A: No, you may not ask a student if they have a disability. However, you may engage the student in a conversation about how they coped with a similar situation in the past. If the student shares that they received accommodative services in high school or previous institution, then please refer the student to SAT.

A: All students who request accommodations are to be directed to Student Accessibility and Testing.

A: SAT strongly encourages the instructor and student to discuss the implementation of accommodations so that they are appropriate to both the student’s needs and the design of the course. Further questions are to be directed to SDS.

A: Students can provide you with a FNL at any time during the semester; however, are encouraged to do so early in the semester. Please keep in mind that implementation of accommodations begins once the FNL is presented to the instructor, and is not retroactive.

A: Yes, in compliance with the 1990 Americans with Disabilities Act (ADA), the 2008 ADA Amendments Act, and the Rehabilitation Act of 1973, you must provide accommodations to students with disabilities. However, the accommodations should not alter the fundamental components of a program. If you believe the student’s accommodation(s) threaten the essential elements of your program, please contact SAT to discuss this.

A: At the university, extended time for exams allows the student to adequately demonstrate their knowledge of the course material. In the workplace, ADA allows for reasonable accommodations for the individual to perform essential functions of the job.

A: Regardless of the type of assignment, if it is timed and graded, then the student must be given their accommodation of a non-distracting environment. This complies with the Americans with Disabilities Act (ADA).

A: Your classroom environment can be tailored to help ensure that classroom instruction serves students with all types of learning styles and accommodates students with disabilities.

Universal design suggestions:

• Using the Panopto lecture-capture system, which eliminates the need for notetakers
• Using captioned videos, films, and other audio presentations
• Offering flexibility regarding attendance
• Providing texts in alternative formats
• Giving verbal descriptions of visual aids and graphics
• Paraphrasing questions and answers
• Highlighting key points throughout discussions
• Using multiple teaching methods, including lecture, discussion, hands-on activities, Web-based work and fieldwork
• Providing multiple methods for students to demonstrate knowledge, such as demonstrations, presentations, and portfolios