Below are some Frequently Asked Questions regarding policies and procedures of Student Accessibility Services.
By law, and by policy, the college is committed to providing equal access for all qualified individuals to its programs and educational opportunities. The need for physical access (elevators, ramps, etc.) is obvious to most of us, but access needs also include the curriculum itself and measures of evaluation. Academic adjustments may include special seating, testing accommodations, use of adaptive technology, or presentation of course materials in alternate formats. The college has designated Megan Riedl, Director of Student Accessibility Services (SAS), to identify appropriate academic adjustments and to coordinate the provision of these services.
As an instructor for the college, your obligation is to provide access within your classroom and curriculum to students with disabilities. Access does not mean “special treatment”, but rather ensuring that students with disability have fair and equal opportunities for higher learning.
We encourage you to include information on disability services in your course syllabi. Please feel free to use the following statement:
DISABILITY ACCESS AND INCLUSION: SUNY Canton makes reasonable academic adjustments for qualified students with documented disabilities. If you have a learning disability, a chronic illness, physical or mental health disability that may have some impact on your work for this class and for which you may need accommodations, please notify Student Accessibility Services in Miller Campus Center 235, or by telephone at 315-386-7392.
Ask the student if he or she has been in contact with Student Accessibility Services. If not, refer the student. You should not personally collect and/or maintain any disability documentation, nor should you make a determination as to the existence of a disability or the reasonableness of a request without consultation.
The student must provide Student Accessibility Services (SAS) appropriate documentation identifying the disability and the limitations relating to learning. An accommodation plan is then developed between the student and SAS. Appropriate classroom, testing and other academic adjustments are identified and emailed to the faculty. You are entitled to reasonable notice of any requested academic adjustment. We encourage you and the student to discuss the particulars of the request.
Students seeking testing accommodations are required to fill out the Exam/Quiz Scheduling form at least three days in advance of the exam. An email will be sent to faculty when a student uses this form. For the full testing accommodations policy, please see Guidelines for Alternative Testing.
As a professor you are responsible for providing students with the required reading material well in advance of the start of class, a time period that students with disabilities may need so they can get materials in the proper format. It is important that the Textbook Center received textbooks adoptions on time so that SAS can provide alternate format texts in a timely matter.
Tests will be administered during office hours, Monday – Friday 8:00am-4:30pm. Faculty are responsible for bringing a copy of the test or quiz to SAS at least 24 hours before the testing time. Please bring a test for all students with testing accommodations, regardless if you’ve received a confirmation email.
Tests and quizzes can be hand delivered to SAS in Miller Campus Center 235, or delivered by email to firstname.lastname@example.org.
SAS prefers emailed exams. Faculty are required to pick up their exams at SAS in person during office hours. If the faculty cannot do this, they are responsible to arrange another method of pickup.
For “pop” quizzes: Faculty should email or deliver the quiz to SAS as they would a regularly scheduled exam. Students in that course should be instructed to check with SAS 15 minutes before every class to see if there is a quiz. If “pop” quizzes aren’t a regular occurrence, SAS will contact the student 15 minutes before class to have them come to take the quiz.
You are required to provide extra time for students that are granted testing accommodations. The students will email you to introduce themselves and to request the extended time. They do not have to email before every quiz or exam. If you are unsure how to adjust the time limits on quizzes or exams, please reach out to Online Learning.
You may have to make an adjustment in your structure or policies, so as to not discriminate against the student because of the disability. However, while the need for academic adjustment in a particular case is not negotiable, there are often alternate ways to provide the accommodation. Academic adjustment must be sensitive to the fundamental structure and objectives of your course. If you believe that a requested adjustment will so alter your course, immediately consult with the Director of Student Accessibility Services. What constitutes a reasonable request in one course, or even section of a course, may not be reasonable in another.
Feel free in all cases to discuss methods of accommodation with the student and with the Director.
Let us help you create the best possible learning environment for both you and your students.
If I give the entire class double time for a quiz, does that count as extended time for a student with testing accommodations?
No. Extended time, either time and a half or double time, is calculated by how much time the class a whole is allotted. If you create a 20 minute quiz, but allow the class 40 minutes, a student with double time will receive 80 minutes for that quiz. If you would like to incorporate Universal Design for Learning into your course, consider other untimed assessments.
Note taking accommodations are often an appropriate academic adjustment for students who cannot physically or cognitively take notes. Sometimes, SAS hires a student to be a note taker for the student with the academic need. Other times, students are allowed to record the lecture, in order to review and take notes at their own pace. Classrooms are public forums. If the information shared is deemed to be that proprietary that the information should not be preserved, it should not be preserved in any format, i.e., if the rest of the students are allowed to use a pen, this student should be allowed to use a recorder. The instructor has the responsibility of managing proprietary information in a public forum, so he/she would have to instruct all students to lay down their writing utensils and turn off their recorders if they don’t want the material preserved.
SAS has digital voice recorders to lend students, or they may use a Smart Pen. Students are discouraged from using their phone as a recording device.
Accessibility of course materials is the responsibility of the faculty. Faculty using 3rd party materials must check that they are accessible. SAS and Online Learning can assist faculty in captioning or other material conversions.
Student Accessibility Services
34 Cornell Drive
Canton, NY 13617
Miller Campus Center 235