Faculty Guide to Accommodating Students with Disabilities
Faculty and the Accessibility Office (TAO) work in partnership to provide equal access to students with disabilities. Assuring equal access in education is everyone's responsibility, and TAO provides support to faculty in providing access that not only meets legal and compliance standards, but supports all students in their pursuit of an education at Bucks
Please see the attached document for additional information:
Past In Service Presentations
Understanding ADA and FERPA 2024
Adaptive Technologies Demonstration 2024
Neurodiversity in a Classroom 23
About the Accessibility Office (TAO)
TAO is committed to providing equal access to individuals with disabilities in accordance with Section 504 of the Rehabilitation Act of 1973, The ADA of 1990 and the ADA amended. The College will provide reasonable accommodations unless doing so will fundamentally alter the nature of the service or program or pose an undue administrative or financial burden. The Accessibility office provides services that promote independence and inclusion in all areas of a student's college experience.
TAO serves students with various disabilities including students with learning, cognitive, psychological, medical, physical, and other health-related impairments. Regardless of the number of students who seek support and accommodations, Bucks values is a diverse and neurodiverse community of learners, and TAO promotes a culture of inclusion designed to universally support everyone.
For students with documented disabilities, accommodations are determined on an individual basis and are determined by understanding the functional limitations within the context of the environment.
Eligibility of Services and Accommodations
Students who are eligible for accommodations begin the process by completing an intake and providing comprehensive documentation from a qualifying medical professional. Documentation must include (1) a diagnosis, (2) functional limitations, and (3) recommendations for accommodations/support. Students with learning disabilities (reading, processing) submit neuropsychological evaluations that include diagnostic tests. Documentation must show a direct link between the functional limitations and the accommodation requested.
Faculty Memos (Accommodation Letters)
Faculty Memos list the student's accommodations, but not the nature of the student’s disability.
Students are responsible for distributing their Faculty Memo and initiating contact with instructors and discussing the implementation, reasonableness of accommodations according to course design and other factors.
Instructors may also initiate contact with the student once the memo is received. Instructors should not provide accommodations without receiving notification from TAO via a Faculty Memo.
- Accommodations do not compromise the essential elements of a course or curriculum. Accommodations provide an alternative way to accomplish the course requirements by reducing disability-related barriers.
Faculty Roles and Responsibilities
With an increasing number of students registering for accommodations, it’s critical for instructors to know their role and responsibility in supporting students in the process of providing accommodations.
From the Office of Civil Rights (OCR)
“OCR enforces Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act (Title II), which prohibit discrimination on the basis of disability. Every school district and nearly every institution of postsecondary education in the United States is subject to Section 504 or Title II. Entities covered by these civil rights laws have an obligation to comply with legal requirements and to carry out their programs and activities in a manner that does not discriminate on the basis of disability.
Institutions of postsecondary education must provide an appropriate academic adjustment based on students’ disabilities and individual needs when necessary to avoid discrimination. In providing an academic adjustment, a postsecondary institution does not have to eliminate or lower essential requirements or make modifications that would result in a fundamental alteration of the programs or activities being offered or impose an undue burden on the institution.”
Faculty Roles
- Make Reasonable Accommodations
- Provide Access to Classroom & Materials
- Maintain Confidentiality
In certain situations, reasonable accommodations may require modification of standard classroom approaches without lowering course expectations or standards. The following are examples of accommodations that may be necessary to ensure equal access to education:
- Provide alternative ways to fulfill course requirements when reasonable.
- Allow technology such as recorders, electronic devices in the classroom.
