Course design, instruction and delivery of content is ever changing. As an instructor, you may utilize technology, supplemental resources and other innovative strategies to foster learning and engagement in your classroom. For most students, having access to quality notes as a study aid is an integral part of their learning. DRC encourages you to consider instructional design techniques that minimize the need for an individual *note-taking* accommodation by providing notes and resources to all students.
Instructions for extending time/due date on a test for one or more students:
While it is not possible to modify the time allotted for one student in an exam/quiz/activity, there is a work-around to allow for one or more students to have extended time.
1. Go to Course Content--> Add Content from Library.
*Note: The copy must be made in the Content Library.
Exams can be designed in ways that include or exclude. Instructors can create exams and learning assessments that are flexible and rarely require accommodations. However, when exams pose disability-related barriers, effective accommodations must be available.
If reasonable accommodations are requested by disabled students in order to fully participate in courses, campus programs and activities, it is the University's responsibility to respond.
As an instructor, you should be aware:
- The University has an online process to identify the students in your courses who may request reasonable accommodations.
- Students may choose to discuss curricular barriers and the implementation of accommodations with you.
- You will be contacted by DRC and/or the student before an accommodation is implemented.
The Undergraduate Course Syllabus Policy requires that syllabi contain a statement about the availability of reasonable accommodations for students with disabilities. Below (in bold) is the recommended statement. Please copy it directly into your syllabus.
Accessibility and Accommodations:
Access is a University-wide responsibility. Active participation by faculty/instructors in collaboration with Disability Resources (DRC) and the disabled student is often key for creating an accessible experience.
Listed below are institutionally-supported practices that create a more accessible and inclusive learning experience for all students.