Faculty Resources

Students with disabilities must be afforded an equal opportunity to participate in and benefit from all FHSU programs, services, and activities including academic, research, occupational training, housing, health insurance, counseling, financial aid, physical education, athletics, recreation, transportation, on-campus employment, etc. FHSU may not impose rules that have the effect of limiting their participation in an education program or activity (e.g. disallowing voice recorders in classrooms, guide dogs in buildings, etc.). The information below can help faculty understand their role in educating students with disabilities.

Student Responsibilities

Students with disabilities are responsible for informing the university, residential life, and faculty members, in particular, of disabilities that require accommodations in the educational process. Students with disabilities should first contact the Student Accessibility Services office to initiate the accommodation process.

Once the student has provided documentation of the disability that requires accommodations, the student and our staff will discuss accommodations that are appropriate. We will then send the student a letter via email which outlines appropriate classroom accommodations. It is the student's responsibility to disseminate the accommodation letter and request academic accommodations from their faculty member for their participation in the classroom. Students are also responsible for meeting with faculty and discussing any concerns that may arise.

Students should make accommodation requests in a timely manner so that faculty and Student Accessibility Services staff may plan for those accommodations.

Students with disabilities must maintain the same responsibility for their education as other students. These responsibilities include preserving the academic integrity of courses and behaving appropriately.

"Best Practices” When Supporting Students Who are Navigating a Disability

Create an atmosphere where students feel comfortable about coming forward to discuss any special needs they may have.
Demonstrate openness and willingness to help students by including a statement in your syllabus that encourages students to make an appointment to discuss accommodations.
Within the first few days of the semester, provide a verbal statement about academic accommodations and information on how students can connect with the Student Accessibility Services Office.
Do not ask students to send medical documentation directly to you. Instead, please encourage students to reach out to Student Accessibility Services and have them send official documentation directly to our office.
Do not ask the student to disclose what their disability or diagnosis is. If a student is registered with Student Accessibility Services, this confidential and private information has already been disclosed and officially documented through our office. Students are not required to disclose or share information about their disability or diagnosis with faculty or staff. Students can share this information with faculty or staff if they choose to do so.
Do provide the reasonable accommodations listed on the student’s official FHSU accommodation letter. If you have questions about a specific accommodation, please visit with our staff for more guidance and information on how to best support the student through the use of the accommodation.
Don’t make assumptions about a student’s disability or diagnosis. Disabilities can be both visible and invisible, seen and unseen. Please don’t challenge the legitimacy of a student’s disability or diagnosis.
Treat a student’s accommodation letter and their use of accommodations confidentially.
Contact our office with any questions or concerns. We are a confidential resource and always willing to help.
Review the sections below for additional information on supporting students with disabilities.

Faculty Resources - Working with the Student Accessibility Services Office
Faculty Resources - Advising Students with Disabilities
Faculty Resources - Accommodating Students with Disabilities

Faculty Resources - Working with the Student Accessibility Services Office

Creating a Comfortable Class Atmosphere / Statement for Syllabus

Due to the very personal and private nature of some disabilities, it may be extremely difficult for some students to identify themselves as having a disability. It is important that faculty create an atmosphere where students feel comfortable about coming forward to discuss any special needs they may have. Faculty can demonstrate openness and willingness to help students by including a statement on the syllabus that encourages students to make an appointment to discuss course accommodations. It is also helpful for faculty to announce their willingness to help with accommodations during the first class session.

The following statement is an example of what may be placed in the syllabus:

Special Learning Conditions/Accommodations:

Fort Hays State University, in accordance with The Americans With Disabilities Act, provides assistance and resources for students with disabilities. The Student Accessibility Services office is located within Health and Wellness Services in the Fischli-Wills Center for Student Success, Room 301, 785-628-4401. This is the appropriate office for students, faculty or staff to contact to verify and notify the University of a student's documented disability. After verification of a documented disability, the Student Accessibility Services office will initiate a request for services. Students should contact the instructor within the first two weeks of class if they require special accommodations for test taking, carrying out assignments, or any other need for assistance.