- Consider alternate ways of assessing students
Faculty Rights
Faculty Members have the right to:
- Maintain and uphold the academic standards of their course
- Determine course content and how it will be taught
- Confirm a student’s request for accommodations and ask for clarification about a specific accommodation with TAO
- Deny a request for an accommodation if the student has not been approved for such accommodation
- Distribute grades appropriate to the level of the student’s demonstration of mastery of material
- Fail a student who does not perform to passing standards
Faculty members do not have the right to:
- Refuse to provide an approved accommodation for a documented disability
- Challenge the legitimacy of a student’s disability
- Review a student’s documentation, including diagnostic data
Faculty Responsibilities
Faculty members have the responsibility to:
- Be aware of appliable laws governing higher education
- Refer students to appropriate resources
- Provide requested accommodations and academic adjustments to students who have documented disabilities in a timely manner
- Maintain appropriate confidentiality of records except when disclosure is required by law or authorized by the student
- Provide handouts, videos and other course materials in accessible formats, regardless of whether there are any students in the class who qualify for accommodations.
- Evaluate students based on their abilities rather than their disabilities
- Submit a failing grade if a student is not meeting course standards and outcomes
Confidentiality of Disability-Related Information
Bucks cannot provide information about a student’s academic record unless the student signs a release of information. Student information, including disability, can only be shared on a need-to-know educational basis. Students may choose to discuss their disability with faculty, but faculty should not ask specific questions about the nature of the student’s disability. Faculty are encouraged to speak to TAO for clarification or questions.
Confidentiality Tips for Faculty
- Be careful not to discuss a student's disability or accommodations in the presence of other students -- or refer to a student's disability or accommodations in the presence of other staff or faculty who do not have an “educational need to know.”
- Please do not request specific information about a student’s disability or to request a letter from the student’s medical provider. The Faculty Memo is all that is needed to justify the needed accommodations.
- If a student tries to provide you with disability documentation (letter from physician, IEP, or other disability-related evaluations), do not accept it. Refer the student to the Accessibility Office to begin the appropriate process of receiving accommodations.
- Be careful not to inadvertently disclose an accommodation or "out" a student when providing instruction to your class.
- Be careful not send emails containing student names with disability information in the subject line.
Communicating with Students About Accommodations
Effective communication between faculty, students, and TAO staff plays a crucial role in appropriately providing accommodations. Students who are registered with TAO and have been approved for accommodations will directly email their Faculty Memo to you. This process is driven by the student. Students will need to set up a private appointment with you to discuss their academic needs. It is important that you take the time to review the Faculty Memo, discuss the student’s needs, and determine how you will provide the approved accommodations in your class. Retain a copy of all current students’ Faculty Memos for your records.
Tips for Effective Communication
- Give students the opportunity to privately discuss with you their need for accommodations. If a student catches you in a space that does not allow for a confidential conversation, suggest that you meet in your office, in an empty classroom, or remotely. It is okay to schedule an appointment to meet at a better time or location/platform.
- Encourage students to discuss their strengths and weaknesses as they relate to your course. Students are not required to disclose their disability and by law you are not permitted to ask.
- Remember that each student is an individual and different disabilities create different circumstances. Even among those with the same disability, an accommodation that works for one student may not for another.
- Most reasonable accommodations are easy to arrange. Discuss with your students how you will implement their accommodations (how, when, where). Invite the student to make suggestions based on their experiences in other courses.
- Keep in mind that some students are self-advocating for the very first time. Please be patient and helpful as the student explains their need for accommodations.
Please call TAO if you have questions or need assistance in providing accommodations for a student.
Common Academic Accommodations
Test Accommodations
The most commonly used accommodations are those associated with taking tests. Test accommodations are adjustments to testing conditions for students with hearing, visual, motor limitations, or those who have learning, cognitive, medical, or psychological disabilities that significantly affect the ability to demonstrate their mastery of course material under normal testing conditions. Test accommodations may include:
- Extended Test Time
- Distraction-Reduced Testing Environment
- No Scantrons (allow student to write on test)
- Test Reader
- Test Scribe
- Use of a Computer for Tests
As a faculty member, you should discuss testing accommodation needs with the student and decide how you will provide or implement the approved accommodations. Students with disabilities are typically best served by accommodation(s) provided in the most integrated setting possible. Consider whether you are able to provide the accommodation(s) requested in your classroom, office, or within your department.
