODS may not be able to get books converted to an appropriate format in a timely
fashion. This means that students may have to start the quarter without access to their textbooks.
None of us want to contribute to a student getting behind or failing a class.
Question 11: When I have a deaf student in class, am I required to have an interpreter or real
time captionner in the class, too? My class is very crowded and also, the students sometimes
watch the interpreter instead of me.
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Answer: There is no question about it. You are required by law to have what is essential for the
student to have equal access to an education, and this includes a sign language interpreter or real
time captionner.
Question 12: A student with a disability has asked me for a copy of my notes and overheads. Do
I have to give this to the student?
Answer: Some students with disabilities have difficulty taking notes. Sometimes faculty notes
are only a brief outline of the actual lecture given. These notes may not be too helpful. It is
important that you assist the student in getting access to class notes. You may want to help the
student find a volunteer note taker in class by making an announcement in class without
revealing the student's name. It would be even more helpful and effective if you could identify a
student that might make a good note taker and ask that person privately if they would consider
helping one of their classmates with notes. If you have a graduate student in class to assist you
and if this person takes notes, these notes may be another option. If you feel your notes are good,
sharing your notes would be a third option. Many faculty and departments have developed
website guided notes. This has been extremely helpful to many students who lack the ability to
keep up the pace in taking thorough notes. It may also be appropriate for some students to tape a
class.
Question 13: I have a student who is having difficulty in my class. I think this student may have
a disability. What should I do to help the student?
Answer: Talk privately with the student to discuss your observations. The student may reveal
s/he has a disability. If this is the case and the student is registered with ODS, suggest that the
student talk to his/her counselor in this office. While the Disability Specialist at OSU-Mansfield
is not qualified to do testing for a disability, she is trained to see the indications that a learning
disability might be present. She may refer the student for diagnostic testing for a suspected
learning disability. Please suggest that the student call Michelle McLane, Disability Specialist, in
Conard Learning Center at 419-755-4304 for further information.
Question 14: Am I required to lower the standards of a required assignment because the student
has a disability?
Answer: No, the standards should be the same for all students; however, some students with
disabilities may exhibit their knowledge, production, and other course expectations differently
than their peers. For example, a student with a learning disability in writing may produce an
essay exam by using a computer or scribe rather than writing out an answer without the use of
accommodations. The quality of work produced by the student with a disability should be the
same.
Question 15: I have a student with a disability getting behind in his/her schoolwork. This student
is missing a number of classes and has not handed in several assignments. Although s/he has
taken a midterm and used accommodations, the student's grade is about a D. At this point, the
student is not passing the class. Do I have a right to fail a student with a disability?
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Answer: Yes. The student with a disability has the same right to fail as anyone else. Their work
should be equivalent to their peers. It may be a good idea to discuss your observations with this
student just as you would with anyone else in your class who is experiencing difficulty.
Question 16: I have a student who is blind in my chemistry lab. How is s/he going to participate
and be graded in his/her lab work?
Answer: If possible, assist the student in getting a lab partner or assign a student assistant to
work with the student with a disability. In either situation, the student who is blind should direct
the assistant to carry out the functions of the lab assignment. If a volunteer lab partner cannot be
found, suggest to the student that s/he needs to contact ODS as soon as possible for assistance in
getting a lab partner. The speed in making these arrangements is critical so that the student will
not get behind.
Question 17: Do I have any recourse if I disagree about requested accommodations?
Answer: To clarify any disagreement about a requested accommodation, you can first contact
ODS. Start with the student's disability counselor, but you are also free to talk to the director of
ODS. If there continues to be conflict, you can contact the OSU ADA Coordinator, Scott Lissner
at (614) 292-6207 or at lissner.2@osu.edu.
Question 18: This FAQ is ok, but I really need more information and guidance about working
with students with disabilities. Where else can I find more information?
Answer: OSU’s Partnership Grant has created modules available online to inform and train
college administrators, faculty, and staff about working with students with disabilities. These
trainings are brief and simple to use. Please see Faculty and Administrator Modules in Higher
Education (FAME) (Izzo et al, 2005) at www.oln.org/ILT/ada/Fame and ADA Resources: Fast
Facts for Faculty (Carlton & Hertzfeld, 2000) at http://ada.osu.edu/resources/fastfacts/index.htm.
Please also see Department of Justice Guide on Accessible Meetings at
http://www.ada.gov/business/accessiblemtg.htm. (Note that all of the links above take you to
external websites.) You are also always welcome to call Michelle McLane at ODS at 419-7554304 for more information about working with students, fellow faculty, and staff with
disabilities.
Note: These fact sheets are available in alternate format upon request. Please call the OSU
Mansfield Office for Disability Services at (419) 755-4304.
What to Know Before You Teach: Points to Guide Instructors
1. ODS is the designated campus office to determine appropriate accommodations and auxiliary
aids for students with disabilities. The purpose of accommodations and auxiliary aids is to give
the student an equal opportunity to participate in the academic environment. The accommodation
determination is based on the disability provided by the student and the functional limitations
presented by the disability. Students must provide ODS with this documentation before services
are initiated. Please refer to OSU-Mansfield’s Office for Disability Services General
[Documentation] Guidelines at http://clc.mansfield.ohio-state.edu/guidelines.html. The person
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who documents the disability must be a professional qualified to make the diagnosis and
qualified to speak to the functional limitations.
