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Special Information for Faculty

The Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 2008 require that reasonable accommodations be made in the delivery or assessment of educational experiences when a documented disability exists. This does not mean a faculty member must make the class "easier." The goal is to provide an equal opportunity for success, not to provide special advantages for some students.

Some accommodations may be as simple as wearing a microphone when lecturing. Others may include allowing extended time for completion of assignments or tests. Please keep in mind that some disabilities are "invisible." Be assured that requests for accommodation are forwarded to faculty only after the University receives verification of need from an appropriate professional. The student has the right to withhold from a faculty member the specific nature of a disability and still receive reasonable accommodations. 

It is extremely important that faculty provide accommodations only when requested through the Disability Coordinator in the Academic Success Center.  This assures that proper documentation of a disability exists. Extending accommodations when there is no documentation of disability can open the faculty member and the University to accusations of unequal treatment of able students. 

It is recommended that your syllabus contain the following statement:

Policy for Students with Disabilities

It is the policy of the University of Charleston to provide reasonable accommodations for qualified individuals with documented disabilities.

This college will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as regards to affording equal educational opportunity. It is the student's responsibility to contact the disability coordinator and provide current documentation from appropriate credentialed persons. The disability coordinator will assist students and faculty in arranging appropriate accommodations.

This is in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. 

Disability Coordinator Contact Information:

Allison Grassie
302 Schoenbaum Library, Clay Tower Bldg.
Allisongrassie@ucwv.edu
304-347-6983

Resources for Faculty 

Classroom Use 

  • Include a statement on the class syllabus inviting the student to discuss academic needs with you. For example, "If you have a documented disability for which you are or may be requesting an accommodation, you are encouraged to contact your instructor and the as soon as possible."
  • Clearly delineate expectations at the beginning of the course (e.g., grading, material to be covered, due dates).
  • Announce reading assignments well in advance for students who are using taped materials or other alternative formats. It takes an average of six to eight weeks to get a book tape-recorded.
  • When talking with the student, inquire about special needs in the classroom, in the lab, in fieldwork, and on field trips. Work with the student and the disability coordinator to determine and provide appropriate accommodations.
  • Select course materials early. Distribute syllabi, assignments, and reading lists in advance and in electronic format (e.g. disk, network) to facilitate translation to audiotape, Braille, and large print.
  • Start each lecture with an outline of material to be covered that period. At the conclusion of class, briefly summarize key points.
  • Make lectures and notes easily accessible (use larger print, provide handouts of notes in class, etc.).
  • Provide adequate opportunities for questions and answers, including review sessions.
  • Allow preferential seating for students with disabilities.
  • Face the class when speaking. Repeat discussion questions. Write key phrases on the blackboard. Hand out assignments in writing. Provide written summaries of demonstrations in advance and use captioned films if you have a hearing impaired student in class.
  • Verbally describe visual aids if there is a student with a visual impairment in class. For example, you might say, "The 3 inch long steel rod," rather than "this".

Confidentiality

  • Students with disabilities are required to submit medical documentation to the disability coordinator, which verifies their disability and need for appropriate accommodations. Documentation guidelines for specific disabilities may be accessed on our disability services pages. The disability coordinator will maintain confidentiality and will not disclose any information pertaining to a student's disability to faculty unless we have written permission from the student. The disability coordinator will inform faculty of the accommodation(s) it has determined the student needs to access an equal opportunity education so as to arrange reasonable accommodations.
  • Confidentiality of all disability information is essential. At no time should the class be informed that a student has a disability, except at the student's expressed request. All disability information, which the student gives to the faculty member, is to be used specifically for arranging reasonable accommodations for the course of study. 

Courses and Course Requirements

  • When the need for accommodations in a specific course arises, the instructor will receive an accommodation letter from the disability coordinator with the requested academic accommodations. Students should also identify themselves to the course instructor. Faculty are not required to provide accommodations that constitute a fundamental alteration of the course. In determining the appropriateness of an accommodation, it is the disability coordinators goal to ensure that a student receives the accommodations necessary for the course and to fashion such accommodations so as not to fundamentally alter the essential course requirements.

Examination Accommodations 

Students with disabilities may receive test accommodations determined on an individual basis. A test, as used in this context, refers to quizzes and examinations taken during the semester in conjunction with an academic class. The purpose of providing extended time for test taking is so that the existence of a time limit does not unjustly impact the ability of a student with a disability to demonstrate knowledge of the material. This accommodation is determined on a case-by-case basis and may be inappropriate where the exam tests an individual's ability to perform a task within a specific period of time as an essential element of the course.

Exam accommodations may include, but are not limited to:

  • a separate room with better lighting, reduced distractions, or assistive equipment such as a word processor, text enlarger, or speech to text program;
  • a reader to assist students who have visual or visual processing disabilities;
  • an extended exam period for students who write slowly, who dictate answers to a scribe, or who have a processing disability;
  • a scribe to transcribe their dictated answers to exam questions;
  • the option of submitting exam answers in an alternative format - such as on a word processor or an oral version for a written exam.

If a student has been approved for examination accommodations, faculty will receive an accommodation letter from the disability coordinator with the requested exam accommodations. Sometimes, although students are approved for examination accommodations, students may choose to take examinations under standard conditions. Students should discuss their needs with you throughout the semester.

If the student chooses to take the examination with accommodations, you may choose to administer the exam with the accommodation(s) requested. If you are unable to administer the exam in class with the requested accommodation(s), the disability coordinator will administer and proctor the exam. Exams are kept in a locked location until administration.

If exams are to be administered by the Academic Success Center: 

  1. When exams or quizzes are to be administered by the ASC, the student or instructor must contact the ASC in order to schedule the test. Exams must be taken during the regular class time unless the instructor approves an alternate time. Exams must be scheduled at least 24 hours in advance in order to ensure adequate accommodations. Failure to provide adequate notice may result in the accommodations not being available.
  2. The student and/or instructor is responsible for completing an Exam Administration Form, which contains information about the course, what accommodations are to be provided, as well as the delivery of the examination. This information may be called in over the phone (304-357-4776) emailed to the ASC (ASC@ucwv.edu, or completed at the ASC (302 Schoenbaum Library). All information will be verified with the instructor.
  3. Whenever possible, exams should be e-mailed to ASC@ucwv.edu or delivered by the instructor to the ASC front desk. INSTRUCTORS SHOULD NOT SEND EXAMS TO THE ASC THROUGH CAMPUS MAIL. 
  4. The ASC secures all exams in a locked file cabinet upon receipt. Upon return, exams will be sealed in an envelope with an office label and signed by the appropriate ASC representative.
  5. Exams should be picked up at the ASC front desk by the instructor. The ASC can also return exams by scanned e-mail or fax. THE ASC WILL NOT RETURN EXAMS TO A STUDENT OR THROUGH CAMPUS MAIL 

*Adapted from UCONN Center for Students with Disabilities.

Contact Information

Academic Success Center (ASC)
304-357-4776
ASC@ucwv.edu

Allison Grassie
Director, Academic Success Center
Room 302 Clay Tower Building
2300 MacCorkle Avenue, S.E.
Charleston, WV 25304
304-347-6983
allisongrassie@ucwv.edu