A disability is defined as a physical or mental impairment which substantially limits an individual in one or more major life activities as defined by the Americans with Disabilities Act Amendments Act (ADA AA). In general, major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working. A major life activity also includes the operation of a major bodily function, including but not limited to, functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions.
No. Faculty are only required to provide accommodations to students who have registered with Disability Resources, been approved for accommodations, and have notified faculty of those accommodations by giving faculty their Accommodation Letter form. Faculty should not be asked to provide accommodation information to a student, and it is appropriate for faculty in this situation to refer a student to Disability Resources.
A reasonable accommodation is an adjustment to a policy, practice, or program that “levels the playing field” for students with disabilities and provides equal access to programs and activities. Examples of reasonable accommodations may include the administration of exams with extended time or smaller proctored environment. Services may include note-taking, sign language interpreters, assistive technology, and coordination of accessible housing needs. Accommodation plans and services are customized to match the disability-related needs of each student and are determined according to documentation and the student’s program requirements.
Accommodations are determined on a case-by-case basis after considering the student’s needs as described in their documentation. Faculty may consult with Disability Resources on whether an accommodation is appropriate for a specific course. Accommodations should not fundamentally alter course requirements. Some accommodations may be appropriate in one course or program, but not in another. For example, an accommodation of extended time might be appropriate for a course with in-class timed exams, but might not be in a course where students are evaluated solely based on papers or group presentations.
While it is not appropriate to ask a student if they are disabled or make an assumption of disability, you are encouraged to speak with the student about their course performance and express your concern for them. In so doing, guiding them toward resources is always a best practice (e.g., advisors, The Learning Center, CCPS), and should they disclose a disability, Disability Resources. Faculty may also call Disability Resources to discuss the specific situation and seek guidance or recommendations as to a course of action.
Some students may receive the accommodation for note taking assistance. When documentation supports it, a peer notetaker or notetaking service may be identified as an accommodation in a student’s courses. Generally, faculty are not asked to participate in this process unless we are having difficulty finding a student willing to serve in this role. In that case, we may ask a faculty member to make an announcement in class or send an email to the students in the class.