2. Students with disabilities have a right to meet with you privately regarding disability matters,
and their confidentiality must be maintained. Treat all disability-related information as
confidential medical information. Conduct disability-related meetings in a private location.
Provide plenty of opportunities for students to meet with you to describe their disability-related
needs, to arrange test accommodations, to ask for clarification about what was presented in class,
to get help with in-class note taking, etc.
3. Students with disabilities need access to course materials and information presented in your
classroom at the same time as all other students. As an instructor, you play a vital role in
ensuring that materials are available in alternative format in a timely manner. Converting print
materials to alternate formats-whether to Braille, audiotapes, electronic format, or enlargementsis both labor and time intensive. Therefore, it is critical that you inform ODS about the textbooks
you plan to use and all other print materials as soon as you are requested to do so either by a
student or ODS.
4. Students with disabilities have the responsibility for making their accommodation needs
known to their instructors. Please encourage students with accommodations to make an
appointment with you, their instructor, to discuss their accommodations and classroom needs
based upon a documented disability.
5. A syllabus is particularly helpful to students who often have difficulty with organization.
Include in the syllabus: grade criteria, main topics to be covered, reading assignments, due dates,
test dates, instructor office hours, etc. (Meyer, 2003, pp. 6-7).
To facilitate this disclosure process, ODS asks that instructors to please include a disability
statement on their syllabi. This statement tells students about the availability of campus
disability services on campus. This statement should include the Disability Specialist’s name,
her location, and contact information. Here is an example of a disability statement:
"Any student who feels he or she may need an accommodation based on the impact of a
disability should contact Michelle McLane at The Office for Disability Services to privately
discuss his or her specific needs. Please contact Michelle at (419) 755-4304. Or you may visit
her at C100G Conard Learning Center in order to coordinate reasonable accommodations for
students with documented disabilities." This statement can of course be modified to fit your
needs.
For more information about syllabi disability statements and for information about making your
syllabi accessible to students with disabilities, please also see Guidelines for Creating a
Complete and Accessible Syllabus (The Ohio State University Office for Disability Services,
2005) at http://ada.osu.edu/resources/fastfacts/Syllabus_Statement.htm [external link].
Please also see additional accessibility statements for syllabi, publications, web pages, and
planned campus events at http://ada.osu.edu/resources/statements.htm [external link].
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6. Accessible, simple, brief, online modules designed through the OSU Partnership Grant are
available for training university administrators, faculty, and staff about the finer points of
working with students with disabilities in the Faculty and Administrator Modules in Higher
Education (FAME) (Izzo et al, 2005) at http://www.oln.org/ILT/ada/Fame [external link]. You
are also always welcome to call Michelle McLane at ODS at 419-755-4304 for more information
about working with students with disabilities.
Confidentiality and Release of Information
Please note that students are never obligated to disclose the nature of a disability they may have,
or that they are a person with a disability to their instructors, or to use accommodations
previously granted to them by ODS.
If a student does choose to disclose the nature of his or her disability, keep this information
private. Knowledge of a student’s disability should be treated as confidential information and
should not be discussed with anyone except the student him- or herself or the Disability
Specialist.
Please also note that ODS cannot disclose or discuss the students’ disability with staff or faculty
without the students’ written permission. ODS also cannot give faculty access to students’
documentation without students’ written permission. ODS can, however, discuss students’
classroom needs with instructors if the student has requested accommodations.
Class Attendance
Students with disabilities should generally be held to the same class attendance policies as their
classmates. In general, ODS offers no accommodation for students’ absences. However, in some
cases a student’s disability really does require students to be absent from class. ODS encourages
students who need to miss a class for a disability-related issue or for any other reason to contact
their instructors and ODS as soon as possible. It may be reasonable to make adjustments for
these students.
If a student knows that his or her disability may force him or her to occasionally miss class, it is
very important that the student discusses this with his or her instructors and ODS as early as
possible each quarter.
Please don’t hesitate to contact the Disability Specialist at 419-755-4304 or by e-mail at
Mclane.15@osu.edu if you any questions or concerns.
Accommodating the Disabled Student in your Classroom
Accommodations are legally mandated services by Section 504 of the Rehabilitation Act of 1973
and the Americans with Disabilities Amendment Act of 2008 (ADA). Some examples of
accommodation are: a reader/scribe for exams, extra time for exams, computer access for exams,
priority scheduling, etc. Auxiliary Aids are services, equipment, and procedures that allow
students with disabilities access to learning and activities in the classroom. Some examples of
auxiliary aids are: qualified interpreters, assistive listening devices, television captioning,
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telecommunications devices, for deaf persons (TDDs), videotext displays, readers, note takers,
lab assistants, research aides, audio or electronic format textbooks, Braille materials, and large
print materials. All the above services and equipment allow students with disabilities full
classroom participation.
Individual accommodation needs vary from student to student. Even the same disability may
result in different levels of functioning. Compensation skills and strategies vary from one student
to another, just as instructional methods vary from one instructor to another.
Therefore, it is necessary for the student and the instructor to discuss the specific
accommodations required. Provide plenty of opportunities for students to meet with you in
private to describe their disability and arrange for test accommodations or ask for clarification
about a lecture. The student knows how the disability affects him or her the most, and the
instructor knows the most about the specific course requirements. If, after a discussion between
an instructor and student, there is still concern about the arrangements for accommodations, the
instructor is welcome to consult with ODS (Meyer, 2003).
