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Faculty Responsibilities

You can help students with disabilities in the following ways:
  1. Provide a syllabus or outline that specifies the reading requirements four to six weeks in advance of the quarter.
    We will need to start planning even earlier (two quarters in advance) for a student who is blind and needs specially transcribed Braille materials.
  2. Respond to DSS inquiries quickly.
    When a student needs to have textbooks and other class materials on tape, in Braille, or in large-print format, DSS office will contact you by e-mail or telephone as soon as he or she has registered for your class. Students who require these accommodations will have priority registration. Please provide us with textbook and reading requirements as quickly as possible! Getting the materials in alternate formats requires a very long lead-time, and your student will not be able to do homework, prepare for class discussions, etc. until the information is available in a format he or she can use.
  3. Be aware of the need for classes, services, and campus information to be accessible by all students, including those with disabilities.
  4. Always complete and submit the "Request for Proctoring Services Form" for students who have been approved for extended-time testing or extended-time testing in a non-distracting environment. Generally, the standard for extended-time testing is double time. There may be exceptions to this on a case-by-case basis as approved by the Director of DSS. The student is responsible for giving you a "Request for Proctoring Services Form" at least 48 hours before the class will be taking a test. If the student does not give you the form, send him/her to the DSS office to get one. DSS will not know your rules for administering the test or your preference for getting it back unless we have your completed Request for Proctoring Services Form. DSS will not administer the test in the alternative format without this form. The student is also responsible for making a test-taking appointment with DSS at least 48 hours before the test date. We must have enough time to find a testing space and proctor for testing. Final exams must be arranged 30 days in advance.
  5. Requests for Extended-Time Testing
    • Complete the "Request for Proctoring Services Form" supplied by the student, and attach it to student's test.
    • Put the test and proctoring form in a sealed envelope and mail, hand-deliver, or have the student bring it to DSS at B132
    • The student takes the test according to your instructions (for example, open-book or closed-book).
    • DSS will return the test to you by the method you indicated on the "Request for Proctoring Services Form."
    • If you are teaching online, you may e-mail us with directions for monitoring and returning the test.
  6. Adjust classroom setup and communication habits to accommodate students using interpreters and CART Service Providers. DSS will notify you if there will be a Deaf student who will use a sign language interpreter, or CART Service Provider in your class. Follow these guidelines when you have a student who uses an interpreter or translator in your class:
    • Look at and speak to the student, not the interpreter. If you wish to speak to the interpreter, let the student know that you would like to address the interpreter. ("Now I'm going to ask your interpreter a question...")
    • Try to face the student during lecture as much as possible so that he or she can see your lips, facial expressions, and body language for better understanding.
    • Make sure that the Deaf student can sit where he or she has a clear view of the interpreter.
    • If the student has a CART Service Provider, the translator will need to sit next to the student so that the student can read the text version of your audio presentation. Consult the "Deaf and Hard Hearing" section of the DSS Handbook for more details.
    Recruit a volunteer note-taker for students who have this accommodation listed on the "Letter of Introduction."
    • Students who are approved for a note-taker will give instructors a DSS instruction sheet that explains how to recruit a student note-taker. You will also receive carbonless paper sets for the note-taker to use. The carbonless paper makes it possible for the note-taker to simply rip off the second sheets and leave them at your desk or podium after each class. The student who requires a note-taker should prearrange with you how he/she will pick up the notes after class.
    • If you are not able to get a student to volunteer to share notes, call the DSS office so that we can help problem-solve.
    • Note-takers who do not want to use the carbonless paper sets may bring their notes directly to the DSS office. We will make a photocopy for the student with disabilities.
    • Deaf students who have a sign language interpreter should, in addition, always have a note-taker, because they cannot look down to write their notes without missing something that has been said.
    • Translators and interpreters are there to translate and interpret. Please do not ask them to recruit a note-taker for the student with disabilities.
  7. Respect the privacy and confidentiality of DSS student information.
    Students with disabilities have the right to remain anonymous in your class if they so choose, and information about their disabling conditions is confidential. Do not identify the student to the rest of the class without the student's express permission. For example, when recruiting a note-taker say, "a student in our class needs help from a note-taker" instead of using the student's name or identifying the student's disability.
  8. In the event of a campus emergency, make sure that students with physical disabilities are able to evacuate from the classroom and the building.
  9. Always call or e-mail staff at the Disability Support Services office if you need clarification concerning accommodations for students with disabilities.
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