FAQs for Faculty Working with Students

Yes.  Both are required by federal regulation.  The ADA/504 Coordinator at Humboldt serves as the Director of CDRC and responds to faculty inquiries and student concerns regarding accommodations in the classroom.  The ADA/504 Coordinator works to resolve concerns promptly and often through facilitated discussions that result in the application of appropriate reasonable accommodations or their equally effective alternatives within the classroom.

Yes.  The faculty member is encouraged to contact the ADA/504 Coordinator to help resolve questions or concerns specific to student accommodations or student grievances regarding accommodations.  The faculty member may also reach out to the ADA/504 Coordinator should the CDRC Accessibility Advisor be unavailable for consult.

Yes.  If a faculty member has questions about a specific student or generally about the accommodation process, they may contact CDRC for a consultation.

Accessibility Advisors in the CDRC verify via a student accommodation memorandum that the student has a qualifying disability or condition and is registered with the office.  The Family Educational Rights and Privacy Act (FERPA) protects student records including those for students with disabilities.  CDRC will share information about reasonable accommodations, possible impact of disability or condition within the classroom setting, and strategies for universal design for learning.  The student's disability or condition cannot be shared. 

The Americans with Disabilities Act (ADA) reinforces an individual's right to determine when and how to divulge the existence and effect of their disability.  Some individuals have observable disabilities, while other students have non-observable disabilities.  Whether or not the disability is observable or non-observable, the student has the right to disclose and request services or not.  CDRC works with students who have disclosed, have been deemed to have a qualifying condition, and who seek reasonable academic accommodation.  A faculty member will know that a student in their class has accommodations when the student presents an accommodation memorandum from CDRC.  CDRC encourages the use of Universal Design for Learning Principles which provides equitable access with or without accommodation.  CDRC recommends students meet with their instructor and discuss the application of approved accommodations.

Recording lectures is a common accommodation for students with a variety of disabilities that prevent the production of adequate handwritten notes.  Section 504 of the Rehabilitation Act of 1973 and 34 C.F.R. 104 provide regulatory guidance that a student has the right to reasonable accommodations including recording a lecture or class session.  CDRC encourages faculty to post fully accessible lecture notes and PowerPoint slides on Canvas to augment recorded sessions as these tools are especially helpful for students with disabilities.

Yes.  Students with chronic conditions, which often are episodic in nature, may experience periods of time in which they are too unwell to attend class or to submit an assignment by an established deadline.  Such conditions may be unpredictable and inevitable, even with prudent and ongoing health and time-management practices.  Should a student need flexibility in attendance and/or extension on assignments, instructors should consider the request on a case-by-case basis, allowing for diligent and critical analysis of how the request is essential to the class learning objectives and pedagogical components.  Should an instructor believe additional absences beyond the stated policy would fundamentally alter the nature or essential elements of the class, or assignment extensions are not possible, then instructors should consult with an CDRC adviser or the ADA/504 Coordinator to determine reason-ability.

First, a student must be registered with CDRC.  Second, the student's qualifying disability or condition  or history of accommodation must provide the basis for a decision that testing accommodations and/or use of the Testing Center would be effective accommodations.  Third, the student must agree to the processes and procedures of the Testing Center.  If all three of these stipulations are met, the student is given a reasonable accommodation for testing accommodations (testing means any quiz, exam, or other structured test administered by a faculty member for a grade).  Depending on the course, the student may or may not choose to use this accommodation.  In the circumstance in which the student does not use this accommodation, no retroactive testing may occur.

No.  If the student does not present a faculty member with an accommodation memo from CDRC two actions should occur:  (1) do not provide testing accommodation, and (2) refer the student to CDRC.

NOTE:  The Title IX/DHR Office may provide a student with supportive measures that could include testing accommodations as well as the ability to retroactively take a test or repeat a test.  If a student contacts you as a part of a Title IX/DHR matter, please contact the Title IX/DHR office for confirmation of the supportive measure.

Yes.  The Testing Center will not allow students to take a test at an alternate time or day without prior instructor permission.  There are occasions where it is physically impossible to take an exam at the same time as the classroom; however, this must be discussed and approved by the classroom instructor.  The Testing Center will establish block schedules for students needing testing accommodations during finals week because of facility limitations.  However, these students will be assigned a testing block that overlaps the classroom testing time.

Depends.  With the agreement of the student, such an arrangement may be feasible if the alternative testing space meets the student's accommodation needs as described on the accommodation memorandum.  In instances in which the student has the right to use the Testing Center, the student may exercise that right and the faculty member must comply.