Only students with documented disabilities should be granted accommodations.
Accommodations are granted based on each student’s unique needs. Instructors should receive
an accommodation letter from students requesting class accommodations. The heading of this
letter reads “Confidential Memorandum” (ODS enrolled students and the Disability Specialist
refer to this as the “Accommodation letter”). Students with these letters have documented
disabilities and have been enrolled in ODS. Please keep this memorandum (accommodation
letter) on file in your office for your future reference. Please see the Appendix section for an
illustration of the accommodation letter.
Please note that students with disabilities have the responsibility for making their
accommodation needs known to the faculty member. If a student with a disability does not
request accommodations, the instructor of the class is under no obligation to provide them.
Although ODS recommends that students disclose their need for classroom accommodations to
their instructors at the beginning of the quarter, please also note that a student may not disclose a
disability to you this early. Some students may not be diagnosed with a disability for the first
time until the middle or end of the quarter. Other students may not disclose a disability until it is
clear to them that they need to use their classroom accommodations later in the quarter. This is
ok, as long as the student gives you a reasonable amount of time to make arrangements for his or
her accommodations. The day or night before a test may not be reasonable, but two or three days
ahead of time generally is reasonable depending on the class and the situation. If you have
questions or concerns about this, please contact Michelle at McLane.15@osu.edu or at 419-7554304.
If you know that a student in your class is having a disability-related issue, you are encouraged to
refer him or her to ODS. You are also welcome to refer a student that discloses to you that he or
she has a disability or suspects that he or she has a disability.
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Testing Accommodations
Testing and exam accommodations are available to eligible students through ODS with
cooperation from instructors. The testing accommodations most commonly granted are extended
time on tests and distraction-reduced test environment. Some students will be granted only one
of these accommodations, others will be granted both.
Testing accommodations can be arranged by you, the class instructor, or can be arranged through
Conard Learning Center. Students can take their tests with their class instructors or with ODS, as
long as students are able to use their testing accommodations if they so choose. Instructors and
students should discuss where class tests and exams will be taken, and which of the
accommodations the students would like to use ahead of time. Preferably this at the beginning of
the academic quarter, but generally this is an amount of advance time sufficient for you to
prepare for and make arrangements for the student’s requested accommodations.
A distraction-reduced environment means that the student needs to have as quiet and distractionfree environment as possible.
Extended time on test is set at either time and a half (sometimes also called 1 ½ or 50% time) or
double (100%) time. Therefore, if the general class population is allotted an hour to take a test in
class, the student granted time and a half on tests should be allowed an hour and a half to
complete his or her test. A student granted double time on tests should be allowed two hours to
take an hour-long test.
ODS is not able to give students “unlimited time” to take tests in Conard Learning Center.
Students will only be given the time their classmates are allotted in the classroom, plus their
extended time.
Please note that ODS only proctor tests for students with documented disabilities who have been
granted testing accommodations. ODS must receive the Test Proctor Sheet and the test prior to
the scheduled testing time. (Please see the Appendix section for an illustration of the Test Proctor
Sheet.) The instructor or his or her designee must deliver the test. If both are not received prior to
the scheduled testing time, the test must be rescheduled.
Initiating Testing Accommodation Services
Students are responsible for understanding and complying with the following procedures. If you
or your students have any questions or concerns regarding these procedures, please contact ODS.
Students are encouraged to schedule a private appointment to meet with each of their instructors
to discuss their testing and classroom needs as well as their accommodation arrangements as
early as possible in the beginning of every quarter. Students are asked to give their instructors
their accommodation letters at this time.
If the student’s testing accommodation is simply extended time, the student may take the exams
in the classroom under your supervision, or the student can take his or her test in Conard
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Learning Center with the Disability Specialist. Please remind your student that tests to be taken
at Conard must be scheduled at least two days in advance.
An accommodation of a distraction-reduced test environment will require that the student take
his or her test away from the general class population. If you can provide the student with a quiet
place away from other people you may provide the accommodation for that student. An empty
classroom or an empty conference room may work best.
If you cannot provide proper accommodation to the student, you are welcome to ask the student
to take the exam through ODS following these procedures:
All tests, quizzes, and exams to be taken at Conard Learning Center should be scheduled at least
three (3) business days in advance. Final exams to be taken at Conard Learning Center need to be
scheduled at least seven (7) days in advance.
ODS does not proctor tests for students who are not enrolled in ODS. ODS does not proctor or
monitor tests 12:00-1:00 PM daily or after 5:00 PM daily. ODS does not proctor or monitor tests
on Saturday or Sunday.
If you have questions or concerns about this, please contact Michelle McLane, the Disability
Specialist, at (419) 755-4304 or at McLane.15@osu.edu.
1. The student with disability should call their instructor to make an appointment to meet
with him or her prior to each quiz, test, or exam to request test accommodations.
2. The student should take his or her Test Proctor Sheet with him or her to the appointment
with the instructor. The student should also take his or her testing folder to the
appointment with the instructor. (A testing folder is given to each student eligible for
testing accommodations at the beginning of each quarter. This folder includes the
student’s class schedule highlighted with ODS’ test proctoring times, the ODS student
handbook, the student’s testing contract, and test proctor sheets.)
3. During this appointment, the student and the instructor should decide if the student will
take the quiz, test, or exam with you or at Conard Learning Center. Please also discuss
with the student whether you will lecture before or after the test, quiz, or exam. If so, then
the student’s test time will need to be adjusted to allow for the extra test time
accommodation. The student should not miss instruction due to using their testing
accommodations.
