Suggested Do’s and Don’ts
- Ask questions if you don’t understand something or are not sure how to proceed
- Implement the accommodations listed in the accommodation letter, which have been determined to be appropriate. This may include asking class members to volunteer to take notes or providing copies of exams to the Accessibility & Disability Services Coordinator in order for a student to take the examination under alternate circumstances, such as extended time, using a scribe or Braille, etc.
- Treat students with disabilities with the same courtesies you would afford to other students.
- Respect the privacy of students with disabilities. They need not disclose their disability to fellow students. While they must disclose their disability to this department in order to access accommodations, this does not require disclosure to everyone. Treat disability information, which has been disclosed to you as confidential.
- Raise appropriate questions. Questions may lead to the university’s addressing certain types of requests more consistently and more thoroughly in the future.
- Assist students in following procedures.
- Engage in philosophical debates about “fairness” to other, nondisabled students, or whether providing accommodations somehow violates your academic freedom. These arguments are unavailing for several reasons. First, philosophical debates about whether and how equal educational opportunities are provided to students with disabilities are legally meaningless. Congress has determined how we as a society should address equal access to education by passing federal civil rights statutes protecting the rights of persons with disabilities, without adversely impacting those without disabilities. Congress has been joined in this effort by most state legislatures as well. Second, academic freedom is not preemptive of federal civil rights statutes.
- Decide not to provide the academic adjustments, which have been approved by the DRO. You may subject the university and yourself to liability.
- Leave a student adrift without accommodations. If no volunteers are willing to take notes in a class, for example, make sure the Accessibility Coordinator is aware.
- Refuse to permit students to tape record lectures as an accommodation. Any general policy which might permit instructors to refuse the use of tape recorders, without providing for their use by students with disabilities, are legally insufficient.
- Refuse to provide copies of handouts, or orally describe information written on the chalkboard, or face the class when referring to something written on the chalkboard, etc., if these accommodations have been determined to be appropriate for a student.
- Refuse to provide extended time for tests on the mistaken assumption that doing so would require that all students be given additional time.
- Refuse to provide accommodations until you have personally evaluated a student’s documentation of disability. Eligibility for services under the ADA is the job of the disability services personnel, not the faculty.
- Make assumptions about a student’s ability to work in a particular field. Most often, concerns that students may not be able to “cut it” are based on fears and assumptions, not facts, and can be seen as discrimination.
Adding Extra Time on Exams/Quizzes in Canvas
Creating Exams & Surveys in Canvas
Video Instructions on how to create an Exam and Survey in Canvas.
How to Extend Time for One or More Students for Exams in Canvas
Step-by-step instructions on how to provide extended time for exam/quizzes for one or more students. NOTE: Make sure to scroll down on the page to "Moderate Quiz" and "Moderate Quiz for Multiple Users" for adding extended time for more than one student at once.
How to use the Moderate Quiz Page after a Quiz has been Published
Step-by-step instructions on how to moderate a quiz for each student in your course once a quiz has been published.