The number of students with disabilities attending postsecondary education continues to increase with each passing year. Faculty need to be well-informed about the roles, rights, and responsibilities postsecondary institutions have toward supporting students with disabilities. These roles, rights, and responsibilities are supported by several federal laws that support students with disabilities and allow them the opportunity to enjoy the benefits of a postsecondary educational experience.<\/p>\n
From the Office for Civil Rights: \u201cOCR enforces Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act (Title II), which prohibit discrimination on the basis of disability. Every school district and nearly every institution of postsecondary education in the United States is subject to Section 504 or Title II. Entities covered by these civil rights laws have an obligation to comply with legal requirements and to carry out their programs and activities in a manner that does not discriminate on the basis of disability.<\/p>\n
Institutions of postsecondary education must provide an appropriate academic adjustment based on students\u2019 disabilities and individual needs when necessary to avoid discrimination. In providing an academic adjustment, a postsecondary institution does not have to eliminate or lower essential requirements, or make modifications that would result in a fundamental alteration of the programs or activities being offered or impose an undue burden on the institution.\u201d<\/p>\n
Accommodations go into effect when you receive the letter from the student. You are under no obligation to provide accommodations prior to that. Accommodations are not retroactive. For instance, if a student does not provide you with a letter before the midterm, fails the midterm, and then asks to retake the exam with their accommodations, you should not allow this. SAS will support you in this situation.<\/p>\n
Please note that students have the choice to determine which of their approved accommodations, if any, they want to use for your course. When you receive a letter from your student, we encourage you to meet with them to discuss their accommodations, which accommodations they will use, how your tests will be administered, and the structure of your course.<\/p>\n
Course materials and videos will need to be captioned. Documents will need to be updated for accessibility. You can meet with SAS to make a plan for making course materials accessible.<\/p>\n
Confidentiality in the accommodation process must be maintained by all parties. Letters of accommodation should be filed in a safe place, and faculty should refrain from discussing students\u2019 disabilities and necessary accommodations in the presence of fellow students or others who do not have an \u201ceducational need to know.\u201d<\/p>\n
While it is the instructor\u2019s responsibility to ensure that the learning environment is accessible, students with disabilities must request accommodations when needed. Instructors will find it useful to include a statement on their syllabus that informs students about the steps they need to take to receive classroom accommodations through Student Accessibility Services.<\/p>\n
Provide necessary accommodations for exam taking or provide the exam to SAS Testing so that the student can receive the accommodations needed. Students who require a test to be made accessible through SAS are required to make an appointment at least five days in advance. SAStest@austincc.edu<\/a> will contact you for information related to the administration of your test.<\/p>\n Allow assistive technology such as audio recorders, electronic note-takers, and laptop computers to be used in the classroom.<\/p>\n All college students, with or without a disability, must adhere to the Student Standards of Conduct<\/a>. Infractions of these standards should be reported here.<\/a><\/p>\n Faculty members may request a written agreement before allowing any student to record a class. SAS will provide the student with this document.<\/p>\n A faculty member has the right to discuss concerns about approved accommodations if they believe the accommodation would result in a fundamental alteration of the class.<\/p>\n A change that is so significant that it alters the essential nature of the essential requirements of the course.<\/p>\n If there are questions or concerns about approved accommodations, Provide course materials (syllabus, textbook list, handouts, etc.) to SAS to be converted to the appropriate format for students with visual impairments or reading disabilities.<\/p>\n All audiovisual materials must be captioned. To request closed captioning, complete the online request form<\/a>.<\/p>\n When requested, meet with SAS for semester planning meetings. These meetings are set up by a SAS advocate and include alt text and media, the faculty member, and the student. During these meetings, accessible materials for blind\/visually impaired students will be discussed and a timeline agreed upon for submission of materials for conversion. These meetings are necessary to ensure that these students have access to the course materials at the same time as their classmates.<\/p>\n Include the following statement in your syllabus and make an announcement in class encouraging students who need accommodations to contact SAS:<\/p>\n Austin Community College (ACC) is committed to providing a supportive, accessible, and inclusive learning environment for all students. Each campus offers support services for students with documented disabilities. Students with disabilities who need classroom, academic, or other accommodations must request them through Student Accessibility Services (SAS).