If the student will be taking the quiz, test, or exam at Conard Learning Center, the student
and instructor should work together to fill out the Test Proctor Sheet. (This form does not
need to be completed if you will be making the test arrangements and proctoring the test
for the student.) A Test Proctor Sheet must be filled out prior to each quiz, test, or exam
to be taken at Conard Learning Center.
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It is important to refer to the student’s highlighted class schedule while deciding the test
time and date. The highlighting indicates ODS’ test proctoring times in relation to the
student’s class schedule. The test time and date that you indicate on the Test Proctor
Form should be this student’s, not the test time for your entire class.
Please note that student’s extended test time accommodations may conflict with a
subsequent class time in his or her class schedule. If a student’s use of extended test time
for your class means that he or she will miss all or part of a subsequent class, please work
with your student to reschedule the test at a time when there is no schedule conflict. Even
if a class schedule conflict exists, the ODS enrolled student requesting accommodations
still must be accommodated per Section 504 of the Rehabilitation Act of 1973 and the
ADA.
The entire Test Proctor Sheet must be completed for students taking their tests at Conard
Learning Center. Please sign and date the form.
4. Once the Test Proctor Sheet has been completely filled out and signed, please give it back
to the student. The student will now be responsible for returning the form to Conard
Learning Center a minimum of three school days before each test date. Once the form is
returned, Conard Learning Center staff will schedule a testing room for the student.
5. Please hand deliver, e-mail, or fax the test to Michelle McLane, the Disability Specialist,
prior to the scheduled test time (preferably no later than the day before) at
McLane.15@osu.edu or (419) 755-4016. Keep in mind that some tests will need to be
scanned and/or reformatted for the student’s use beforehand. This takes some time.
Therefore, early receipt of the test is greatly appreciated.
6. If changes to a test are needed, please contact the Disability Specialist as soon as possible
at McLane.15@osu.edu or (419) 755-4304.
7. If a student needs to reschedule his test due to any reason, the student should work with
his or her instructor to determine a new test date and time. Again, the student and the
instructor should refer to the student’s highlighted class schedule and ODS test proctor
times in determining this new test date and time. The student should then e-mail the
Disability Specialist at McLane.15@osu.edu with the new test date and time. The
instructor should be copied (cc’ed) on this e-mail.
8. ODS will keep your test and test proctor sheet in a locked file cabinet until the test time.
The student should appear at Conard Learning Center at their scheduled test time.
Students who appear late will be allowed only the remaining scheduled test time to
complete their test.
You will be notified if your student does not appear for his or her test scheduled at
Conard Learning Center. The student will be responsible for determining a new test date
and time with you. (See step 7 above.)
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All items not allowed on the test will be taken from the student prior to the test and
secured, usually in the ODS office. Only items you indicated on the Test Proctor Sheet
will be allowed for use on the test. The Disability Specialist or her proxy (usually a
Conard staff member) will monitor the quiz, test, or exam. The student will be
periodically viewed via a window on the test room door and mirrors as they work on their
test.
9. Completed tests will be returned to you in the manner indicated on your test proctor
sheet.
Test Readers/Use of Computer During Tests
Some students, due to their disability, have been granted use of test readers or assistive
technology software during tests.
Test readers read the test questions verbatim to the student. Questions will not be clarified or
explained to the student. Questions will be repeated to the students as often as needed, however.
Some students are able to use text-to-speech, word processing software, etc, or some type
computer assistive technology software (AT). These students will be encouraged to use text-tospeech software in lieu of a live test reader. Students will be trained in the use of this software
before the test.
Test Scribes/Use of Computer During Tests
Some students, due their disability, have difficulty writing or typing on the computer. In these
cases, the student may be eligible for a test scribe. A test scribe will type or write verbatim what
the student dictates. The scribe will not edit the student’s writing or make suggestions to the
student.
Some students’ disability interfere with their ability to write with a pen or a pencil, but not with
their ability to type. If a student is able to type, students will be encouraged to use speech-to-text,
word processing software, and/or some type of AT. Again, students will be trained on the use of
AT before they use it for tests.
Note Taking Assistance
Assistance in obtaining class lecture notes is granted as an accommodation to some students
enrolled in ODS on a case-by-case basis. These notes are intended for class use and for home
study only; they are not intended for use on tests. Use of notes on tests is not offered as an
academic accommodation by ODS.
Securing Note Takers for Students with Disabilities
Unfortunately, potential note takers typically do not respond when well-intentioned instructors
make announcements in class regarding the need for a note taker. Past experience has proven that
potential note takers are more inclined to say yes if a student or instructor asks them individually
to provide notes.
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Securing note takers is best accomplished if the Disability Specialist or the instructor asks at
potential note takers individually and privately if they would be willing to assist a student
needing notes. (The student’s disability should not be disclosed to the potential note taker or to
the class at any time. The name of the student with disability needing notes should also not be
announced publically to the class.)
Once one or (even better two) students willing to be note takers are found, the Disability
Specialist or the instructor should ask if the note taker(s)’ contact information can be given to the
student needing note taking assistance. Students needing note taking assistance should then be
given this contact information and encouraged to use it to identify themselves to their note
takers. Students can also use their note takers’ contact information to question that might arise
about their notes, ask questions about class assignments, and ask about upcoming tests during
times the instructor is not available.
