Disability Concerns provides the following answers to commonly asked questions to assist faculty and teaching staff in accommodating qualified students with disabilities in the coursework offered.
Who is an “individual with a disability” under Section 504 and the ADA?
When students identify themselves as having a disability, what should the faculty/staff do?
What is the responsibility of faculty/staff if a student requests testing accommodations?
What is the responsibility of faculty when a student takes an exam at Disability Concerns?
What accommodations are required if a student discloses after-the-fact (i.e. after failing an exam)?
What should faculty/staff do if they suspect a student has a disability?
Are there teaching techniques that can make a class more accessible?
Do faculty and teaching staff have a responsibility to accommodate qualified students with disabilities?
Illinois State University, as a postsecondary institution, is required to provide reasonable accommodations to students with disabilities. This is mandated by the Rehabilitation Act of 1973, Section 504 and the Americans with Disabilities Act (ADA) of 1990 to make facilities, educational and co-curricular programs, campus activities and employment opportunities accessible to qualified individuals with disabilities. All faculty and teaching staff have a responsibility to ensure that each course is accessible. This accessibility is essential and should be considered in the forefront of course and technological planning.
Do the faculty need to place information on their syllabus informing students with disabilities that accommodations are available?
Yes. As a university, we are obligated to notify all students of services available. As individuals who participate in the educational process for students we all want each student to be successful. Placing the following accessibility statement on your syllabus will help fulfill this.
Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TTY).
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Who is an “individual with a disability” under Section 504 and the ADA?
An "individual with a disability" is someone with a physical or mental impairment that substantially limits one or more major life activities. "Major life activity" means functions such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, working. A person is considered to be a person with a disability if he/she has the disability, has a record of the disability, or is regarded as having the disability.
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Is disability information confidential?
Yes. Disability information is confidential and should never be discussed or referred to in front of classmates or other individuals. When disclosing their disabilities, students expect that confidentiality will be maintained. Any information regarding the disability will be housed in a client file in the Disability Concerns office. Disability Concerns cannot provide documentation to anyone. If you have a concern about an accommodation please contact the student's Case Coordinator.
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When students identify themselves as having a disability, what should the faculty/staff do?
Disability Concerns issues the Disability Concerns ID Card to each student who has provided the appropriate disability documentation to become a client and eligible for accommodation services. This card identifies the student as a client of Disability Concerns and lists the accommodations for which s/he is eligible.
If you are approached by a student with a Disability Concerns ID Card:
If you are approached by a student who has a Disability Concerns ID Card from Disability Concerns verifying that s/he is a qualified individual with a disability and the recommended accommodations, please take the time to set an appointment to discuss the accommodations that are required and how best to facilitate those. Students who are registered clients will have been assigned to a Case Coordinator who can facilitate the accommodation process. Only when a student provides faculty with this ID card are the faculty to provide accommodation. When the student shows you the ID Card, most of the accommodations listed in the ID Card will be provided through Disability Concerns. If not, the Case Coordinator for that student will discuss with you further needed accommodations that may require your assistance. Often, the assistance needed is allowing Disability Concerns staff to speak with your class for five minutes to recruit students in the class to be a note taker or to discuss testing arrangements.
If a student does not have a Disability Concerns ID Card and claims to have a disability:
Do NOT provide any accommodation. Disability Concerns is the office designated by the University to verify a qualified disability and ensure accommodation. This provides legal protection for you, the faculty member, and the University.To provide an accommodation without the Disability Concerns ID Card as verification would be to allow that student a right to which s/he may not be entitled and an advantage over other students in the class. Please refer the student to Disability Concerns. If that student provides the appropriate documentation to verify entitlement to accommodation, Disability Concerns will issue a Disability Concerns ID Card to the student to show you.
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What should be discussed at an appointment after the student has provided a Disability Concerns ID Card?
Interaction with students with disabilities is the same as with any other student. However, be aware that when students self-identify as having disabilities, it is frequently because they will require an accommodation and not all students with disabilities are at ease with this process. Listen to what they have to say and ask questions only about how the disability will impact them in the class and about the accommodations they may be requesting. If you have further questions or concerns please contact the Case Coordinator for that student and we will assist with this process.
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Are students required to identify their disability or provide copies of disability documentation to faculty and staff?
No. Students are not required to divulge the nature of their disabilities or provide faculty and staff with copies of their disability documentation. Students requesting accommodations are only required to show the Disability Concerns ID Card stating that they have a documentation of disability on file with Disability Concerns.
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Is it essential to provide the requested accommodations?
