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Date: August 27, 2013

To: Faculty and Instructors of XXXXXX, PSU ID#: 9 XXX XXXX

From: Michelle Strawley, M.S. Disability Service Coordinator

Re: Academic Adjustments for Spring Semester 2013

This Information is Confidential

XXXXXX has a documented disability and is registered with the Office for Disability Services (ODS). He/She is to receive reasonable academic adjustments according to the Americans with Disabilities Amendments Act, 2008 and the Rehabilitation Act, 1973. The Office for Disability Services recommends the following academic adjustments:

  • 50% extended time to take exams and quizzes in a separate location. The Administrative Council on Undergraduate Education implemented test procedures for students with disabilities in January 1996. The policy states that it is the responsibility of the faculty/instructors to provide academic adjustments for students who receive 50% more time and a separate room. When administering the exam or quiz, the student should be provided a quiet location (i.e. a location without interruptions or distractions such as ringing telephones or conversations taking place nearby) and a proctor (if desired). If needed, faculty/instructors are asked to contact the representative within their department who works with the Scheduling Department in order to reserve a test site. Other options include reserving space within a department, such as a conference room.
  • The use of a computer for writing intensive exams and quizzes with spell check. Disability Services will provide a computer and a proctor when student gives the DS Exam Coordinator four-days notice (work days only).
  • The use of assistive technology (Kurzweil) or a reader for exams/quizzes. Disability Services will provide a computer and a proctor/reader when student gives the DS Exam Coordinator four-days notice (work days only).
  • The ability to tape record lectures. 
  • Note taking assistance. Disability Services may contact you for assistance with regard to identifying a note taker for the course if extensive notes are not available (i.e., on-line, ANGEL, course website).

XXXXXX has been encouraged to discuss the academic adjustments listed above with you. After the necessary academic adjustments have been made, student should be graded according to the same standards used for other Penn State students. ODS welcomes your input and questions regarding this process. Please contact Michelle Strawley at mns136@psu.edu or 610-396-6410. Thank you for helping to make Penn State an accessible and an equitable place to obtain an education.

Student Signature: [sign here] Date: [enter date here]

Witness Signature: [sign here] Date: [enter date here]

Possible Accommodations:

  • 50% extended time to take exams and quizzes in a separate location. The Administrative Council on Undergraduate Education implemented test procedures for students with disabilities in January 1996. The policy states that it is the responsibility of the faculty/instructors to provide academic adjustments for students who receive 50% more time and a separate room. When administering the exam or quiz, the student should be provided a quiet location (i.e. a location without interruptions or distractions such as ringing telephones or conversations taking place nearby) and a proctor (if desired). If needed, faculty/instructors are asked to contact the representative within their department who works with the Scheduling Department in order to reserve a test site. Other options include reserving space within a department, such as a conference room.
  • Double time to take exams and quizzes. Disability Services will arrange a test location and provide a proctor when student gives the DS Exam Coordinator a four-day notice (week days only).
  • The use of a computer for writing intensive exams and quizzes with spell check. Disability Services will provide a computer and a proctor when student gives the DS Exam Coordinator four-days’ notice (work days only). 
  • The use of assistive technology (Kurzweil) or a reader for exams/quizzes. Disability Services will provide a computer and a proctor/reader when student gives the DS Exam Coordinator four-days’ notice (work days only).
  • Assistance with scantron forms or the permission to answer directly on the test form.
  • Exams and quizzes should be provided in large print (16-point font). 
  • Note taking assistance. Disability Services may contact you for assistance with regard to identifying a note taker for the course if extensive notes are not available (i.e., on-line, ANGEL, course website).
  • Permission to record lectures and/or use of a “smart pen.” Please see Policy AD40 Classroom Note-taking Services. This policy includes an exception to faculty prohibiting the use of tape-recording devices for students with accommodations required by Federal and State law.
  • Consideration with regard to absences: The symptoms related to student’s disability are variable and may increase during the course of the semester. His condition may make it difficult for him to attend class regularly. When student’s symptoms are exacerbated and he is unable to attend class it will be student’s responsibility to notify you. If you have an attendance policy (i.e., students may not miss more than three classes), your consideration is appreciated with regard to student and his disability.
  • Consideration with regard to deadline extensions: The symptoms related to student’s disability are unpredictable and may increase during the course of the semester. When student’s symptoms increase, he may need to request consideration for extension of deadlines. It will be student’s responsibility to contact you and make arrangements for these extensions.
  • Consideration for the rescheduling of exams: When student’s symptoms related to his disability increase he might need to reschedule an examination. It will be student’s responsibility to contact you and make arrangements to schedule an exam he is unable to take as scheduled.
  • Use of a sign language interpreter/captionist during class. 
  • Reserved front row seating. 
  • Closed captioned videos/films.
  • The following are additional considerations when working with students who have hearing impairments in the classroom:
    • Try to avoid standing with your back to a window or other light source.  
    • Repeat questions or comments made by other persons in the room.  
    • Avoid blocking areas of your mouth with hand or objects and face the student as often as possible.
  • Provide student enlarged copies of handouts, overheads and power point presentations prior to the start of class. Electronic format would be preferred.
  • The opportunity to ask for clarification and rephrasing of questions and directions.