Since faculty, especially in large classes, cannot reasonably be expected to identify every disability that would pose a problem, this announcement makes it clear that the faculty member will welcome input from the affected student. A faculty member may also confer with the Student Accessibility Services office if they feel a student who has not yet identified him/herself as having a disability may require accommodations. Academic accommodations are not required unless the student follows policy and procedures and has notification sent to faculty by the Student Accessibility Services office.

Setting Up Accommodations

Requesting academic accommodations is the responsibility of the student. Students registered with Student Accessibility Services are sent their accommodation letter directly via email. It is then the student's responsibility to disseminate the accommodation letter and request academic accommodations from their faculty member for their participation in the classroom. This letter will outline appropriate classroom accommodations. Students are responsible for meeting with faculty and discussing any concerns that may arise. Please note that because many disabilities are invisible, students must provide documentation verifying them. This documentation is confidential and faculty members should not request to see it. The Student Accessibility Services office will verify that the student does have the claimed disability and will advise faculty on reasonable accommodations. Faculty should inform any teaching assistants they are supervising about this policy.

No disability requires a specific set of accommodations, and specific accommodations are not necessarily unique to certain disabilities. The law requires that reasonable accommodations be made. The letter from the Student Accessibility Services office will detail those accommodations that are reasonable for the particular student given his/her disability. Questions that arise regarding accommodating a student's disability should be discussed with the student and/or referred to the Student Accessibility Services office. Collaboration assures that faculty and students are comfortable with the modifications.

Evaluation of Course Work

When evaluating course work and assigning grades, the same standards should be applied for all students. Although examinations may need to be administered in different formats, students with disabilities are entitled to the same scholastic requirements as non-disabled students.

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Faculty Resources - Advising Students with Disabilities

Students with disabilities are assigned an academic advisor the same way all other university students are. Each student with a disability is required to meet with the Accessibility Services office after registering for the semester in order to determine accommodations for the semester. Advisors may also refer the student to the Student Accessibility Services office prior to registration for consultation. Advisors are encouraged to contact the Student Accessibility Services office for any information that is pertinent to the advising process.

If the student informs the advisor of a disability, the advisor should encourage the student to contact the Student Accessibility Services office, if the student has not already done so; however, the advisor may notify the office. The Student Accessibility Services office will encourage students to inform advisors of their disability and will send pertinent information to the advisor. If students are unable to participate in the regular registration procedure, the Student Accessibility Services office will make arrangements with the Registrar for these students. The Student Accessibility Services office will also assist students who require accessible classrooms or special furniture/equipment.

Concerns that the student and advisor might discuss include a reduced class-load, special scheduling of classes in order to get from one area of the campus to another, and scheduling classes at times of the day which take into account the student's physical needs (e.g., fatigue, medical schedule, and meals).

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Faculty Resources - Accommodating Students with Disabilities

Below are suggestions for accommodating students with disabilities:

Visual Impairments:

Provide large print handouts and exams
Seat the low vision student in the front row and face the class when speaking
Verbalize all information written on the chalkboard
Access to a computer equipped to enlarge screen characters and images
Encourage taping of lectures

Learning Disabilities:

Provide a detailed syllabus or clearly convey course expectations at the beginning of the course
Read the syllabus aloud to the entire class
Give extended time for class work when appropriate
Assist in securing a good note taker following a request for one
Use a variety of visual and auditory methods to present information

Mobility Impairments:

Arrange for a change in the classroom or building, if inaccessible
Be aware that absence and lateness may be unavoidable due to exacerbation of the disability
Integrate students in the class; avoid placing them in the doorway, or the back of the room
Assist the student in finding a volunteer note taker for classroom lecture notes
Allow for class assignments to be made available in electronic format

Hearing Impairments:

Use visual aids and the dry erase/chalk board to reinforce spoken presentations when possible
When possible, provide the student with class outlines, lecture notes, & lists of new terms
Communicate with the student in writing when conveying important information
Assist the student in finding a volunteer note taker for classroom lecture notes
In general, try to avoid movements such as pacing and turning your back to the class