Having a contact also helps the student needing note taking assistance to build self-advocacy
skills. These skills are essential to students with disabilities in their academic, professional, and
personal lives.
Caveat: Most students have no problem with this process of finding a note taker. However, some
have great discomfort and difficulty with this process. If you have a student who would prefer to
not be identified or known by the note taker, please allow them to remain anonymous. In this
case, you may want to help them by asking other students in your class to be note takers, or refer
the student to ODS for help in securing a note taker.
Note Taking Process
Please ask note takers of students with disabilities to introduce themselves in person to ODS.
ODS needs to know who note takers are, for whom, and for what class they are taking notes.
Conard Learning Center will copy note takers’ notes for free, but we must be able to identify
these individuals. Free copies are not provided free to students who are not designated as a note
taker of an ODS enrolled student.
Note takers take notes as they would normally would in class, with a few exceptions. ODS and
Conard Learning Center request that note takers write the following on each page of their notes:



The date for each day the notes are written;
The consecutive page number of the notes at the top of each page (if the pages are
separated during copying, this allows Conard Staff to put notes back together easily and
correctly);
The course number and the instructor’s name (e.g. PSYCH 100, Murray)
Note takers should go to Conard Learning Center reception desk as close to the end of class time
as possible to get their notes copied. Conard Learning Center reception staff will then put the
notes in a binder to await retrieval from the student with disability. The student is then
responsible for checking for notes and picking up their notes at Conard Learning Center
reception desk.
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Textbooks in alternate format
Some students are eligible for non-print versions of their textbooks. The alternate textbook
format to be used is determined by a student’s needs and documented disability. These versions
may include textbooks read onto CD or cassette tape, textbooks in electronic text, textbooks in
Braille, etc. Textbooks in electronic format are generally read with the use of a computer
software screen reader. (A computer voice “reads” the book aloud to the student.)
Some audio versions of textbooks may be available from reader services such as Project
Gutenberg, Recordings for the Blind and Dyslexic (RFB&D) and Bookshare. Some textbooks
will not be available through the reader services. Custom OSU textbooks are not available
through these reader services.
If a textbook in audio format is available through a reader service, it is ordered by ODS. Books
from reader services can take up to three weeks to arrive. ODS must obtain the physical books
that are not available through reader services from the student using the book or a desk copy.
Students using textbooks in alternate format are required to purchase the print version of the
book.
Textbooks that are needed in Braille or electronic formats will not be available through reader
services.
In cases where the textbook is not readily available in alternate format, ODS will contact the
publisher(s) and seek to obtain an electronic copy from them. If an electronic copy of the
textbook is not available through the publisher(s), then ODS will attempt to scan and edit the
textbook on site. This process takes many man-hours of work. If ODS finds that they cannot
create a useable alternate version of the book on site, the book may need to be sent to an outside
vendor. If the student needs the textbook in Braille, ODS will send the book out to an outside
vendor for Braille transcription. In some cases the textbook cannot be found in readymade audio
format, cannot be scanned, and cannot be Brailled. In these cases, ODS staff will seek to read the
textbook onto cassette tape for the student. The process of obtaining a copy of the text, scanning,
and editing and/or Brailling and/or audio recording may therefore take up to three weeks to six
weeks.
Textbooks in alternate format often need to be produced in piecemeal fashion, per the deadlines
listed on the course syllabus. ODS asks that instructors’ reading assignments, reading deadlines,
and textbook information be listed on their syllabi. ODS uses the reading assignments and the
reading deadlines listed on the syllabi to ensure that assignments are read onto tape and made to
available to students two to three days ahead of schedule. The two or three day lead time gives
students time to prepare for class.
Because of the lead time needed to make textbooks accessible to some students with disabilities,
instructors are asked to make their text selections as early as possible. Students will be requested
to inform ODS about what books they want on audiotape no later than the Monday before finals
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week. Textbooks on audiotape generally need to be ordered from reader services during finals
week.
Sometimes students working with the Disability Specialist will request an alternate format
textbook the quarter before the textbook is needed. In these cases, faculty may receive an e-mail
request for their textbook titles as early as the seventh week of the quarter before the quarter the
alternate format text is to be used. Students are also encouraged to contact their faculty early to
discuss their needs for the upcoming quarter.
Students are required to purchase the printed text and are advised to listen to these tapes with the
textbook in front of them. Students are told that it is important for them to also buy a printed
copy because not all graphic material, charts, graphs, study questions, and reference information
may be included in the audio taped, electronic, or Braille version.
Temporary Disabilities
Students with temporary disabilities may be eligible for academic accommodations and/or
assistance for exams, if applicable. Students seeking help for temporary disabilities must
schedule an appointment with the Disability Specialist and provide documentation of their
temporary disabilities before academic accommodations can be arranged.
Transportation for Persons with Disabilities
The OSU-M/NCSC campus does not provide transportation for students with disabilities.
However, assistance with transportation may be available through the Richland County Transit
Board. Call (419) 774-6396 for more information.
Disability Parking
OSU-M does not issue disability parking permits or placards. Students or others seeking to park
in a disability parking space must follow the following procedure set forth by the State of Ohio:




Obtain a note from your medical doctor stating that you need to park in a handicapped
parking space. The note needs to be written on the doctor’s office letterhead or
prescription pad. Your doctor must sign the note.
