Some students with disabilities use “academic accommodations” in order to equally access the academic information presented and/or produce evidence of learning or competence in their academic programs. It is often said that the use of accommodations “levels the playing field” for students with disabilities.

A “Disability Services Agreement” (DSA) letter is developed by the Disability Services Director with and for each student who has requested services and submitted the appropriate documentation. The DSA lists the recommended academic accommodations. Students must present this letter to their faculty as a means of verifying that they’ve worked with the Disability Services Office and are recognized by RIT as a student with a disability that is approved for the listed accommodations.

If a student requests accommodations from a faculty but does not produce a “Disability Services Agreement”, faculty should encourage the student to contact the Disability Services Office. Faculty are requested to not exempt the student from going through the proper procedures by making individual arrangements with students.

Faculty are expected to work with the student to determine how to put the listed accommodations into practice. Faculty are requested to:

• Read the DSA; accommodations and procefures are listed and explained.
• Have a conversation with the student about how to put the listed accommodations into practice. Ideally, this is student initiated. Students may not be comfortable discussing their accommodations in front of others; offer to speak with them privately or during office hours.
• Respect students' desire to keep their disability information confidential.
• Know that faculty are only obligated to provide the accommodations that are listed.
• Contact Susan Ackerman for more information. 475-6988

Some common academic accommodations and how to work with students who use them are as follows:

If a student needs extended time to complete tests and exams:
The student and faculty should discuss the logistics of where, when and how exams should take place; the student may require the use of the testing center, a proctored setting located in #01-2310, or the faculty may have another suitable arrangement. Please note that some students may require the use of the testing center if they need the services of a reader, scribe or use of a word processor. Some students may require the "distraction reduced" environment and will indicate this.

If a student needs the use of a basic, 4 function calculator:
The student should have access to a basic, 4 function calculator if it is listed on their DSA; this overrides department "no calculator" policies.

If a student needs the use of a"formula card" for tests and exams:
A “formula card” is a list of mathematical formulas to be used by the student during the test if the Instructor believes doing so will not fundamentally alter the objectives or essential requirements of the test or course. It is not a list of definitions and does not provide examples of use. The Instructor will approve the appropriateness of the content for each specific test prior to the test.
Rationale: Due to a disability, this student cannot consistently hold mathematical formulas in memory while completing calculations.

If a student needs extended time to complete assignments or projects:
At the initiation of the student, at the beginning of the quarter and when the assignment or project is announced, the student and faculty should arrive at a mutually acceptable plan for adjusted due dates when appropriate. These adjusted due dates should not interfere with the faculty's plan for review of material during class discussions or need for introduction of new materia.