If you determine that you are unable to provide testing accommodations because of logistical problems (for example, there is no quiet room available or you cannot provide a test reader), the student may arrange to take the test at the Testing Center in the Rollins Building. Proctors can also be made available at the Lower and Upper Bucks Campuses upon request. The Testing Center can provide extended test time, distraction-reduced testing environment, and computers for testing, all in an environment that is constantly proctored by Testing Center staff. The student is responsible to contact TAO to arrange for Readers/Scribes at least 10 business days prior to the exam. Using this service requires some advanced planning for both you and the student.
Reader Accommodation
Students who are approved for the “Assistive Technology: Reader/assistive technology to read exams/quizzes and in-class writing assignments” accommodation must have their exam provided in an accessible electronic format that can be read aloud utilizing a screen reader, such as JAWs. Please be aware, it is the responsibility of course professors to ensure quizzes/exams are accessible. If you would like additional information/resources on how to check a document’s accessibility, please visit the Faculty Liaison Page at Libguides for specific guides and videos.
STEM Courses
Electronic readers/screen readers will not accurately read the equations, formulas, or mathematical/scientific notation; therefore, the testing center will utilize a human reader for these exams.
If sending the testing center an exam with complex formulas, equations, and/or scientific terms, you must send a copy of the exam of how to phonetically pronounce the questions on the exam to the student to ensure accuracy.
For example, if the following equation is on an exam:
X ^ 2 - X – 6 = (X-3) (X + 2)
The equation should be written out as the following: Ex squared minus ex minus six equals open bracket ex minus three close bracket, open bracket ex plus two close bracket.
Accessible Materials
Students with physical, sensory, and/or cognitive disabilities often require instructional materials in alternate/accessible formats that are compatible with the student's limitations. The instructional materials that you procure, develop, maintain, and use in your classroom should provide the same or similar functionality, experience, and information access for students with disabilities as it provides for students without disabilities. When creating content, there are a few basic steps to follow to ensure your content is accessible. These steps are the same regardless of whether your document is in HTML, Microsoft Word, Adobe PDF, or another format:
Use Headings
Heading structure helps visually impaired students understand how documents are organized. Additionally, students who use screen readers can jump between headings to navigate a document more efficiently. This is similar to a student without a visual impairment skimming a document. Be aware that increasing font size or using boldface does not make text a heading. In order to convert text to a heading in Microsoft Word, you must use the built-in Heading Styles like “Heading 1” and “Heading 2” available under the Styles section in the Home tab.
Use Lists
Lists should be created using built-in tools for ordered (numbered) and unordered (bulleted) lists. Without using these tools, content is more difficult for screen reader users to organize and understand.
Use Meaningful Hyperlink Text
When inserting hyperlinks, use words and phrases that convey information about the destination of the link. Screen readers can jump from link to link, skipping content in between, and will often sort links in order of appearance or alphabetically. Avoid using phrases such as “click here” and “more,” and instead use language that will help the student find and organize the content needed, like article titles or a description of the link.
Add Alternate Text to All Images
Alternate text (Alt Text) provides a description of any images or graphics used in your documents or materials. In most versions of Word, you can enter alternate text by right-clicking on the image and selecting “Edit Alt Text.” Enter content and/or function information about the image in the description.
Identify Document Language
Set default language for the document. Screen readers use the document’s language setting to determine pronunciation of the words. Different language settings can be utilized for passages within the document.
Use Tables Wisely
Tables present information in a grid or matrix and have columns or rows that show the meaning of the information in the grid. Sighted students can visually scan a table and fairly quickly make visual associations between data in the table and their appropriate row and/or column headers. Visually impaired students who cannot see the table cannot make these same visual associations, so proper markup must be used to ensure association between elements within the table. When the proper markup is in place, students who use screen readers can navigate through data tables one cell at a time and will hear the column and row headers spoken aloud. Consider simplifying complex tables by breaking them into multiple tables.