Take this note to the Richland County Bureau of Motor Vehicles (BMV) in downtown
Mansfield or to your local BMV office. Please see http://bmv.ohio.gov/county_lst.stm for
the location of a BMV office near you.
Ask for an Application for Disability Placard form at your local BMV office and fill it
out. Please go to http://bmv.ohio.gov/disability_placards.stm for more information about
obtaining State of Ohio disability placards or http://bmv.ohio.gov/disability_plate.stm for
more information about how to obtain a State of Ohio disability license plate.
Once you receive your disability placard or license plate, be sure to prominently display
whenever you park in a handicapped parking space on campus or anywhere in the
community. If you do not have a placard displayed and park in a disability parking space,
you will receive a parking ticket.
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Handicapped parking spaces on campus can be found along the curb between the
entrance to Founders’ Auditorium and the Campus Recreation Center. There are also
spaces available in the student parking lots on the sides nearest to Ovalwood Hall and the
sides nearest to Fallerius Hall.
Three spaces are provided in the loading/delivery area of Ovalwood Hall, two more
spaces are provided in the loading/delivery area behind Eisenhower, and one additional
space next to the Campus Bookstore. Please exercise caution when using these spaces, as
these areas experience heavy traffic.
Strategies for Teaching Students with Disabilities
There are often special considerations when instructing students with disabilities. Generally,
however, these instructional considerations involve good teaching practices and may benefit
other students in the class. Please see the Fast Facts for Faculty (Carlton & Hertzfeld, 2000) tips
sheets, available at http://ada.osu.edu/resources/fastfacts/index.htm [external link] for tips and
information about teaching students with disabilities, tips for helping students with writing
skills, creating guided notes for students to follow during class lecture, and guidelines for
creating an accessible syllabus. There are also tips for making web pages accessible,
information about coordinating internships for students with disabilities, and what to keep in
mind if a student in your class requires sign language interpreting. A frequently asked question
(FAQ) section is also included. And remember: strategies to teach students with disabilities
always benefit students without disabilities. These strategies lead to better teaching overall!
Please see Universal Design for Learning (Carlton & Hertzfeld, 2000) at
http://ada.osu.edu/resources/fastfacts/index.htm [external link]. "Universal design is an approach
to designing course instruction, materials, and content to benefit people of all learning styles
without adaptation or retrofitting." To learn more about learning styles, please refer to VARK:
A Guide to Learning Styles (Fleming, 2009) at http://www.vark-learn.com/english/index.asp
[external link].
By using a universal design for instruction and designing instruction that allows students with
disabilities access to the classroom, you may also be designing instruction that works better for
everyone in the class. Classes designed with this concept in mind offer a variety of methods of
content presentation, flexible teaching strategies, and options for demonstrating mastery of
course content.
Although many students with disabilities need accommodations, you should expect the
same quality and quantity of work you expect from your students without disabilities. Do
not have a special grading scale or other criteria for your students with disabilities.
Please call ODS to arrange for a three-way meeting between you, the student's assigned
disability counselor, and the student to work out any issues and to collaborate on the best
instructional strategies for the student.
Providing students with guided notes that they can access through Carmen prior to class
meetings assists them with focusing on the appropriate material. It will help them to learn
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more effectively in the classroom as well as take better notes. Please see Guided Notes
(Carlton & Hertzfeld, 2000) at http://ada.osu.edu/resources/fastfacts/index.htm [external
link].
If your classroom materials are available on Carmen or the Internet, check with the Web
Accessibility Center (WAC) at http://wac.osu.edu/ to insure that the web format is compatible
with assistive technologies (AT). Please also see Guidelines for Creating Web Content
Accessible to All (Carlton & Hertzfeld, 2000) at http://ada.osu.edu/resources/fastfacts/index.htm
[external link].
A comprehensive syllabus with clearly defined statements about expectation is helpful to any
student who needs help with structure and organization. Please also see Essential Elements of an
Accessible Syllabus (Carlton & Hertzfeld, 2000) at
http://ada.osu.edu/resources/fastfacts/index.htm [external link].
Inappropriate Behavior: Students with disabilities are subject to the OSU Code of
Conduct required of any student at Ohio State. The OSU Code of Conduct is available online at
http://www.mansfield.osu.edu/HTML/StudentAffairs/code.html.
If there are incidences of inappropriate behavior, meet privately with the student to discuss issues
of behavior and encourage him or her to seek help. Give concise and honest feedback about
behaviors that are inappropriate. Please do not attempt to diagnose the student’s problem or
disability. If the student continues to be so disruptive that he or she prevents you from effectively
teaching your class, call the OSU-Mansfield Chief Officer of Student Life, Donna Hight, at
(419)755-4034. You are always welcome to consult with ODS also. Student comments and
threats regarding self-harm or suicide should also be reported to Donna Hight or to Michelle
McLane.
If there are situations involving serious threats, violence, or abusive behavior, call
911immediately. Campus Security should also be notified by calling (419) 755-4346.
In all cases of continuing inappropriate classroom behavior, threatened violence, abusive
behavior, or student threats of self-harm or intended suicide, faculty must document what
occurred in writing. This documentation needs to be sent to Donna Hight. Situations like these
are not likely to occur, but it is wise to have a plan.