Faculty and other teaching staff have a legal responsibility to provide reasonable and appropriate accommodations for qualified students with disabilities and it is prudent to consider accommodating the student in the manner requested. However, there may be elements of the course work that make the requested accommodation difficult to fulfill. In this case contact the Case Coordinator at Disability Concerns to discuss effective alternatives.
NOTE: The laws that protect the rights of individuals with disabilities also protect the standards of the attending institutions. Having a disability does not preclude a student from meeting the essential course elements or from following the established policies and procedures.
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What is the responsibility of faculty/staff if a student requests exam accommodations?
If a student with a disability has the approved accommodation of taking an exam at Disability Concerns, the student is required to submit the Exam Request three (3) business days before the exam. There are no exceptions. Our office needs this time to set up the accommodations. If the student says taht Disability Concerns has refused to accommodate his/her exam request, please call Disability Concerns to verify the validity of that statement and to discuss options in this situation.
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What is the responsibility of faculty when a student takes an exam with Disability Concerns ?
Faculty are responsible for delivery of exams to our office. This can be done through any of the following methods: E-mail attachment, fax, or delivery in person by either yourself or an assistant. We have taken measures to ensure security through e-mail and fax. Only one professional staff member is allowed access to all incoming faxes and e-mails. If you e-mail or fax an exam, please tell us if the exam requires a scantron, which type and we will provide the designated scantron. Disability Concerns Accommodations Office will deliver exams back to department offices once daily. If you wish to have the exam earlier than our daily delivery time, you can request that Disability Concerns Accommodations Office call you when the student has finished the exam and you or an assistant can pick up the exam.
Email: dcexams@ilstu.edu
Fax: 438 - 7713
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What are faculty/staff responsibilities to students who request alternative formats for textbooks and other class materials?
Adequate time must be allotted for completing the processes of converting textbooks into alternative formats (i.e., Braille, enlarged print, computer based Electronic Text) and requesting sign language interpreters to insure that qualified students will have access to required course materials at the start of the semester. Faculty and other teaching staff are asked to provide names of textbooks and other reading materials as well as a reading lists (i.e., the sequence of the chapters or sections that will be assigned) to Disability Concerns Text Conversion Lab upon request.
Phone: 438 - 2202
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What accommodations are required if a student discloses after-the-fact (i.e. after failing an exam)?
Disability Concerns does not accommodate retroactively. Accommodations are considered only when the student has provided the appropriate documentation as verification of disability. If a student discloses his/her disability "after the fact", refer him/her to Disability Concerns. Do not accommodate the student until that student shows you the Disability Concerns ID Card as verification of being a qualified individual with a disability.
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What should faculty/staff do if they suspect a student has a disability?
Do NOT ask a student if s/he has a disability. Approach him/her as any other student having difficulty in a class. Inquire about what might be impacting the student's progress in the class. A student with a disability will likely disclose at this time, if the difficulties are disability related. Refer the student to Disability Concerns if he/she discloses a disability, or indicates s/he suspects a disability. If neither of these scenarios occur, we recommend providing the student with a list of campus resources, such as the University Center for Learning Assistance (UCLA).
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Are there teaching techniques that can make a class more accessible?
The following are just some of the common teaching techniques being used by many faculty to enhance accessibility in their classes. These techniques can improve learning for all students in addition to providing access for students with disabilities:
Announcing in each class or on a syllabus, "available to privately discuss any needs, including disability accommodations".
Meeting with interpreters periodically to "check-in" about communication access.
Providing and adhering to a course syllabus which includes test/quiz dates and due dates for assignments.
Providing access to lecture outlines, notes and/or copies of overheads for students to reference during class.
Speaking clearly and slowing down if you speak quickly or have an accent.
Introducing each lecture with a brief overview of the previous class information.
Using verbal and visual highlighting for major concepts and terminology.
Giving assignments both orally and in written form.
Verbally describing or explaining charts, diagrams and graphs.
When possible, demonstrating new procedures.
Verbally discussing information on the board or on transparencies.
Encouraging active use of office hours for information clarification.
Using cooperative learning techniques.
Encouraging students to tape lectures or pair up to share and discuss the day's lecture notes.
Encouraging students to form study and discussion groups.
Preparing course handouts and overheads on computer disk in advance.
Using voluntary student response options when possible to allow for differences in student response time.
Approaching teaching and learning from a multi-sensory perspective.
Encouraging peer learning and teaching.
Using and creating materials that focus on students' experiences, opinions and reactions.
Using accessible technology, e.g., computers, assistive listening equipment, captioned videos etc.
Contacting Disability Concerns for assistance regarding individual needs and situations.