Use the Accessibility Checker
Microsoft products and Adobe Acrobat Pro have a built-in accessibility checker that can help the document author test the overall accessibility of the document.
Instructional and Classroom Materials
Faculty should ensure that all instructional materials are available in accessible format. These materials should be prepared and provided to students with disabilities at the same time that the rest of the class receives their materials.
Print Handouts
All handouts should be formatted so that they can be provided in electronic or enlarged font format. Please remember to include descriptions of any visual content including tables, graphics, photos, and artwork. Some students will be utilizing a screen reader (text to speech technology). If you are preparing your documents in a PDF, make sure they are accessible so they can be read by a screen reader. The College maintains a license for Adobe Acrobat which can assist with converting documents to ensure accessibility. Contact the IT Helpdesk for assistance with Adobe Acrobat.
PowerPoint Presentations
In addition to creating your PowerPoint presentations using the Basic Accessibility Guidelines found earlier on this page, please follow these suggestions:
- Avoid inserting additional textboxes. Instead, use the built-in slide layout templates, which are designed to ensure the reading order of the slide content is consistent for both sighted students and those who use screen readers.
- Screen readers read the elements of the slide in the order in which they were added to the slide, which may be different than the order in which they appear visually. Check the reading order by going to the “Arrange” button of the Home tab and clicking “Selection Pane”. From this pane, you can drag and drop to adjust the reading order of the contents of the slide.
- Ensure that color is not the only means of conveying information, as visually impaired and colorblind students may miss certain content. Consider using boldface or choose larger font size for headings.
- Use sufficient contrast for text and background colors. White and black color schemes are easier for those students with color blindness.
- Use a sans serif font such as Arial or Calibri with a minimum point size of 18. Avoid excessive use of italics and underline. Ensure your slides have ample white space between sentences and paragraphs.
- Give every slide a unique title. Students with disabilities rely on slide titles to navigate and scan through a list of slide titles.
- Ensure that any videos imbedded in your PowerPoint are accessible to visually impaired and deaf students (see video section below).
- Run the accessibility checker and repair any issues found in the report. The tool can be accessed in the Review tab and click the drop-down menu arrow next to the Check Accessibility button.
Videos and Movies
Videos and movies shown in class or assigned as homework must have captions, subtitles and/or a descriptive transcript. Rohrbach Library provides access to three streaming services where closed captioned (or transcripted) films can be found: Films on Demand, Kanopy, and Ambrose. Videos that cannot be found with captions/transcripts may be transcribed manually or using speech to text software. It is important to carefully proofread any automated conversions. Videos can also be professionally captioned/transcribed with your department chair’s approval and funding.
Artwork, Photographs, and Other Visual Materials
All visual materials should have descriptions available for visually impaired students that include:
- Details about the picture/artwork: Who created it? When, where and why was it created? What is the background story attached to it, if any? How large and in which format is it? For paintings: What techniques have been used?
- Iconographical and iconological description: What is depicted? What is in the middle, at the top, at the bottom, on the left and on the right? From which angle is the picture taken? Are there remarkable compositional features?
- What impression does the picture make on the describer? Here personal impressions should not overbalance more objective features.
Websites
Faculty are encouraged to use Canvas and/or T4 for instructional materials, as these platforms are supported by the College and meet accessibility guidelines. If you create a website for your students, or use another platform, you must ensure that it meets all web content accessibility guidelines (WCAG). These guidelines can be found on the Web Accessibility Initiative website: W3C.
Publisher/Commercial Website and Materials
Publishers often provide additional materials such as PowerPoint presentations, test banks, videos, E-books, and other multimedia materials. Instructional content provided by a publisher is no different than faculty-created content in terms of accessibility requirements. It is the responsibility of the faculty to ensure that all content provided to students is accessible. It is essential that faculty thoroughly check the accessibility of any instructional materials before adopting them for courses. Work closely with any student who uses screen reader technology or is limited to keyboard navigation to ensure they have access to all instructional materials. In cases where full accessibly is not possible, consider equivalent alternative assignments and readings for these students.