<\/p>\n Students are encouraged to request accommodations when they register for courses or at least three weeks before the start of each semester they are enrolled; otherwise, the provision of accommodations may be delayed. Students who have received approval for accommodations from SAS for this course must provide the instructor with the legal document titled “Notice of Approved Accommodations (NAA)” from SAS.<\/p>\n Until the instructor receives the NAA from the student, accommodations should not be provided. Once the NAA is received, accommodations must be provided. Accommodations are not retroactive, so it is in the student\u2019s best interest to deliver the NAA on the first day of class.<\/p>\n Please contact SAS@austincc.edu<\/a> for more information.<\/p>\n Overview The number of students with disabilities attending postsecondary education continues to increase with each passing year. Faculty need to be well-informed about the roles, rights, and responsibilities postsecondary institutions have toward supporting students with disabilities. These roles, rights, and responsibilities are supported by several federal laws that support students with disabilities and allow them […]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":5219,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-17102","page","type-page","status-publish","hentry"],"acf":{"layouts":false,"hero_content":[{"acf_fc_layout":"image","image_content":{"ID":17201,"id":17201,"title":"ACCfacultylecture","filename":"ACCfacultylecture.jpeg","filesize":488342,"url":"https:\/\/i0.wp.com\/instruction.austincc.edu\/tled\/wp-content\/uploads\/sites\/3\/2021\/05\/ACCfacultylecture.jpeg?fit=2048%2C1365&ssl=1","link":"https:\/\/instruction.austincc.edu\/tled\/faculty-support\/course-development\/accessibility\/faculty-roles-rights-responsibilities\/accfacultylecture\/","alt":"ACC faculty lecturing","author":"6","description":"","caption":"","name":"accfacultylecture","status":"inherit","uploaded_to":17102,"date":"2021-05-24 22:20:21","modified":"2021-09-20 15:36:21","menu_order":0,"mime_type":"image\/jpeg","type":"image","subtype":"jpeg","icon":"https:\/\/instruction.austincc.edu\/tled\/wp-includes\/images\/media\/default.png","width":2048,"height":1365,"sizes":{"thumbnail":"https:\/\/i0.wp.com\/instruction.austincc.edu\/tled\/wp-content\/uploads\/sites\/3\/2021\/05\/ACCfacultylecture.jpeg?resize=150%2C150&ssl=1","thumbnail-width":150,"thumbnail-height":150,"medium":"https:\/\/i0.wp.com\/instruction.austincc.edu\/tled\/wp-content\/uploads\/sites\/3\/2021\/05\/ACCfacultylecture.jpeg?fit=300%2C200&ssl=1","medium-width":300,"medium-height":200,"medium_large":"https:\/\/i0.wp.com\/instruction.austincc.edu\/tled\/wp-content\/uploads\/sites\/3\/2021\/05\/ACCfacultylecture.jpeg?fit=768%2C512&ssl=1","medium_large-width":768,"medium_large-height":512,"large":"https:\/\/i0.wp.com\/instruction.austincc.edu\/tled\/wp-content\/uploads\/sites\/3\/2021\/05\/ACCfacultylecture.jpeg?fit=1024%2C683&ssl=1","large-width":1024,"large-height":683,"1536x1536":"https:\/\/i0.wp.com\/instruction.austincc.edu\/tled\/wp-content\/uploads\/sites\/3\/2021\/05\/ACCfacultylecture.jpeg?fit=1536%2C1024&ssl=1","1536x1536-width":1536,"1536x1536-height":1024,"2048x2048":"https:\/\/i0.wp.com\/instruction.austincc.edu\/tled\/wp-content\/uploads\/sites\/3\/2021\/05\/ACCfacultylecture.jpeg?fit=2048%2C1365&ssl=1","2048x2048-width":2048,"2048x2048-height":1365,"x_large":"https:\/\/i0.wp.com\/instruction.austincc.edu\/tled\/wp-content\/uploads\/sites\/3\/2021\/05\/ACCfacultylecture.jpeg?fit=1242%2C828&ssl=1","x_large-width":1242,"x_large-height":828}},"image_description":"","readability":["true"]}],"sidebar_right":"","background_b":"No Background","sidebar_right_background":{"background_b":"No Background","background_color_b":"#FFFFFF","background_gradient_b":{"gradient_start":"","gradient_end":""},"background_image_b":false,"text_mode_b":"dark"},"sidebar_left":" The number of students with disabilities attending postsecondary education continues to increase. Faculty need to be well informed about the roles, rights, and responsibilities institutions have toward supporting students with disabilities. These obligations are established by federal laws that prohibit discrimination and ensure equal access to a postsecondary education.<\/p>\n From the U.S. Department of Education\u2019s Office for Civil Rights (OCR):<\/strong> \u201cOCR enforces Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act (Title II), which prohibit discrimination on the basis of disability. Every school district and nearly every institution of postsecondary education in the United States is subject to Section 504 or Title II. Entities covered by these civil rights laws have an obligation to comply with legal requirements and to carry out their programs and activities in a manner that does not discriminate on the basis of disability.<\/p>\n Institutions of postsecondary education must provide an appropriate academic adjustment based on students\u2019 disabilities and individual needs when necessary to avoid discrimination. In providing an academic adjustment, a postsecondary institution does not have to eliminate or lower essential requirements, or make modifications that would result in a fundamental alteration of the programs or activities being offered or impose an undue burden on the institution.