Canvas gives the faculty member control to alter the testing timeframe for individual students.  Should you need assistance the Center for Teaching and Learning (CTL) can provide you with support and guidance.  CTL may be contacted directly at (707) 826-4461.

Yes.  All students, regardless of disability status, are required to meet the provisions of the Cal Poly Humboldt Student Code of Conduct and the academic expectations contained in the course syllabus.  ADA/Section 504 require that reasonable accommodations be made, but faculty are not required to modify academic standards to accommodate inappropriate or disruptive behavior.

There are many disabilities that impact executive functioning and the capacity to learn. Sometimes these disabilities are largely categorized as cognitive disabilities (impacting such activities as listening, speaking, reading, writing, and reasoning).  In recent years, neurodiversity has come to encompass disabilities that include autism spectrum disorder, learning disabilities, and any type of disorder impacting the brain function.  Additionally, mental health conditions along with non-observable conditions such as Lupus, Chronic Fatigue Syndrome (CFS), and conditions impacting the immune system have become prominent in post-secondary education. 

Common accommodations include: extended time for testing and/or use of the Testing Center, use of a calculator or spell checker, use of recording device or specialized software, or use of an iPad and stylus. 

Yes.  All handouts given to students or posted to Canvas must be accessible.  Instructors are responsible for ensuring that handouts and other required readings are accessible. 

The Accessible Resource Center (ARC) is available to assist faculty in converting paper-based documents (articles, chapters from a book, etc.) into an accessible electronic format that can be uploaded to Canvas.  Documents that instructors create and distribute to students should be created in an accessible manner.

Best practice for Universal Design for Learning is that any document in the learning management system or that will be used during class are in an accessible format or can be obtained by the student during class in an accessible format. 

When a faculty member is notified that a student with a disability is enrolled in their class, CDRC encourages the faculty member to meet with the student and review the syllabus and all class materials that may be required in order to proactively ensure materials are accessible.

Yes.  All videos must be accurately captioned (YouTube's automatic captioning is not adequate), and the captions should be turned on when the video is shown in class.  Universal Design for Learning (UDL) encourages this type of proactive approach because it removes barriers to learning as well as reduces the need for students to disclose personal and confidential information that they may not otherwise disclose.  UDL provides that students have various learning styles and can benefit from auditory and visual information.  The Accessible Resource Center (ARC) can assist faculty to accurately caption videos.

No.  Instructors are generally not involved with this accommodation beyond their responsibility of identifying the textbook(s) they will be using by the predetermined date.  Students request their textbooks in alternate formats from the CDRC, and the CDRC converts their required and recommended textbooks into an accessible format. 

Service animals.  A service animal is trained to perform a specific task or tasks for an individual with a disability.  A service animal may be a dog or miniature pony.  No other animal is legally considered a service animal.  A service animal is legally authorized to accompany its handler anywhere the handler goes. 

Campuses today may also include another category of animal called an Emotional Support Animal (ESA).  An ESA may be permitted as a reasonable accommodation in a limited circumstance and is restricted in its access to campus buildings including classrooms.  Most often, ESA's provide support for a student in campus housing but would never be permitted full access as is required for a service animal.

The only animal allowed in a classroom is a service animal (dog or miniature pony).  Service animals are defined as dogs or miniature ponies that are individually trained to do work or perform tasks for people with disabilities.  Generally speaking, service animals are allowed to accompany people with disabilities in all areas of the facility where the public is normally allowed to go.  In addition, under the ADA, service animals must be harnessed, leashed, or tethered, unless these devices interfere with the service animal's work or the individual's disability prevents using these devices.  In that case, the individual must maintain control of the animal through voice, signal, or other effective controls. 

When there is a question about whether a dog or miniature pony is a service animal, there are only two inquiries university personnel may ask the individual:

1. Is the dog or miniature pony a service animal required because of a disability?
2. What work or task has the dog or miniature pony been trained to perform?

These two inquiries should not be asked when it is obvious what service the animal provides (i.e., guiding an individual who is blind).  In addition, university personnel cannot ask about the person's disability, require medical documentation, require a special identification card or training documentation for the dog or miniature pony, or ask that the dog or miniature pony demonstrate the ability to perform the work or task.

If the animal is neither a dog nor a miniature pony, it is not a service animal.  The faculty member may ask the student to remove the animal from the classroom.