Use of a recording device to record a lecture. Use of a laptop computer for note taking and/or exams. Changing the location of a class to meet accessibility needs. Legitimacy: If a student approaches you in class and asks for classroom or testing accommodations due to any disability (and you have not been sent a letter from Disability Services), you should ask the student to contact the Office of Disability Services to discuss the disability and the accommodations requested. The proper documentation needs to be on file and evaluated. There are guidelines regarding documentation that need to be adhered to relating to who must provide the documentation and the date of the formal evaluation. Student responsibilities: Each semester, students need to request accommodations in a timely manner so that sufficient time is given to arrange for logistics and to inform the faculty and administrative offices involved. The adjustments that the campus needs to make vary with the disability. They can range from simply providing a distraction- reduced environment to take a test, to hiring interpreters for a deaf student. Reasonable accommodations: The law that guides disability issues is intentionally vague when it uses the terms "reasonable and appropriate." Actual accommodations are arrived at in discussions with the student and Disability Services. Consideration is given to the disability, class structure and requirements, student preference, alternative solutions and the prevailing practice at comparable institutions. Talking with students about disabilities: Legal guidelines state that a representative of the college or university may not ask a student if he/she has a disability. It is appropriate to make an announcement in class regarding disability services and to include instructions on your syllabus about how to contact the disability services office. Differentiating Advising Resources Faculty adviser LEEP Center Adviser Office of Student Responsibility Academic Advising Approach Developmental, Inquiry-based, holistic Informational, Emphasize collaborative transactional preparedness, initiative Why should I…? How do I…? What should I…? Generally, For advice pertaining to: For information and For information when should a advice pertaining to: pertaining to: Progress in the student go to major Interest/major Academic [a]… exploration policies and Progress towards the degree procedures Co-curricular Questions about opportunities Forms and graduate study Assistance with petitions identifying and preparing applications Course Can provide Can answer questions Can answer Use CU Web to planning and assistance with about: questions about: evaluate progress registration course selection and Class standing, towards degree credits
Use of a recording device to record a lecture. Use of a laptop computer for note taking and/or exams. Changing the location of a class to meet accessibility needs. Legitimacy: If a student approaches you in class and asks for classroom or testing accommodations due to any disability (and you have not been sent a letter from Disability Services), you should ask the student to contact the Office of Disability Services to discuss the disability and the accommodations requested. The proper documentation needs to be on file and evaluated. There are guidelines regarding documentation that need to be adhered to relating to who must provide the documentation and the date of the formal evaluation. Student responsibilities: Each semester, students need to request accommodations in a timely manner so that sufficient time is given to arrange for logistics and to inform the faculty and administrative offices involved. The adjustments that the campus needs to make vary with the disability. They can range from simply providing a distraction- reduced environment to take a test, to hiring interpreters for a deaf student. Reasonable accommodations: The law that guides disability issues is intentionally vague when it uses the terms "reasonable and appropriate." Actual accommodations are arrived at in discussions with the student and Disability Services. Consideration is given to the disability, class structure and requirements, student preference, alternative solutions and the prevailing practice at comparable institutions. Talking with students about disabilities: Legal guidelines state that a representative of the college or university may not ask a student if he/she has a disability. It is appropriate to make an announcement in class regarding disability services and to include instructions on your syllabus about how to contact the disability services office. Differentiating Advising Resources Faculty adviser LEEP Center Adviser Office of Academic Advising Student Responsibility Approach Developmental, collaborative What should I…? Inquiry-based, holistic Why should I…? Informational, transactional How do I…? Emphasize preparedness, initiative Generally, when should a student go to [a]… For advice pertaining to: Progress in the major Progress towards the degree Questions about graduate study For information and advice pertaining to: Interest/major exploration Co-curricular opportunities Assistance with identifying and preparing applications For information pertaining to: Academic policies and procedures Forms and petitions Course planning and registration Can provide assistance with course selection and Can answer questions about: Can answer questions about: Class standing, credits Use CU Web to evaluate progress towards degree
GuidetoTeachingatClarkUniversity.docx