Q: If I receive an email from Accessibility Services with questions to determine if a requested accommodation is reasonable, can I speak to other faculty and/or my department head about the request?
A: Information related to disabilities and accommodations is protected under FERPA. You are welcome to generally consult other faculty, including your department head; however, the student’s name and/or identify information cannot be shared. If would be a FERPA violation to share this information, including copying other faculty on your response email. This also means that faculty should not be discussing or sharing student accommodation letters with each other.
Q: I think a student struggling in my class may have a disability. What can I do to help?
A: Talk privately and individually with the student to discuss your observations by identifying the specific limitations or weaknesses you’re noticing. While you should not suggest that the students have a disability, they may reveal this information without further prompting. If this is the case, you may ask the students if they have accommodations through Accessibility Services, and if not, suggest that they consider obtaining this kind of support. If the students do not mention a disability, you can refer them to Advising or the Writing + Learning Center for academic support.
Q: What are the most commonly requested classroom accommodations at CIA?
A: The most commonly requested classroom accommodations at CIA include the following:
- Extended time for exams
- A distraction-reduced exam setting
- Use of a computer for exams and in-class assignments
- Classroom breaks
- Notetaking services
- Use of audiobooks
- Ability to record lectures
Q: A student has asked for accommodations. How do I know the student truly has a disability?
A: You will have received an official accommodation letter directly from students in your class(es) who are eligible for accommodations. Students choose which faculty to deliver the accommodation letter to and may decide not to provide all of their current faculty with the letter, i.e. a student may only have testing accommodations which are not applicable to studio courses and therefore may not present their studio faculty with a copy of the letter.
Q: Why am I not told the nature of the student’s disability in the letter of accommodation?
A: Although some students’ disabilities are obvious, if they are in a wheelchair or have hearing aids or a cane, many students have “invisible” disabilities that include medical or psychological conditions, attention deficit disorder, autism spectrum disorders, and specific learning disabilities. We respect students’ right to privacy (and do not identify the nature of the student’s disability) and only list the accommodations that have been determined necessary for the student’s academic support. Individual students may choose to discuss their particular situation with you; however, please be careful not to ask questions about the nature of the disability.
Q: A student came to me halfway through the semester and several days before an exam to request accommodations. I feel this is too late to ask for accommodations and that arrangements should have been made earlier. Do I have to provide accommodations for a student requesting accommodations this late?
A: If you are able to make appropriate and reasonable arrangements for the accommodation, you should do so. There could be numerous reasons why students make a late request. Perhaps they could not secure documentation of their disability any earlier, and therefore, could not initiate the accommodation process earlier. Some students try to take a class without accommodations but find that they aren’t doing well and need accommodations. Whatever the reason, students may request accommodations at any time during the semester. However, accommodations are not retroactive and don’t apply to past assignments or exams.
Q: When must I provide Accessibility Services staff with a copy of an exam for students with disabilities?
A: An Accessibility Services staff member will notify you by email when a student requests an extended time exam. Arrangements for exam delivery should be no later than the day before the exam.
Q: Where are exams administered?
A: Exams could be given in the Center for Writing + Learning, a staff member's office, or a reserved classroom or meeting space.
Q: Should I lower the standards of an assignment because a student has a disability?
A: No. Standards should be the same for all students. The quality of any student’s work should be assessed according to class standards. 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 may produce an essay exam by using extended time and/or use of a computer with word processing rather than writing an essay by hand. The grading of the work should be the same for all students.
Q: I have a student with a disability who is behind in the coursework. This student has missed a number of classes, has not submitted several assignments, and, at this point, is not passing the class. Can I fail a student with a disability?
A: Students with a disability should be evaluated by the same standards that apply to their peers. It would be a good idea to discuss your observations with this student just as you would with anyone else in your class who is experiencing difficulties. You may also wish to submit a CARE form for the student.
Q: What resources are available to me if I have questions or concerns?
A: Please call 216-421-7463, email disabilityservices@cia.edu,