Accessibility + Disability Services: Faculty Information

Students with documented disabilities are entitled to reasonable accommodations in the classroom as long as the accommodation does not compromise the integrity of the course (i.e. grading standards; quantity of information).

1. All accommodation requests must come through Disability Services (DS) and be accompanied by a "Disability Certification" form signed by the DS Coordinator
   
   **Exception: students whose disabilities and subsequent needs are obvious may be accommodated at the instructor's discretion without going through DS (e.g. blind student bringing a guide dog to class; student in wheelchair needing lower lab table), but referral to DS is still recommended
   
   
2. Students are responsible for initiating contact with DS, providing the Disability Certification to the instructor and making arrangements for accommodations as needed (for distance students and instructors, this may be done electronically)
   
   
3. Instructors should review the Certification forms with the student, discuss arrangements, then sign the form and return it to DS (instructors may retain a copy for their information, but it should not become part of students' academic files)
   
   
4. Accommodation requests must be made in advance of the need (preferably at the beginning of each semester), and accommodations requiring special arrangements (e.g. alternative exams) must be requested at least two weeks in advance
   
   **Exception: on rare occasions a disability may have a sudden exacerbation that would warrant a request for retroactive accommodations (e.g. an extreme diabetic reaction causes a student to miss an exam and the student requests a make-up exam)
   
   
5. If the instructor cannot provide the requested accommodation, alternate arrangements may be discussed with the student and the DS Coordinator

 

Eligibility for test accommodations is determined by the DS Coordinator and based on the disability-related limitations experienced by the individual students

1. Appropriate accommodations will be indicated on the Disability Certification form which will detail the accommodation and describe the circumstances under which the accommodation should be provided. Any accommodations beyond those marked on the form should be discussed with the DS Coordinator.
   
   
2. If test accommodations are being made within the department, please be sure that
   
   
   1. The student's right to confidentiality is maintained
      
      
   2. A proctor is provided who is aware of the parameters of the accommodations (amount of time, verbatim text reading, taking dictation, etc.)
      
      
   3. Arrangements are made for delivery of the exam to and from the accommodation site
      
      
3. If test accommodations are being made through DS, the following should occur:
   
   
   1. The student notifies DS of the exam at least two weeks in advance
      
      
   2. DS arranges a room and proctor for the exam-all attempts will be made to schedule the time to overlap with the regular class time; if conflicts arise, the instructor will be contacted to reach a satisfactory resolution
      
      **Exception: DS testing hours are 8-5, M-F; evening and weekend students needing accommodation services must arrange for the exams to be given during those time
      
      
   3. The exam is Delivered to DS by either the instructor, a designee of the instructor, or the proctor; in order to ensure academic integrity, students should not deliver their own tests
      
      
   4. Special instructions should be included in writing with the exam (e.g. open book test; turn in Part I before receiving Part II)
      
      
4. If test accomodations are being made through eLearning Testing Center (R275). the following must occur:
   
   
   1. Students must make their request online at http://distance.gfcmsu.edu/etesting. Students must fill out the form at least 48 hours in advance, select at least two possible exam administration times, as the first choice may not be available. Students utilizing the e-Learning Testing Center as an accommodation need to check the option for Disability Services Accommodation. After making the request, students will receive an email from the ELearning Exam proctor confirming the appointment date/time within 1 business day of the request. For more information including eLearning Testing Center polices, visit http://distance.gfcmsu.edu/etesting.  Instructors will receive an email from the proctor confirming the request.
   
   
   2. Students who plan to take exams in the eLearning Testing Center or with the Director of Disability Services need to remind instructors of the alternate testing arrangement s for each exam.
      

 

Although students are required to disclose the existence of a disability to their instructors in order to receive accommodations, they are not required to provide them with a diagnosis or any other details; students are encouraged to develop an open dialogue with instructors, but it is ultimately the student's decision to disclose information; any level of disability information about which instructors become aware should remain confidential

Please help make students aware of Disability Services by putting a statement such as the following in each course syllabus.

Students with documented disabilities, whether physical, cognitive or psychological, are entitled to reasonable accommodations in their classes. If you would like to use accommodations for this class, please contact Kathy Meier, Director of Disability and Learning Support Services at 406-771-4311 or stop by the Disability and Learning Support Services office to make arrangements.

If you have any questions or concerns at any time, please feel free to contact Kathy Meier at 406.771.4311 or katherine.meier@gfcmsu.edu.

Thank you very much for your support and cooperation!

 

As someone who works closely with students on a regular (daily/weekly) basis, you may be privy to information from students or observe subtle behavioral changes in their behavior that may indicate depression. According to the University of Michigan Depression Center, as many as 15% of students may have signs of depression, and about 10% of students come to campus with a history of depression. Educating yourself about what to look for can help you pick up on those signs, and early referral for screening and counseling may improve students' chances for both academic success and symptom management.

Here are some signs to look for:

1. Poor performance in school
2. Withdrawal from friends and activities
3. Sadness and hopelessness
4. Lack of enthusiasm, energy or motivation
5. Anger and rage
6. Overreaction to criticism
7. Feelings of being unable to satisfy ideals
8. Poor self-esteem or guilt
9. Indecision, lack of concentration or forgetfulness
10. Restlessness and agitation
11. Changes in eating or sleeping patterns
12. Substance abuse
13. Problems with authority

It may feel uncomfortable to bring something like depression up with students, and it is always prudent to use discretion and tact in these situations. If you are not comfortable making a direct referral for counseling, there are a few indirect approaches you can take.

1. Make statements to the students based on your behavioral observations - keep them impersonal and non-judgmental ("I've noticed that."; "You seem to be.")
   
   
2. Indicate your concern to the student and let them know there are people on campus they can talk to about issues that are interfering with their academic performance.
   
   
3. If their grades are suffering, instructors can make a Counselor Referral, and accompany it with a personal note or e-mail to the Counselor stating that you suspect depression or some other emotional problems may be a factor in the student's performance

Students may or may not follow up on your referrals, and how and when they deal with their issues is ultimately up to the students. However, knowing that someone cared enough to ask, and being aware of the support opportunities on campus and in the area may get someone experiencing depression to seek out the help they need.

Source: DCHE.com, LRP Publications - October 2003

 

1. Prepare ahead of time. Learn as much prior to class about support services for students. Find out what is available on campus. Make contact with those in charge of providing services.
   
   
2. Be aware of your actions. Your actions and attitudes toward students with disabilities will be observed by all students in class. You have an opportunity to create an atmosphere of classroom support by being understanding.
   
   
3. Get to class early. Going early on the first day allows you time to deal with any support services issues before students arrive.
   
   
4. Be tolerant. Scheduling glitches may prevent deaf students and interpreters from arriving on time the first day. Take this in stride and be positive. If you have concerns about tardiness, save them until class is over. Then make your position known by speaking privately to the people involved.
   
   
5. Be visible and keep a clear line of sight. Hard of hearing students without an interpreter will need to see the professor clearly. Deaf students must have a line of sight to interpreters. Be prepared to discuss appropriate seating areas with students and interpreters.
   
   
6. Review the note-taker's work. If a note-taker is being used, request a copy of his notes after class. Look at them and give any necessary feedback to the note-taker.
   
   
7. Discuss how it went. Get comments from the students and note-takers by talking to them after class. Ask for suggestions on how to improve communication in the classroom. Tell them of any concerns you may have.
   
   
8. Be patient and flexible. The first day of class can be trying for everyone, not just students with disabilities. It may take several classes to resolve any problems.