Faculty Support
Academic Resources and Disability Services
Note: What follows is an excerpt from Wheaton's Faculty Handbook; the entire Faculty Handbook is available as a PDF file.
Wheaton College is committed to ensuring equal access and reasonable accommodations to all eligible students with documented disabilities. Students with disabilities are considered for admission to Wheaton College on the same basis as all other applicants. Once admitted, students may request services in accordance with the Americans with Disabilities Act of 1990 as amended 2009 and Section 504 of the Rehabilitation Act of 1973 as amended 2009. Students with disabilities who are interested in receiving accommodations must voluntarily disclose a disability and provide current documentation to Dean Wilhelm. Students can make an appointment to meet with her by visiting the first floor of the Filene Center for Academic Advising and Career Services located in Kollett Hall.
Dean Wilhelm reviews all documentation to determine if the evaluation information meets college guidelines and substantiates the existence of a current disability. Upon completion of this review, the dean meets with the student to discuss effective and appropriate accommodations. Letters are then prepared for faculty by the dean to inform them of any reasonable accommodation(s) the student is eligible to receive.
All information regarding a student’s disability that is provided to Dean Wilhelm and then transferred to faculty or staff is to be held in utmost confidentiality.
Students are not required to disclose a disability unless they request accommodations. When students request accommodations, they must follow college policy for documenting a disability. Disclosure of a disability and requests for accommodations are made voluntarily by each student.
It is not uncommon for students to try to submit documentation to faculty members, or to request accommodations directly from their instructors. In such cases, please note that all requests, whether in writing or verbal, must be forwarded to Dean Wilhelm by the instructor for appropriate review. Decisions on the adequacy of documentation and appropriate accommodations are made on an individual basis.
Professors are urged to use this sample syllabus statement as the basis for informing students with disabilities about college procedures. We recommend that a statement regarding the disclosure process be included in all course syllabi and discussed during the first day of class so all students on campus are informed of the process for requesting accommodations.
SAMPLE SYLLABUS STATEMENT
Accommodations for Disabilities
In compliance with the Wheaton College policy and equal access laws, Dean Wilhelm is available to discuss appropriate accommodations that may be recommended for students with disabilities. Requests for accommodations are to be made during the first two weeks of the semester so that timely and appropriate arrangements can be made.
Students are required to register with Denyse Wilhelm, Assistant Dean of Academic Resources and Disability Services, ADA/504 Coordinator, whose office is located in Kollett Hall, first floor at the Filene Center for Academic Advising and Career Services. Contact ext. 8215 to schedule an appointment, or email Dean Wilhelm at wilhelm_denyse@wheatoncollege.edu.
Accommodation Letters
Dean Wilhelm authorizes the in-class accommodations that are approved for the student according to their documentation. Here is a sample letter that members of the faculty receive directly from the student.
Confidential
To: Professor A: EDUC #1, Professor B: MATH #2
From: Denyse Wilhelm Assistant Dean of Academic Resources and Disability Services, ADA/504 Coordinator RE:
Student X
Date: 9/9/2009
Ms. X is enrolled in your class indicated above and has submitted documentation to support consideration of services under the Americans with Disability Act of 1990 as amended 2009 (ADA) and Section 504 of the Rehabilitation Act of 1973 as amended 2009. I have reviewed the student's documentation and have determined that she is eligible to receive the following academic accommodations for this semester:
- Extended time on tests and quizzes (time and a half (50%) unless otherwise noted)
- Use of a secure computer for tests and quizzes
- A separate, distraction-reduced testing location
- Use of a calculator (provided it does not lower the standards of a course)
- Consideration for spelling and word-order errors for in-class assignments
provided that such errors are not essential assignment components. Ms. X has been advised to meet with you in order to present this letter and discuss implementation of the identified accommodations to your particular course. Also, she is to meet with you as early in the semester as possible since no accommodations are to be provided retroactively. Your cooperation is greatly appreciated. If you have any questions or concerns, please feel free to call me in at (508) 286-3848 or by email at .
Frequently Asked Questions
#1: What should I do if a student tells me he/she needs an accommodation?
Answer: Begin by asking the student if he/she has received an accommodation letter from Dean Wilhelm. If the student has not, he/she should be informed that all accommodation requests are to be made directly to the dean. These requests must be substantiated by appropriate documentation and reviewed by a specialist who is trained to examine the documentation and determine eligibility for appropriate accommodations. If a student does present a current accommodation letter from the dean, you should discuss with the student which accommodation he or she is requesting for your classroom and how the requested accommodation will be implemented.
#2: How "current" does an accommodation letter need to be?
Answer: All accommodation letters are good for only one semester - the semester for which they are dated.
