Information for Faculty

Students will identify access to accommodations through the Faculty Accommodations Form (FAF) at the beginning of the semester. The FAF is provided by the Disability Office, please discuss the accommodations listed on this form with the student. Devise an implementation plan as the accommodations pertain to your course. You will need to sign this form, the student will bring it back once obtaining signatures from each professor for that semester. Once the student returns the form to our office they will provide you a copy for your records in a sealed envelope.

Syllabus Statement
Faculty are strongly encouraged to include a statement in every course syllabus that indicates you are aware of the needs of students with disabilities and how that student should communicate that information to you. We encourage students to stop by your office during office hours or to make an appointment to indicate their concerns and access to accommodations during the beginning of the semester.
Sample Syllabus Statements

Click subcategories below to obtain more information about how to properly fulfill student request for access to approved accommodations. If the student has access to this information, it will be selected on the Faculty Accommodations Form.

Note Taking Request

Tape Recording Requests

Universal Design in Higher Education

Testing Policy

Supervising Disabled Students

DO	DON'T
Make reasonable to the known limitations of a disabled student.	Be afraid of the disability student, they won't break and you can't catch disabilities.
Confidentially ask the disabled person the best way to accommodate his/her limitations.	Feel like the disabled student is more fragile than others. Constructive criticism produces growth.
Expect good work habits from disabled students.	Assume that a disabled student can't perform a certain task. Ask the student how. Help him/her figure it out.
Expect the same quality of work from disabled students as others.	Excuse poor work habits because a student is disabled.
Expect the disabled student to have the same production standards as others.	Feel sorry for the disabled student's disabilities. Get to know him/her and learn the abilities.
Give honest feedback to the disabled student.	Treat your disabled student like a child.
Respect your disabled student as a person.	Talk down to disabled student.
Include your disabled student in all activities, ie., group projects and outings.
Expect your disability student to have the same ambitions as others.

Taken from the Department of Rehabilitation Services, Project AIM, 1986.

Information and techniques for working with certain student populations:

Deaf or hard of hearing
Student with Learning Disorders
Blind Students
Students with Partial Sight
Students with Mental Health Disorders
Students with Mobility or Manual Impairments
Students with Acquired Brain Injuries
Students with Behavior Disorders
Students with Asperger's Syndrome
Asperger's Syndrome (from Chronicle of Higher Education)

Disabled Student Support Services does not expect you to change course guidelines or standards. The purpose of accommodations is to ensure equal educational opportunity. If you have any questions, please do not hesitate to call Disabled Student Support Services at 678-915-7244.