No. While we strongly encourage students to set up accommodations at the beginning of the semester, a student might choose to try the class without accommodations. Also, some students find out mid to late semester that they have a disability or that services are available.
Accommodations begin when a student delivers the accommodation letter to you—accommodations are not retroactive.
Accommodations give students with disabilities equal access to the classroom. For example, a student who has a learning disability and processes written material more slowly might have extra time on tests. The extra time allows the student to read and re-read the test questions, process the content of the question, and develop an answer to the question. This allows the student to be graded on the content of the answer, not how quickly the answer was produced.
Students with disabilities might need to use auxiliary aids to access material in the classroom. One such type of auxiliary aid specified in Section 504 of the Rehabilitation Act is a tape recorder or recording app on a cell phone. A student who processes information slowly might have a recorder as an accommodation. Recording the class allows the student to focus on listening during class and not divide her/his concentration trying to take notes. After class, the student can re-listen to the lecture as many times as necessary and take notes from the recording. If you are covering sensitive material, reviewing a recently given test, or other situation where you do not wish students to record (either on tape or in writing), you may request all students to put down pencils and turn off recording devices. However, if you allow students without accommodations to take notes, you must allow a student whose accommodation includes recording lectures to do so.
While English as a second language might be a disadvantage for a student taking your class, it is not a disability. Unless a student has a documented disability, the SAS has no authority to authorize adjustments. However, Professors can allow extra time and proctor the tests if they feel it is appropriate.
It is best to meet with the student in person to discuss accommodations and how they will be implemented in your course. The same accommodation can mean something a little different for each student depending on the student’s needs. After initially meeting with a student let them know that you want them to succeed and expect them to check in with you and ask for help as needed.
Universal Design for Learning is the best fundamental approach for helping all students in your classroom be successful. UDL offers flexibility for students to learn and demonstrate learning in different ways. In classes where instructors use UDL to make their course more accessible, all students are more successful. Accommodations may still be needed for some students with disabilities, but the more common accommodations aren’t always needed. If you are unfamiliar with UDL this a short article to help, get you started in learning more about UDL:
https://edtechmagazine.com/higher/article/2023/05/what-is-udl-universal-design-for-learning-perfcon
There are also some resources for UDL located on our website for faculty: https://www.csi.edu/accessibility-services/faculty/default.aspx
Please contact the SAS Coordinator. They will help you better understand the student’s needs. Accommodations by law are meant to be vague yet specific. Which can be frustrating when you need more details. When students fill out an intake form, they initial that the Accessibility Coordinator can discuss their case with anyone who holds a legitimate educational interest. Instructors hold an educational interest. This doesn’t mean that the SAS Coordinator will tell you exactly what the student’s disability is but will help give you more understanding of the individual and tips on how to help the student be more successful in your course. They will also contact the student and remind them about the importance of self-advocating and review other needed procedures. Such as how to request accommodations for tests etc.
Yes, closed captioning can be created through Canvas. Here is a link to a quick video about the new captioning feature in Canvas:
It is time to begin this process as the new ADA College Accessibility law requires colleges to have all course material in compliance for accessibility online by April 2026. Documents are more accessible for vision impaired students if they are in html format.
You can reach out to the Teaching and Learning Center for media accessibility, instructional and curriculum needs.
Yes, it’s important to help hold the student accountable to what is a normal student life struggle or is disability related. Students who have extended time as an accommodation really do need it. A student with a learning disability typically needs to add 1-3 more hours of study to learn and retain information beyond the average student. Students with chronic medical conditions may have unpredicted hours or days they are unable to function. It is going to take students with certain disabilities more time to complete certain tasks.
If a student appears to be struggling in your course, you could ask them if they have a history of struggling academically and what they have done in the past to help them be successful. This is a question that will usually allow a student to divulge whether they had an IEP, 504 plan, extensive tutoring or help from a parent or friend, took medications that they don’t take now etc.
To acquire a Letter of Accommodation (LOA) a student must:
The time frame to receive services depends on a student’s availability and whether they already have documentation; a student can have accommodations put in place within a few hours or the process can take much longer.
Student accommodation needs are determined by reviewing academic performance (IEP eligibility reports, 504 plans, teacher reports, grades), medical history (letters from medical professionals, medical diagnosis, Neuropsychological Evaluation Reports) and engaging in an interactive process with the student. A student only receives an accommodation if their academic or physical level of functioning, compared to their average peers and pertaining to their disability, supports a need for the accommodation.