Emergency Procedures for Students with Disabilities
For students with disabilities, special considerations must be made for emergency situations
such as fire or tornadoes. Ultimately, the person with a disability is responsible for his/her own
safety in emergency situations. It is wise for the student to plan ahead for emergencies, which
would include developing an evacuation plan and then discussing the specifics of such a plan
with an instructor or staff member. Instructors and staff should also develop a plan of action
when they have a student with a mobility, visual, or hearing impairment in their classroom.
Please also see the Emergency Procedures Handbook at
http://www.mansfield.osu.edu/HTML/Safety/documents/EmerProc07.pdf.
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Voter Registration
In 2002, the Ohio Secretary of State mandated that Offices for Disability Services in Ohio
colleges and universities offer voter registration to all students. Any resident of Richland County
can now register to vote through ODS. Absentee ballots for residents of other counties who will
be away from their home counties during elections are also available.
Voter registration materials are available at the Conard Learning Center reception desk. We have
regular voter registration forms, absentee ballot forms, and information brochures available.
If you need more information or assistance in filling out the registration form, please call the
Disability Specialist at (419) 755-4304.
Answers to your frequently asked questions, voter registration request forms, election dates and
other information are also available through the Ohio Secretary of State's website at
http://www.sos.state.oh.us/SOS/voter.aspx or by calling the Secretary of State's Elections
Division office at 614-466-2585 or 614-466-0562 (TTY).
If you have questions relating to current registration in a county or questions about a specific
election, consult the Board of Elections web page at
http://www.sos.state.oh.us/SOS/elections/boeDirectory.aspx
Appendices
Appendix I: Model Syllabus Statement
It is important for all OSU-Mansfield instructors and faculty to include a statement about the
Office for Disability Services on their course syllabi. Please use the model statement below.
(This can also be modified to better serve your needs.)
"Any student who feels s/he may need an accommodation based on the impact of a disability
should contact me privately to discuss your specific needs. Please contact the Office for
Disability Services at (419)755-4304 in room C100G of Conard Learning Center’s ‘Math Lab’
to coordinate reasonable accommodations for students with documented disabilities."
Appendix II: Accommodation Letter example
CONFIDENTIAL MEMORANDUM
(Date)
TO:
(Instructor Name)
(Course) (Section number) (Course title)
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FROM:
Michelle McLane, Disability Specialist
Conard Learning Center
RE:
(Quarter) Accommodations for (Student Name)
23
This quarter, (Student Name) will be in your (name of class). (Student Name) is a student
with a documented disability and has met with our office to determine eligibility. (Student
Name) has been determined eligible for the following accommodations:
Accommodation 1
Accommodation 2
Accommodation 3
Not all accommodations may be requested for your class. To access the accommodations,
students have been instructed to schedule an appointment with their instructors and to hand
deliver their letter to you and discuss their requests for specific accommodations. Your input
regarding the course structure, requirements, and the type of testing will be helpful when meeting
with the student. During this meeting, you and the student should discuss each accommodation in
relation to your class requirements. Please remember that the student can request
accommodations at any point during the quarter with reasonable notification. Keep this letter on
file as a reference throughout the quarter.
It is important to note that (Student Name) may choose NOT to use all of the listed
accommodations throughout the quarter.
All information is confidential and is provided with the student’s permission in order to
better assist you in providing academic accommodations as required by the Americans with
Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. All discussions and
dealings with the student should be conducted in a confidential manner at all times.
It is the student’s responsibility to provide documentation to request accommodations and The
Ohio State University--Mansfield’s responsibility to accommodate reasonable requests. I am
looking forward to working with you. My office is located in Conard Learning Center. I can be
contacted by e-mail at Mclane.15@osu.edu or by phone at 419 755-4304.
Appendix III: Test Proctor Sheet example
OSU-Mansfield Office for Disability Services (ODS) Test Proctor Sheet
TO THE INSTRUCTOR: A Test Proctor Sheet must be completed by the instructor for each quiz,
test, midterm, or final exam (hereafter referred to as “test”) to be taken at Conard Learning
Center. ODS will only proctor tests for students that are enrolled for ODS services.
Please follow the instructions for each section together with your student to complete all sections
below.
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Give the completed form back to the student.
To schedule general tests, quizzes, etc at Conard: The student is responsible for returning the
completed form back to ODS a minimum of three (3) school business days before his or her
scheduled test.
To schedule final exams at Conard: The student is responsible for returning the completed
form back to ODS a minimum of seven (7) school business days before his or her OSUMansfield determined final exam date.
All test information requested on the form must be provided before the test. Test proctoring at
Conard Learning Center will be denied until complete information is received. Incomplete forms
that are submitted to ODS will be returned to your student for him or her to complete with you.
You must ensure that ODS receives your student’s test before his or her test date and time.
Instructors should hand deliver tests to be taken at Conard, send them via by e-mail attachment
to McLane.15@osu.edu, or fax them to (419) 755-4016. Tests must be received prior to the
scheduled start time. If the test is not received before the original test time, the student will be
asked to reschedule the test time with his or her instructor. The student will be asked to e-mail
Michelle with the new test time and to copy his or her instructor. ODS needs to have written
documentation of the test time change.
Section 1: General Information
Please fill in the requested information by writing or typing to the right of each item listed below.
Student’s first name:
Student’s last name:
Student’s phone number:
Student’s Buckeyemail address (last name dot number):
Instructor’s name:
Course (department + course number):
Classroom location (building + room number):
Section 2: Student Test Accommodation
Please indicate the student’s extended test time accommodation (if any) by writing or typing an
X to the right of the correct option below. (If you’re unsure, please ask your student. The
extended test time accommodation will be verified by ODS prior to the test.)
