Faculty have the Right to:
- Request verification of a student's eligibility for any requested accommodations. Such verification will be in the form of a letter written by the LSS director and delivered by the student or mailed directly to you. LSS is the only office designated to review disability documentation and determine eligibility for appropriate accommodations. Faculty should not view this documentation.
- Expect the student to initiate accommodation requests.
- If the student is taking their tests at LSS, expect LSS to administer exams in a secure and monitored environment.
Faculty have the Responsibility to:
- Identify and establish essential functions, abilities, skills, and knowledge of their courses and evaluate students on this basis. Students with disabilities should meet the same course expectations as their peers.
- Provide accommodations only to students who are registered with LSS.
- Use a syllabus disability statement and class announcements to invite students to disclose their needs. Learn more about creating an accessible syllabus.
- Act immediately upon getting a student's request for accommodations by contacting LSS (if unsure about request), by providing the service or by meeting with students to complete an Exam Accommodation Request form (EAR). An Exam Accommodation Request (pdf) is a form that facilitates exam accommodations and should be completed by the student and faculty member collaboratively. The student is responsible for returning the EAR form to LSS. If you have questions, contact LSS at 503-352-2194 or email@example.com.
- If a student needs alternative media, please provide LSS with syllabi, textbooks, course packets etc, well before classes begin (5 weeks prior to the start of the semester is recommended) in order for students with disabilities to use alternative media when all other students have course materials. With such timely consideration, students with disabilities who have alternative media needs for accommodations and instructional access will be best served. Converting print materials is both labor and time intensive. Alternative media may be print material on audiotapes, scanned onto discs, or enlarged.
- Work to ensure that all audio-visual materials used in class are accessible (e.g., that videos shown are captioned for students with hearing impairments and that the VCR equipment used has captioning capabilities, that videos shown will be made with auditory description in some way or that written transcripts will be provided, etc.)
- Consider incorporating principles of Universal Design for Learning in your teaching. A fact sheet is available on Universal Design from LSS.
- Treat and protect all disability-related information as confidential medical information. For example, keep printed items, such as EAR forms or emails regarding student disability-related information in a protected location.
- Clearly communicate your testing procedures with the student and with LSS by completing an Exam Accommodation Request (EAR) form (pdf).
- Consult with students with disabilities and LSS in providing appropriate accommodations.
PLEASE NOTE: Faculty do NOT have the right to ask students if they have a disability. For those students with documented disabilities, faculty do NOT have the right to ask about the nature of the disability. However, if students choose to disclose their disability, this information should be treated confidentially.
To better understand Rights and Responsibilities read our defintion of terms to learn the meanings of some words commonly used by LSS.
This document is cited from The Ohio State University Partnership Grant, Improving the Quality of Education for Students with Disabilities