Faculty and staff work with students every day and have an enormous impact on students' experience with education. We offer these resources to assist you in ensuring that all students have equal access to the educational opportunities here at Southern Oregon University.
Training for Inclusive DesignThis free MOOC provides instruction and strategies to support you in developing a course that is inclusive to students with a wide range of abilities, including students with disabilities. It covers effective practices to increase inclusion and avoid some of the common accessibility issues that can arise in an online course. Even though it's designed for online courses, many of the skills and principles apply to face to face instruction as well. Highly recommended.
This statement should appear in 12 font or larger on every syllabus for every class. Include reading it aloud in your introductory session:
SOU Academic Support/Disability Resources
To support students with disabilities in acquiring accessible books and materials, and in planning their study and time management strategies, SOU requires all professors to include information regarding Academic Support and Disability Resources on course syllabi. It is the policy of Southern Oregon University that no otherwise qualified person shall, solely by reason of disability, be denied access to, participation in, or benefits of any service, program, or activity operated by the University. Qualified persons shall receive reasonable accommodation/ modification needed to ensure equal access to employment, educational opportunities, programs, and activities in the most appropriate, integrated setting, except when such accommodation creates undue hardship on the part of the provider. These policies comply with Section 504 of the Rehabilitation Act of 1974, the Americans with Disabilities Act of 1990, and other applicable federal and state regulations that prohibit discrimination on the basis of disability.
If you are in need of support because of a documented disability (whether it be learning, mobility, psychiatric, health-related, or sensory) you may be eligible for academic or other accommodations through Disability Resources. See the Disability Resources webpage for more information or to schedule an appointment. If you are already working with Disability Resources, make sure to request your accommodations for this course as quickly as possible to ensure that you have the best possible access.
Students with disabilities are protected from discrimination and ensured equal access to all aspects of college life by two specific federal mandates; Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 , as amended.
Section 504 of the Rehabilitation Act
“No otherwise qualified individual with a disability in the United States…shall, solely by reason of his or her disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”
Title II of the ADA
“A public entity shall make reasonable modifications in policies or procedures when the modifications are necessary to avoid discrimination on the basis of disability, unless the public entity can demonstrate that making the modifications would fundamentally alter the nature of the service, program, or activity.”
The responsibility of ensuring equal access and non-discrimination is the responsibility of the University as a whole. Disability Resources, the ADA Compliance Officer, individual faculty, Facilities, and other staff all have specific rights and responsibilities in that process.
Referring Students to Disability Resources
What do I look for?
If you observe that a student in your class is struggling, and believe that the student may be impacted by a disability, you may wish to discuss this with them.
Keep in mind that discussing disability, even a potential of a disability, may be a very sensitive subject. Choose a time and place for the discussion that protects the student's right to privacy.
How do I discuss this with the student?
Describe to the student the difficulties you observe. Then ask something like "Is there anything you can tell me about yourself which will help me in working with you?" That often gets a student with a known disability to disclose. It may also result in some useful suggestions, whether or not the student knows they have a disability.
What if the student does not disclose a disability? What other resources are available?If the student does not disclose a disability, you may wish to include an explanation of how to contact Disability Resources along with other resources that may assist the student, such as math tutoring , academic advising, mental health counseling, financial aid, or one of the Resource Centers (WRC, QRC, CRC).
If you have questions about how to do this, or working with a student who has disclosed a disability, please feel free to call Disability Resources at 541-552-6213, or to email us .
General Points for Faculty
Provide accommodations in collaboration with the student and Disability Resources.
Disability Resources is the designated campus office to provide appropriate accommodations and auxiliary aids for students with disabilities.
However, in order for most accommodations to occur, faculty, students, and Disability Resources staff must collaborate, communicate, and follow through on commitments in a timely fashion.
Generally, Disability Resources and faculty have seven days to implement accommodations from the time of request, though good faith efforts to provide accommodation should be made if the request has less notice than seven days.
Work with Disability Resources to provide students alternate format materials, i.e. textbooks, handouts, etc., in a timely manner.
Students need to get materials at the same time as their peers. Therefore, it is critical that you inform the bookstore about the textbooks you plan to order by requested deadlines.