Time & a half (50%) time: ____
Double time (100%) time: ____
My student does not have an extended test time accommodation: ____
Section 3: ODS test proctoring schedule
ODS only proctors tests at the following days and times.
Mondays 8AM to noon and 1PM to 5PM
Tuesdays 8AM to noon
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Wednesdays 8AM to noon and 1PM to 5PM
Thursdays and Fridays 8AM to noon
(Note: This proctoring schedule does not apply to final exams week. ODS will attempt to follow
the OSU-M campus finals schedule for that week.) Tests taken at Conard must be scheduled in
such a way that students using their extra test time will complete their test by noon and by 5PM
daily.
Section 4: ODS enrolled student’s test date
Refer to your student’s highlighted class schedule. The highlighting denotes ODS test proctoring
times. The scheduled test time and day for your class may conflict with ODS’ test proctoring
schedule. Or, your student’s use of his or her extended test time accommodations may create a
scheduling conflict with the student’s next class.
Select a day and time that will allow your student to use his or her extended test time
accommodations but to still arrive to his or her subsequent classes on time.
By law, ODS students must be allowed to use their classroom accommodations. If you have
questions or concerns about this, contact Michelle McLane at (419) 755-4304.
Determine a specific alternate test date and time with your student if conflicts occur.
Type in the date (mm + dd) that your student with test accommodations will take his or her test
in Conard Learning Center by typing or writing it here:
Section 5: Allotted time for your general class members to take the test
A specific amount of time allotted for the test is required here. ODS does not proctor unlimited
time tests. Please type or write the responses to a and b at the end of each sentence below.
Please indicate the time allotted for the test (i.e. 1 hour, 1.5 hours) for the general student taking
the test in your classroom here. This time must be specific. ODS will not proctor unlimited time
tests. If you don’t have a specific allotted test time for your class, write in the amount time you’d
be willing to stay with your students taking the test:
Calculate the test time with extended test time accommodation (general student test time
indicated above+ extended test time) and write it here:
Type in the amount of test time from Section 5b above:
Section 6: ODS enrolled student’s test time at Conard Learning Center
Indicate your student’s test start time by typing or writing in the blanks below for the appropriate
day. You must provide a specific time. ODS does not proctor tests at Conard Learning Center
between 12:00-1:00 PM, after 5:00 PM, or on weekends:
If your student’s test will be on Monday, please schedule for proctoring in Conard between
8:00-noon or between 1:00-5:00 PM. My student’s Monday test time is____________
to______________.
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If your student’s test will be on Tuesday, please schedule for proctoring in Conard between
8:00-noon. My student’s Tuesday test time is ____________ to______________.
If your student’s test will be on Wednesday, please schedule for proctoring in Conard between 8
AM – noon or between 1:00-5:00 PM. My student’s Wednesday test time is ____________ to
________________.
If your student’s test will be on Thursday, please schedule for proctoring in Conard between
8:00-noon. My student’s Thursday test time is ____________ to ________________.
If your student’s test will be on Friday, please schedule for proctoring in Conard between 8:00noon. My student’s Friday test time is ____________ to ________________
Section 7: Materials Authorized by the Instructor for Use on the Test at Conard Learning Center
With the exception of assistive computer software necessary to compensate for a disability (as
determined by ODS), your student will only be allowed to materials authorized by you on the
test, quiz, or final. Indicate what materials, if any, you authorize for your student to use on this
test, quiz, or final exam by writing or typing an X to the right of appropriate item below.
Carmen access? ____
Internet access? ____
Textbook? (This is an open book test, quiz, or final.) ____
Notes? (This is an open note test, quiz, or final.) ____
Formulas, charts, or graphs? (Specify what kind.) ____
Dictionary? _____
Calculator? (Specify type and/or model name.) ______
Scrap paper? ______
Blue book? ______
Computer files and/or computer software? (Specify name or type.) ____
Use of an instrumental CD (pre-approved by ODS) to alleviate test anxiety if needed? ____
Section 8: Test Delivery Method
Indicate the way in which ODS will receive your test by writing or typing an X to the right of the
appropriate item below. (Tests should be sent to Conard by hand delivery, e-mail, or fax in order
to prevent delays.):
I will deliver the test, quiz, or final to ODS (located in the Conard Learning Center Math Lab).
____
I will e-mail the test, quiz, or final to ODS at McLane.15@osu.edu. _____
I will fax test, quiz, or final to ODS at (419) 755-4016. ______
Section 9: Test Return Method
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Indicate the way in which ODS should return your test, quiz, or final exam by typing an X to the
right of the appropriate item below. (ODS will not send materials via U.S. Post or campus mail
as this will result in delivery delays.):
Place the test in my Ovalwood or Bromfield faculty services mailbox. _____
I will pick up the test, quiz, or final at ODS (located in Conard Learning Center Math Lab). ____
E-mail the test back to me (type or write in address to which materials should be emailed to
here):
Section 10: Instructor/Faculty Signature
To the instructor of the course: After completing all of the above sections, please sign and date
your name below.
(Signature):
(Date):
Thank you for your time in filling out this form. If you have any questions or concerns, please do
not hesitate to contact Michelle McLane, the Disability Specialist, at (419) 755-4304 or at
McLane.15@osu.edu.
Section 11: (For ODS Use only) Date of Form was Received: __________________
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