#3: Do all students with a disability at Wheaton College need to register with the Assistant Dean of Academic Resources and Disability Services?
Answer: No. It is likely that some students may choose not to disclose a disability. If, however, they seek accommodations from you, they must register with the Dean. Some students may have an undiagnosed disability or they may have a disorder but do not meet the eligibility criterion of a disability. In some instances, faculty should not assume that they need to provide these students with accommodations.
#4: What if a student presents his/her accommodation letter and informs me that he/she will not need all the accommodations in my classroom? (Example: The student is eligible for a note-taker, but does not want to use this service.)
Answer: Although a student may be eligible for an accommodation, he/she does not necessarily have to make use of the accommodation. Students have autonomy to decide in which class they wish to use each accommodation.
#5: What if a student brings me an accommodation letter for extended test time after he/she has failed an exam? Answer: No accommodations are to be provided retroactively. Once a student provides appropriate documentation to the Dean, a determination of eligibility will be made within 24 hours. If a student is eligible for an accommodation he/she will be notified immediately of this decision and will receive an accommodation letter. Also, at the beginning of each semester, all students who are eligible to receive accommodations are sent notification by a representative of the dean prior to the first day of class to come in and pick-up their accommodation letter. It is the student's responsibility to meet with faculty in a timely manner to provide faculty members with his/her accommodation letter.
#6: What happens if a student brings me an accommodation letter six weeks into the course, do I still have to provide the accommodation?
Answer: Yes. From that point on the student is eligible to receive accommodation(s), which must be arranged within a reasonable amount of time. Sometimes students will attempt to get through a course without having to use an accommodation, or without disclosing to a particular professor that they are eligible for an accommodation due to a disability. If an eligible student decides he/she needs an accommodation, and the student makes a request to receive the accommodation, the college must comply.
#7: If a student brings me an accommodation letter for extended time on tests the day before or the day of the exam, am I required immediately to provide the accommodation?
Answer: Unless you have received sufficient notice of the accommodation to allow you an opportunity to implement the accommodation, you are not required to do so. This situation is distinguished from FAQ #6 by the immediate request in this situation for instant action by the faculty member. In this particular situation (FAQ #7), the ability to implement the accommodation is based on whether you have received sufficient notice to implement the accommodation. Such a determination is often dependent on individual class circumstances. When students are provided an accommodation letter by the dean, the issue of timeliness in providing the accommodation is discussed with the student.
#8: What if I plan an activity or assignment for my class, but a student in the class has a limitation due to his/her disability preventing them from being able to participate? For example, let's say it is an outdoor field trip, such as a geology trip that includes climbing a mountain to obtain rock samples to examine in a lab, and I have a student in a wheelchair?
Answer: According to ADA and Section 504 of the Rehabilitation Act, we may not prohibit students with disabilities from having access to a course or program. However, students with disabilities must also be "otherwise qualified" to take the class if he/she is to have any right to accommodations in the course or program. Thus, keeping the student and the requirements of the course in mind, you should notify the student of the requirement and discuss any modification/accommodation that might help, or any options that may be available so that the student can meet the requirement. For example: Is the student being assessed on his/her ability to climb the mountain and extract rock samples? Or is the student being assessed on his/her knowledge in examining the rock samples? If the answer to the latter question is yes, then perhaps the student could attend the outdoor field trip, another student could gather the rock samples, and the student with a disability could examine the samples in the lab.
#9: What if there is a problem with a classroom’s physical design that potentially prohibits access to an enrolled student with a disability? For example, what if a student in a wheelchair cannot fit through a door or the lab tables are too high? How should I respond if I am the faculty member instructing the course or an advisor for the student who is aware of potential problems the student may encounter?
Answer: If a student enrolled in a course notifies you that he/she has a disability which prevents him/her to access the classroom or building, or if the student informs you that certain physical limitations exist in the classroom that prevent him/her from participating, please contact Dean Wilhelm immediately. Section 504 and the ADA do not require schools to physically alter historical buildings to accommodate students with disabilities however schools do need to provide the same access to courses and programs equivalent to students without disabilities. If necessary, the physical location of a particular class may need to be moved to an accessible classroom or location. Also, if necessary, physical adjustments may need to be made to classroom equipment in order to allow access for an enrolled student with a physical limitation. In advising, methods that guide students with disabilities away from particular courses or majors for which they are "otherwise qualified" are deemed discriminatory and are not a recommended practice. Keep in mind, however, that general requirements for the degree and the various courses of study offered at the college allow students to choose from a wide range of courses in order to complete their degree or major. Students with disabilities should be advised about the academic requirements for each course they are considering enabling them to make the appropriate decision in their selection. Students should be provided with accurate, detailed information regarding course expectations before selecting a class or a major. Help students to match course selections with their strengths and interests.