Inform Disability Resources about all other print, audio, or video materials as soon as you are requested to do so either by a student or Disability Resources. Provision of alternate format materials can take up to six weeks for textbooks or videos, or a week for shorter materials. See Alternate Format Requests.
Do not feel obligated to provide accommodations if a student with a known disability has not requested them.
In other words, you are not expected to guess or predetermine what a student may need. Students have the right to choose not to use accommodations.
On the other hand, if a student asks retroactively to fix a problem because he/she has failed to use accommodations, you are not under any obligation to do so.
Do not provide accommodations to a student who does not provide you with an Accommodation Request letter.
Not all students with disabilities are registered with Disability Resources. This office is the only office designated to review documentation of a disability and determine eligibility for specific accommodations for students.
If a request for an accommodation is questionable or seems unreasonable, provide the accommodation and consult with the Director of Disability Resources.
Outside of specific accommodations, treat students with disabilities as you would any other student.
Uphold the essential components and academic standards of your course. Expect quality work.
If you have flexible arrangements for deadlines, test makeups, etc., for other students, allow these for students with disabilities. However, you do not need to allow them solely because a student has a disability unless specifically designated on the Accommodation Request letter.
Basics on document Accessibility
Procedures and Information About Specific Accommodations
Accommodated Testing : One of our most common accommodations because it is applicable to so many different types of disabilities.
Accommodated testing provides students with:
- extended time (generally time and a half or double time)
- a reduced-distraction environment
- necessary assistive technology
- and/or scribing and reading services.
Instructors must provide students using accommodated testing services with a Testing Contract. Once you receive a faculty accommodation letter informing you of student accommodations, scroll down to an outlined box which provides a link to click on to enter ONE testing contract per class (AIMS will automatically copy your testing contract to all DR students in your class).
Students can schedule exams without a testing contract in place. When they schedule, you'll receive an email that includes a link to enter a testing contract if you did not enter one earlier. If you do not enter a contract within 24 hours, a default contract will be entered for you. Once this happens, you will have to contact the Disability Support Specialist to make changes (541-552-6213, opt.2).
Pop quizzes are also covered by testing accommodations.
Memory Prompts on exams: Some disability impacts can be appropriately minimized by instructor-approved memory prompts on exams and quizzes.
Notetaking Services : We provide notes through three mechanisms
- An online notetaking service, NTE (Note Taking Express)
Students record lectures and upload them to the NTE website to receive typed notes.
- Instructor notes provided on Moodle for all students, and (if unable to provide in one of those two ways)
- Instructor notes provided only to the student needing this accommodation.
We no longer use student notetakers in the classroom.
Alternate Format Materials
Alternate Format Materials : We provide a number of different alternate formats to suit the needs of the student, from Braille and large print to audio texts to captioned media.
We do also work closely with faculty for students who need more specialized formats (such as Braille).
Accommodation Request letters
Accommodation Request letters: The Accommodation Request letter is an email that verifies that the student has a documented disability and is eligible for specific accommodations to ensure equal access.
Accessible Online Education
Accessible Online Education : Online classes and hybrid classes often have different accessibility issues than in-person classes. This page provides you with information about how to make your courses accessible, minimizing or eliminating the need for specific accommodations.
Reasonable Flexibility for Attendance or Deadlines
Students are expected and encouraged to attend class. Faculty have the right to establish attendance policies.
However, if a student has a disability that may occasionally impact their ability to attend class and/or complete assignments and tests at the scheduled time, reasonable flexibility in attendance or deadlines should be considered.
DR has put together some flexible attendance guidelines to assist students and faculty with this process.
Specialized Seating or Classroom Accommodations
Specialized Seating or Classroom Accommodations : Some students require different seating arrangements than the standard student desk, and the slope of our campus creates barriers for students with specific disabilities.
We occasionally have to move classes from their originally scheduled locations to make these classes accessible.
Service Animals : A service animal means any dog that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability. Except in rare circumstances, service animals are allowed in classes and other areas of campus. Service animals must be under control at all times.
Emotional support animals, comfort animals, and therapy dogs are NOT service animals and are NOT allowed in any buildings on campus other than student housing. In rare cases, an emotional support animal may be allowed in the classroom as a specific accommodation. If that is the case, you would be notified on the Accommodation Letter.