- Are the videos captioned and audio recordings transcribed? If they are not, ask the publishing representative if they would provide a captioned version in a timely manner if a student needed them.
- Can all of the text that is displayed on the screen be read aloud by a screen reader? Screen readers only read real text. They cannot read images of text or text embedded in Flash animations/movies/simulations.
- How accessible are the E-books? Check to see if you can find a Document Accessibility Profile (DAP) on the E -book. The goal of DAP is to make it easy to find and use accessibility information for electronic textbooks and other documents.
- Can all interactive elements (media players, quizzes, flashcards, etc.) be completed by keyboard alone (no mouse required)? It is required that any interactive elements provided by the publisher be operable by a keyboard alone. For example: An interactive exercise that requires dragging and dropping is not keyboard accessible, unless there is a keystroke alternative for dragging and dropping.
- Is there any documentation available (VPAT or White Paper, for example) that confirms accessibility or usability testing results? A VPAT is a Voluntary Product Accessibility Template used by many organizations to report the level of accessibility of their software products. Don't just take the publisher’s word for how accessible they are, especially if they do not have a VPAT or any research that confirms the accessibility of their product.
- If any of the answers to the questions above are "No," you should consider using a different publisher or find alternative resources.
Alternate Textbook Materials
Alternative textbooks are an accommodation for students with visual limitations, learning disabilities, or other cognitive or physical limitations that significantly affect the ability to read and/or comprehend print material. Students may request assistance from TAO to secure alternative format textbooks. To the extent possible, please select class materials that can be purchased in an accessible or electronic format, including those available with inclusive access.
ASL Interpreters/Captioning Services
ASL Interpreters and captioning services are accommodations approved for students who are deaf or hard of hearing in order to provide equal access to lecture content. TAO contracts with an outside vendor to provide these services.
Formula Sheet for Exams
A formula sheet is a memory aid which may be approved for use during exams by students with significant memory processing deficits and/or specific math disabilities. A formula sheet is meant to aid the student in triggering the recall of information stored in their long-term memory. A formula sheet is not meant to provide a student with answers to exam questions. Any information that is to be remembered as part of an essential learning outcome should not be included on a cue sheet. The STEM department has universally approved formula sheets and the faculty member should contact the Chair of their department to obtain a copy for their specific course.
Audio Recording Lecture and/or Electronic Note Taking
Electronic note taking and/or audio recording is sometimes an accommodation for students with memory impairments, visual impairments, attention deficits or distractibility, impaired auditory processing, or limited manual dexterity. TAO provides students approved for the electronic note taking accommodation with Glean, a web-based note taking application that combines class notes with lecture recordings and PowerPoint slides. Students create a new note for each class session, click record, and start taking notes. There are tools to flag portions of the lecture as important, and reminders to return to places where you need further clarification as you record your notes. Glean keeps all of your ideas and recordings together in a clean, organized space. Students can review the audio and their notes later, add more notes as they review, or print an outline of their text notes. According to the regulations, students with disabilities who are unable to take or read notes have the right to record class lectures only for personal study purposes. Lectures recorded for personal study may not be shared with other people without the consent of the lecturer, and doing so could result in punishment related to academic dishonesty at the discretion of the professor. Bucks students who are approved for electronic note taking sign an agreement with TAO outlining these responsibilities. For a copy of this contract, please reach out to TAO for the specific information pertaining to your class.
Personal Frequency Modulation (FM) System
An FM system is an accommodation for students with audio processing and hearing difficulties. It provides students access to the professor’s voice/lecture through a transmission signal. The FM system is a simple set of equipment that includes a transmitter unit and a receiver unit. The professor wears the transmitter with a lapel microphone during class and the student wears the receiver. The student is responsible for providing the transmitter and microphone to the professor at the beginning of class and getting it back at the end of class, as well as ensuring that the device is charged before attending class.