#10: How should I implement an accommodation for extended time on tests and quizzes?
Answer: The Wheaton College community abides by the Honor Code established in 1921 and still in practice today. This practice dictates the rights and responsibilities that accompany academic freedom which are at the heart of the intellectual integrity of the college. Academic integrity requires that all work for which students receive credit be entirely the result of their own effort. Plagiarism will not be tolerated in any form. Examinations at Wheaton are not proctored. All students are responsible for the integrity of their examination papers and for the integrity of the work of others taking examinations. At the March 7, 2003 faculty meeting, Wheaton faculty approved the following resolution: For all course work, students will write and sign the following: “I have abided by the Wheaton College Honor Code in this work.” Keeping in mind the Honor Code, the student may take the quiz in the classroom during class time. If the student receives time-and-a-half (or double-time) you may give him/her the additional time by having the student come early to class to begin the quiz, or by collecting the quiz from the student during class when the appropriate time is complete. The same method can be used for tests. If, however, you are not able to accommodate the student with your time before or after class, or if the classroom is in use, you may want to utilize another site.
#11: How should I implement an accommodation for testing in a distraction-reduced environment?
Answer: Begin by asking the student what he/she is comfortable with. Some students may actually feel more comfortable testing in the classroom; others may prefer an isolated setting. If you are able to provide the student with a distraction-reduced environment that is agreeable to you and the student, then please do so.
#12: If a student needs to use a laptop computer for tests and quizzes, how can I be sure that it is secure so academic dishonesty does not take place?
Answer: The same principles of the Honor Code also apply in this situation.
#13: Is it the responsibility of the faculty member to assist the student in locating a note-taker?
Answer: No. However, when a member of the faculty meets individually with the student to discuss a request for accommodation in their particular class, some assistance from the professor may be required. When a student meets with you to discuss his/her accommodation letter and requests a note- taker, please ask the student what would work best for him/her. Does the student want to ask a peer or a friend in the class for notes? Would the student like you to make an announcement in class to see if there is a volunteer? If none of the above options are satisfactory, please notify the dean to arrange for a paid note-taker. In this case, it would be helpful if you could recommend a couple of students from the class who you believe would be appropriate as note-takers. It is important to note that when a student is provided with a note-taker as an accommodation for a disability, the student receiving the accommodation must be present in class in order to receive the notes for that day. Note-taking as an accommodation does not replace attendance.
#14: What if a student wants me to make an announcement for a volunteer note-taker, how should I do this?
Answer: Note-taking is provided as a reasonable academic accommodation for students who have submitted appropriate documentation that shows evidence which interferes with the individual’s ability to take notes in class. The student making the request must have complied with the college’s accommodation approval process. The student is encouraged to attend classes first in order to best determine which classes will most necessitate the note-taker accommodation. It is the responsibility of the student approved for the note-taker accommodation to locate the person who will take notes for them and to refer this individual to the Assistant Dean for Disability Services. If the student receiving the accommodation is unable to locate a note-taker for himself/herself, they may ask their professor to recommend a student or to ask the class if anyone is interested in becoming a note-taker. It is recommended that he/she speak to the professor about confidentiality before making such an in-class announcement.
#15: What if the student has an accommodation to use a calculator, but the course requires the student to know how to perform calculations?
Answer: Use of a calculator (or any accommodation/ modification) is appropriate only if its use does not lower the standards of a course. If the student is being tested or is required to know how to calculate a mathematical equation then the use of a calculator is not appropriate. The same applies to students who are eligible for an accommodation such as consideration of spelling errors or word-order errors on in-class assignments. According to civil rights attorney Salome Heyward: Faculty members are not required to make modifications that alter the nature and content of what they are teaching. They are also not required to provide accommodations that have an adverse impact on the integrity of the academic program. For example, the Office of Civil Rights recently ruled in a case that a student was not entitled to an accommodation that would alter the instructional format of a class from group instruction to individualized instruction. (See Mt. San Antonio (CA) College, 5 NDLR 387) However, modifications that essentiallyprovide equal access to students with disabilities must be and should be made. Faculty members set the requirements and standards needed to complete courses and faculty members are able to make decisions that may prohibit the use of an eligible accommodation when such accommodation/modification will "have an adverse impact on the integrity" of a course.
#16: What if a student has an accommodation to tape-record class lectures and I feel this is a copyright infringement?
Answer: Students can tape record your lectures for their personal academic use as an accommodation as established by law. However, a Confidentiality Agreement acknowledging copyright can be created between the professor and the student upon request by the professor to Dean Wilhelm.
#17: What is an assistive hearing device or FM system and what is my role in providing the accommodation?