Resources for Working with Students with Specific Disabilities
- Factsheet for Working with Students with Blindness or Visual Impairments (Word document)
- Faculty Resources for Blindness: A list of resources compiled by the DO-IT Center at the University of Washington.
- Faculty Resources for Low Vision: A list of resources compiled by the DO-IT Center at the University of Washington.
- Instructor Letter for Student Using Sign Language Interpreters Letter from our Deaf & Hard of Hearing Services Coordinator when a student in your class is using sign language interpretation.
- Instructor Tips for working with students who are hard of hearing
- Factsheet for Working with Students with Deafness or Hearing Loss (Word document)
- Faculty Resources for Hearing Impairments: A list of resources compiled by the DO-IT Center at the University of Washington
- Factsheet for Working with Students with Mobility Impairments (Word document)
- Faculty Resources for Mobility Impairments A list of resources compiled by the DO-IT Center at the University of Washington
- Factsheet for Working with Students with Learning Disabilities (Word document)
- Understanding the Different Types of Learning Disabilities: A guide to the many varieties of learning disabilities, from the Learning Disabilities Association of America.
- How the ADA Applies to People with Psychiatric Disabilities: A summary with links to the Equal Employment Opportunity Commission's guidance on the application of the ADA to those with psychiatric disabilities.
- Reasonable Accommodations for People with Psychiatric Disabilities: An On-line Resource for Employers and Educators: A grant-funded site of practical information developed by the Center for Psychiatric Rehabilitation at Boston University
- Violence and Mental Illness: The Facts: The tragedy at Virginia Tech has raised both awareness and fear about mental illness. This factsheet from the U.S. Department of Health and Human Services lays to rest some of the misconceptions about violence and mental illness.
Asperger's and Other Autism Spectrum Disorders
Understanding Asperger Syndrome: A Professor's Guide : A 12-minute video released by the Organization for Autism Research, the video features two people with Asperger Syndrome, Michael John Carley from the Global Regional Ausperger Syndrome Project and Kiriana Cownesage, a doctoral student at NYU. Dr. Gerhardt also appears, providing information on "reasonable accommodations" in the college classroom. Highly recommended.
Study Abroad for Students with Disabilities
Text Conversion Services: Braille and other formats
Students with print disabilities (including vision or mobility impairments or some learning disabilities) are legally entitled to receive materials in an alternate format at the same time that their peers.
Disability Resources, in cooperation with faculty, can create these alternate format materials. There is no charge to the student or to the faculty to provide this conversion. See Alternate Format Requests.
Disability Resources handles the provision of alternate format textbooks directly with students; faculty involvement is generally limited to the timely ordering of materials through the SOU Bookstore or provision of originals for handouts and other curricular materials.
Students with print disabilities request alternate-format materials through Disability Resources. See Alternate Format Requests
Disability Resources contacts faculty directly and as far in advance as possible when syllabi, handouts, and other classroom materials will need to be converted to Braille or audio.
Faculty send original materials to Disability Resources. Electronic format is highly preferred; if hard copies are sent they must be as clean as possible to ensure a quick and accurate scan. Graphics, gray or written on copy, and skewed pages all affect the speed and accuracy of our scans. Please note timelines below.
Disability Resources does conversion and provides materials in the student’s needed format to faculty.
Faculty distribute alternate format materials to student when using original material with class.
Disability Resources will contact faculty as far in advance of the term as possible; generally this will be 3-4 weeks prior to the beginning of classes. While we often can and do produce materials faster, times of high demand (such as the first week of the term) or low staffing (such as summer) significantly affect our ability to do so.
Electronic text (few or no graphics) up to 15 pages
2 business days
Electronic text (with graphics) 15-50 pages
Electronic text (with graphics) 50 pages +
Hard copy (clean, few or no graphics) up to 15 pages
2 business days
Hard copy (clean, few or no graphics) 15-50 pages
Hard copy (gray copy and/or with graphics) up to 15 pages
7 business days
Hard copy (gray copy and/or with graphics) 15-50 pages
Hard copy (gray copy and/or with graphics) 50 pages+