Preferential Seating
Preferential seating is an accommodation for students who have disabilities that affect their ability to see, hear, sustain attention, or participate in activities in the same ways as other students. Preferential seating allows students to sit in a location that is most beneficial for their learning. If the student has a visual impairment or hearing impairment, seating closer to the front of the room may be most appropriate, but a student who experiences anxiety in the classroom may need seating in an aisle seat, back row, or near the door. In certain circumstances, students approved for this accommodation may ask for your assistance in changing their seat to best meet their learning needs within the classroom space without distracting or negatively affecting others within the classroom.
Student May Need to Leave Class to Re-group and Return
This accommodation is approved for students with various physical or psychological conditions to provide a break to relieve physical or emotional discomfort during class. Students with this accommodation are encouraged to sit near the door in order to minimize disruption during class and are expected to return after a few minutes.
Temporary Accommodations
Occasionally, students are approved for temporary accommodations following an accident or injury. The Faculty Memo for students will only apply to the semester that is on the Faculty Memo. If the student is still in need of accommodations after that semester, the student may renew the accommodations by providing TAO with updated documentation of the disability.
Use of Technology in the Classroom (Including Computer, iPad, Calculator, Braille Note)
This accommodation is often approved for students with hearing, visual impairments, or those with motor limitations in order to have equal access to the lecture or course materials. Depending on the disability/need the student may use the technology to take notes, read electronic documents, or to access other applications.
Flexibility in Regard to Assignment Deadlines
Students who have impairments which are chronic/episodic in nature that cause difficulties in meeting assignment deadlines may be approved for reasonable flexibility regarding assignment deadlines. This is NOT a blanket accommodation that automatically applies to all course assignments. This accommodation is applied on a case-by-case basis when a student experiences a flare-up of disability-related symptoms that impact the student’s ability to complete an assignment by the set deadline.
The faculty member must assess whether an extension to an assignment deadline is a reasonable accommodation for each type of assignment/assessment, taking into consideration the learning objectives of the course and the purpose of the assignment/assessment. These disabilities might include, but are not limited to, students with diabetes, epilepsy, cancer, migraines, and conditions requiring on-going or specialized medical treatment. Students with psychological disabilities who experience an exacerbation of symptoms and students who have reduced or limited stamina and/or have difficulty sitting, reading, writing/typing, and/or using the computer for extended periods due to illness or injury, may also be approved for this accommodation.
Faculty should determine what the appropriate length of extension is and how/when the student should contact them for the extension Prior to the assignment deadline. This should be confirmed in writing from the instructor’s Bucks email to the student’s Bucks email. The instructor is always welcome to copy accessibility@bucks.edu on these emails and it will be saved to the student’s file.
Determining Reasonable Flexibility
There is no set formula for determining the length of assignment deadline extensions. However, there are several factors that can be considered when providing reasonable flexibility with assignment deadlines:
- What are the expectations for the assignment and the course?
- How do the assignments impact the student’s learning process and the learning experience for others in the class?
- Do the assignments (and associated learning outcomes) build on one another sequentially or are they independent of one another?
- What length of assignment extension would substantially alter the outcomes, integrity, and nature of the course?
For example, in courses where lab assignments are due every Wednesday, it might be reasonable upon request to extend the deadline until Friday. This short extension considers the expectations associated with the original deadline and allows the student time to make up for time lost due to impairments arising from their disability. At the same time, this short extension ensures that the student stays on track with the content and receives feedback in order to progress in the course. For larger assignments and projects, an additional week or two might be reasonable depending on the factors listed above.
Applying Universal Design Strategies
Universal design in education involves using a variety of methods or strategies that remove barriers to learning and provide all students an equal opportunity for success. By applying universal design concepts, you may effectively reach and actively engage all students, including those with disabilities.