\u201d<\/p><\/blockquote>\n Accommodations take effect when you receive the Notice of Approved Accommodations (NAA) from the student. You are not required to provide accommodations before receiving the NAA. Accommodations are not retroactive. For example, if a student does not provide an NAA before the midterm, fails the midterm, and then asks to retake the exam with accommodations, you should not allow this. Student Accessibility Services (SAS) will support you in this situation.<\/p>\n Students may choose which approved accommodations to use in your course. When you receive an NAA, meet with the student to discuss their accommodations, which ones they will use, how tests will be administered, and the structure of your course.<\/p>\n Course videos must be captioned, and documents must meet accessibility standards. You can meet with SAS to plan how to make course materials accessible.<\/p>\n Maintain confidentiality throughout the accommodation process. File accommodation letters securely, and avoid discussing a student\u2019s disability or accommodations in the presence of classmates or others who do not have an educational need to know.<\/p>\n While instructors are responsible for creating an accessible learning environment, students must request accommodations when needed. Include a syllabus statement that directs students to request accommodations through Student Accessibility Services.<\/p>\n Provide necessary exam accommodations yourself or send the exam to SAS Testing so the student can receive the required accommodations. Students who require SAS test proctoring must schedule at least five days in advance. SAStest@austincc.edu<\/a> will contact you for test administration details.<\/p>\n Allow assistive technology such as audio recorders, electronic note-takers, and laptop computers to be used in the classroom, as appropriate.<\/p>\n All students, with or without disabilities, must adhere to the Student Standards of Conduct<\/a>. Report infractions using the online form<\/a>.<\/p>\n You may request a written agreement before allowing a student to record a class. SAS will provide the student with this document.<\/p>\n You have the right to discuss concerns about approved accommodations if you believe an accommodation would fundamentally alter the course.<\/p>\n A change that is so significant it alters the essential nature or essential requirements of the course.<\/p>\n If you have questions or concerns about approved accommodations, consult Student Accessibility Services.<\/strong><\/em><\/p>\n Provide course materials (syllabus, textbook list, handouts, and more) to SAS for conversion to accessible formats for students with visual impairments or reading disabilities.<\/p>\n All audiovisual materials must<\/strong> be captioned. To request closed captioning, complete the online request form<\/a>.<\/p>\n When requested, meet with SAS for semester planning. These meetings include the SAS advocate, the faculty member, and the student. You will discuss accessible materials for blind or visually impaired students and agree on a timeline for submitting materials for conversion so students have access at the same time as their classmates.<\/p>\n Include the following in your syllabus and announce it in class, encouraging students who need accommodations to contact SAS:<\/p>\n Austin Community College (ACC) is committed to providing a supportive, accessible, and inclusive learning environment for all students. Each campus offers support services for students with documented disabilities. Students who need classroom, academic, or other accommodations must request them through Student Accessibility Services (SAS).<\/p>\n Students are encouraged to request accommodations when they register for courses or at least three weeks before the start of the semester; otherwise, accommodations may be delayed. Students approved for accommodations for this course must provide the instructor with the \u201cNotice of Approved Accommodations (NAA)\u201d from SAS.<\/p>\n Do not provide accommodations until you receive the NAA. Once received, accommodations must be provided. Accommodations are not retroactive, so it is in the student\u2019s best interest to deliver the NAA on the first day of class.<\/p>\n Contact SAS@austincc.edu<\/a> for more information.<\/p>\nAssistive Technology<\/h3>\n
Faculty Rights<\/h2>\n
Classroom Behavior<\/h3>\n
Written Agreements<\/h3>\n
Accommodations<\/h3>\n
What Is a Fundamental Alteration?<\/h3>\n
\nfaculty members must consult with Student Accessibility Services <\/strong><\/em><\/p>\nFaculty Responsibilities<\/h2>\n
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Before the Semester Begins<\/strong><\/h3>\n
Make Course Materials Accessible<\/strong><\/em><\/h4>\n
Semester Planning Meetings<\/strong><\/em><\/h4>\n
Syllabus<\/strong><\/em><\/h4>\n
Related Links<\/h2>\n
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Faculty Roles, Rights, and Responsibilities<\/h1>\n
Overview<\/h2>\n
Faculty Roles<\/h2>\n
Make Reasonable Accommodations<\/h3>\n
Provide Access to Classroom and Materials<\/h3>\n
Maintain Confidentiality<\/h3>\n
Include a Syllabus Statement<\/h3>\n
Testing and Exams<\/h3>\n
Assistive Technology<\/h3>\n
Faculty Rights<\/h2>\n
Classroom Behavior<\/h3>\n
Written Agreements<\/h3>\n
Accommodations<\/h3>\n
What Is a Fundamental Alteration?<\/h3>\n
Faculty Responsibilities<\/h2>\n
\n
Before the Semester Begins<\/h3>\n
Make Course Materials Accessible<\/h4>\n
Semester Planning Meetings<\/h4>\n
Syllabus<\/h4>\n
Related Links<\/h2>\n
\n