Common Questions from Faculty Members

* What are the higher ed provisions of the ADA and Section 504 of the Rehabilitation Act of 1973?

• Students with disabilities must have an equal opportunity to participate and benefit. This includes any course, course of study, or activity offered.
• Locations, formats, and activities must be modified for equal access unless they are an essential element of a program/course for all students.

* What can I do to make the classroom environment open to students with disabilities?
It is important to remember that people with disabilities are just that — people first.

• Make an announcement the first day regarding your availability to assist with special needs, and put a blurb in your syllabus. See your Learning Specialist for a sample syllabus statement if needed.
• Don't label or stereotype. Not all students with a learning disability will read poorly; not all people with a visual impairment will need Braille, and so on.
• Follow the basic disability etiquette found in the faculty handbook (http://www.spcollege.edu/central/hr/accommodations_manual.htm)

* Does a student receive "special privileges" under the ADA and Section 504?
No. Accommodation is not intended to give “unfair advantage”, but equal access. The institution has the right to set and expect equal academic standards. The legislation does not intend that students should pass or be excused from performing essential elements and skills simply because of a disability. It is important to expect the same academic performance, with requested accommodation, from a student with or without a disability.

* How do I know what type of academic accommodation a student needs?
At SPC, a Counselor/ Learning Specialist determines needed services in an interview with the student, based on documentation from a medical or psychological professional. Before you make any accommodation, you should receive an official college Student Accommodation Form from the requesting student, listing approved accommodations. A student may choose to use any combination of approved accommodations in a particular class. Talk in private with your student about how to implement the services he or she is requesting, as soon as possible. Call or e-mail the Learning Specialist listed on the sheet if you have questions.

* What if a student seems to have a disability or is performing poorly for no apparent reason?
Students can have academic problems for many reasons, such as work and family. If a student is obviously struggling or has inappropriate social and/or performance skills but has not notified you of a disability via an accommodation sheet, DO NOT use the word “disability” in discussing the problem. You may ask if the student has ever been in a special academic program previously, or if there are current difficulties such as undue stress, illness, etc. contributing to the situation. If the answer is yes, suggest a visit or e-mail to a Learning Specialist. If a student does not want services or denies any problem, DO NOT make accommodations on your own.

* Do I have the right to know what type of disability a student has?
No. A student does not have to inform faculty about type of disability or the reason for an accommodation. If you have a question, contact your Learning Specialist. He or she cannot give details without the student’s written consent, but can tell you if the student has a documented disability and if the accommodation is appropriate. If a student discloses his or her diagnosis to you, you are then obligated to maintain confidentiality.

* Does a student with a disability need to ask for accommodations in a certain time frame?
Yes. Once classes start, students must make classroom and testing requests to instructors in person or by e-mail reasonably in advance of need. An instructor is not obligated to provide extra time, for example, if a student does not ask until the tests are being distributed or the timer is on. Also, accommodations are not retroactive. For example, if a student fails a test and then presents an accommodation sheet, the student is not automatically allowed a retake.
If you use handouts, online streaming media, PowerPoint, or other supplemental materials and have a student who requests alternate formatting such as captioning, large print, or audio CD, please either prepare them yourself or notify the Learning Specialist well in advance. If a student does not have timely equal access to course information, grading extensions may be necessary.

* What if I disagree with the accommodation requested? What if I am unsure how to handle a situation with a student with a disability?
If you need help in implementation, if you question an accommodation’s usefulness, or if a student’s behavior or performance troubles you, discuss these concerns with the Learning Specialist. In the meantime, though, continue to provide approved requested accommodations.
Some instructors are particularly concerned with taping in the classroom because they feel it may infringe on freedom of speech, limit interaction, or compromise potential copyright. An instructor may not deny the use of a recorder as an approved accommodation unless medical records, classified information, or other protected confidential materials are being discussed. The instructor may ask the student to sign an agreement limiting use and dissemination of recorded information. See a Learning Specialist for a sample statement.

* How does disability affect the college’s attendance policy?
Some documented students do have conditions that can force unexpected absence, and a statement to that effect may appear on a student’s accommodation sheet. This does not allow unlimited absences or indefinite due date extensions. It is intended to alert the instructor and request flexibility, depending on course completion needs. Acceptable reasons for excused absence, due dates, and the number of absences before withdrawal are at the discretion of each instructor, within college policy. 

* What about emergency evacuation? What if a student has a medical emergency in class?
St. Petersburg College’s Board of Trustees Procedures for Emergencies (P6Hx23-1.23) states: At the beginning of each session, every instructor who has a student with limited mobility shall practice taking a person down stairs using an Evacu-trac. If you are teaching on an upper floor and are not physically able to assist a student in your class during an emergency evacuation, please speak with your Learning Specialist immediately about alternatives such a moving the class or assigning a neighboring faculty member to help.
Students who disclose ahead that they may have an acute medical episode on campus are always asked to discuss any specific procedures or instructions in detail with both the Learning Specialist and each instructor. However, the safest course in any emergency is to call 911 (9-911 on campus phones) and notify the Associate Provost’s office or campus security.  

* What are my responsibilities concerning field trips and outside programs?
If an instructor or club sponsor plans field trips or special events, equal access must be offered to registered participants. A statement on registration forms should be included, asking attendees to indicate special needs in advance. Notify your Learning Specialist of requests, so the college can arrange for accessible transport for students using wheelchairs, interpreters, etc.
If the field trip or program appears inaccessible (rock climbing, planetarium, historic home with no elevator, etc.), consult with your Learning Specialist. Alternatives or exemptions can sometimes be arranged on a case-by-case basis, or an alternate event may need to be planned. The law is very explicit that students with disabilities must be included to the fullest extent possible.

* Do I have to provide accommodation if the student is taking the class for an audit, non-degree status, or non-credit? Do I also have to provide these services to international students?
Yes. Any student with a disability is eligible for all services if the institution receives federal assistance. International students are entitled to the same protection from nondiscrimination on the basis of disability as are U.S. citizens.

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