Answer: A student with a hearing impairment may request your assistance in the use of an assistive hearing device such as an RM system to amplify sound that a hearing aid cannot pick up. This system also allows the student to amplify your voice, which may be farther in proximity, without amplifying everything within close proximity. The instructor will wear a transmitter, which attaches to a pocket or can be worn around the neck. Receivers will be attached to the student’s hearing aid. The student will have a device to control volume, and which links the two wireless components, transmitter and receiver, together. Students who use FM systems are well versed in the operation of these devices and they will be able to orient you to their use. Students also keep the equipment with them, and they carry the equipment from one class to another. If you have any questions, please contact the dean for assistance.
#18: If my student has an accommodation for “tests and quizzes in either an ‘accessible’ word document format or in Braille,” how do I implement this accommodation?
Answer: In accommodating students who have low vision or blindness, time is of the essence in providing accommodations because valuable information in the class can be lost quickly with delays in implementing the accommodations. Tests, quizzes, and all class handouts should be provided to the student in a Microsoft Word document format or other format that is deemed compatible with the student’s reader or speech recognition software program. The student’s accommodation letter will address any specialized needs and provide the appropriate format for all documents.
#19: How do I implement the accommodation for a scribe?
Answer: Scribes are utilized for students who are unable to write, and generally used during test-taking or in-class assignments. If the student is eligible for a scribe, check with the student to see if he/she will need to use a scribe in your particular classroom. If so, contact dean Wilhelm in advance to arrange for a scribe.
#20: When I am advising a student who is struggling in a foreign language course, what should I recommend?*
Answer: Postsecondary institutions are not required to lower the standards of any course or program for student with disabilities. This includes not being required to offer course waivers. Students with documented learning disabilities that specifically impact their ability to learn a foreign language can petition for a modification of the college’s foreign language requirement. The procedure is as follows: The student must provide Dean Wilhelm with documentation that:
- Must include a complete psycho educational evaluation or neuropsychological evaluation and must be recent (within 3 years).
- Must substantiate the specific learning disability and specific impact on the student’s ability in the area of foreign language acquisition.
- A personal statement by the student indicating the reasons for the request, including prior experiences with the subject matter.
- The alternative courses the student has chosen in consultation with Dean Wilhelm and the student’s faculty advisor.
- Written support from Dean Wilhelm based on a review of all the supporting evidence provided.
- Students whose foreign language requirement was waived in high school should not assume that the requirement will be waived at Wheaton College. They will need to follow the procedures outlined above to determine if a course substitution in foreign language is warranted.
#21: What if a student has a medical condition or disability hindering his/her ability to attend class? Is permission to miss classes given as an accommodation and if not, how should these issues be addressed?
Answer: Modification of an attendance policy is not automatically provided as an accommodation at Wheaton College, instead such issues are deferred to the specific faculty member involved since he/she is the one who sets the requirements and standards needed to complete the course. Professionals in the field of disabilities in postsecondary education suggest that attendance policies be established and clarified in advance, instead of retroactively. L. Scott Lissner, ADA Coordinator for The Ohio State University, suggests consideration of the following questions: "Is attendance essential? What is the 'time in seat' policy for the course? What does the course description and syllabus say about attendance? Is attendance factored in as part of the final course grade? What are classroom practices and policies regarding attendance? Is the attendance policy consistently applied? Is there classroom interaction between the instructor and students, among students? Do student contributions constitute a significant component of the learning process? Does the course rely on student participation as a method of learning? What is the impact on the educational experience of other students in the class?" Requests for modification should be decided on a case-by-case basis and include related issues, such as pop quizzes, tests, assignments and other graded work for the course. When encountering requests for modification to your attendance policy due to a student's medical condition or disability, please contact Dean Wilhelm to assist you and the student to address these concerns.
Additional Resources
Tips from Universal Design for Instruction (UDI) Universal Design for Instruction (UDI) was developed by professionals who work in the field of disabilities services. These professionals have proposed a variety of ways to accommodate all students "with diverse abilities" in the classroom. Although UDI is touted as a solution to many general accommodations that help level the playing field, it is not a cure-all for academic success. UDI encompasses the physical design of the classroom and multiple pedagogical styles. Some examples:
- Use multiple modalities in instruction (lectures, film, graphs, charts, overheads, demonstrations, illustrations, overheads, PowerPoint’s, etc.)
- Hand out copies or post on line any slides
- Describe any visual projections orally
- Design instruction and curriculum to meet diverse learning needs
- Provide handouts in a larger font (14 or 16 pt)
- Utilize multiple means for assessing knowledge
- Face students while talking (don't talk while writing at the blackboard)
- Provide opportunities for students to clarify instructions or assignments
- Give clear written instructions
- Supplement oral instructions with written guidelines
- Structure long-term assignments into monitored subtasks