Strategies for Universal Course Design
- Include a statement on your syllabus that invites students to meet with you to discuss disability-related accommodations and other learning needs.
- Utilize multiple methods to deliver content (including lecture, discussion, hands-on activities, web-based interaction, and fieldwork) to engage all learners.
- Use examples that appeal to a variety of students with respect to race, age, gender, and disability.
- Provide printed and/or web-based materials which summarize content that is delivered orally.
- Use only captioned videos and ensure PowerPoint presentations and web pages are accessible (provide text descriptions for any graphics or photos).
- Provide printed materials in accessible electronic format.
- Provide printed materials early or post to D2L so students can access the materials in alternate formats before class.
- Provide multiple ways for students to demonstrate knowledge and mastery of course content.
Strategies for Applying Universal Design to Class Discussions
Facilitating an engaging and focused discussion can be very difficult considering the diverse range of academic background, ability, social skills, and personality among students. Below are some tips that may help you to achieve an equal educational experience for all students:
- Establish clear goals for the class discussion. Define the purpose of the discussion and your desired outcome.
- Promote even participation among students and discourage off-topic tangents by creating some basic guidelines for your class discussions (see examples below).
- Prepare for the discussion by introducing the goals and guidelines. It is best that this be communicated both orally and in writing (perhaps as part of the syllabus, written on the black/white board, or sent in an email or agenda).
Example of Class Discussion Guidelines
- Let students know ahead of time when the discussion will take place and how much time will be allotted for the discussion.
- Before the discussion begins, allow some quiet time to ensure that everyone has had time to think about the topic/question and formulate a response.
- Let every attendee/class member have an opportunity to share before anyone gets to share a second time.
- Permit only one person to talk at a time. Reinforce good listening behavior/attentive body language.
- Limit the amount of time each student is allowed to speak (e.g. 30 seconds -1 minute). You may want to use a visual cue such as pointing to your wrist if a student is speaking too long.
- Indicate when student comments are off-topic and refocus discussion. Let students know that getting caught up in the details and getting off-topic happens to everyone, it is not personal. You may want to use a visual cue such as holding up a yellow card if a student is getting off-topic.
- Create a safe and respectful environment for everyone by discouraging side bar discussions, interruptions, and/or disparaging comments. Address/renounce this behavior.
- When opinions are offered, encourage students to use “I” statements such as “I think….”, “I understood it to say…”, or “In my opinion…”. You may need to model or rephrase statements for the first few discussions.
- Consider how you might handle disagreements. Opposing views on topics are likely to occur. Encourage students to wait a couple seconds before responding to a statement that triggers an emotional response. Remind students that they are challenging the idea, not the person.
- If a student lacks voice intonation, it may be important for you to repeat or rephrase the student’s discussion point to clarify it for the group.
- If you are breaking a large group into smaller discussion groups, be thoughtful about how these groups are formed to ensure equal and even participation among the group members.
Strategies for Applying Universal Design to One-on-One Student Meetings
One-on-one meetings can be an effective means to communicate, connect, and motivate students in a personal way. These meetings can help students to plan and set goals, reflect upon their work, resolve problems or conflicts, and understand their performance in a course.
General Tips for One-on-One Meetings
- Establish clear goals and expectations for the meeting, including time & location of meeting, expected length of meeting, topics to be covered, and materials needed or tasks the student needs to complete prior to the meeting.
- Promote active student participation in the meeting session by encouraging students to think about and prepare questions ahead of time.
- Ensure that your office is accessible and has adequate space in which to maneuver. Also, consider the seating arrangements in your office. Some students may be more comfortable working next to you rather than across from you/face-to-face. If your office is not accessible or space is limited, consider arranging to meet in another location, such as a classroom or conference room.
- Be aware that your office environment, including lighting, visual clutter, background noise, and interruptions, may be distracting and possibly even overwhelming to students with sensory impairments. Try to minimize these distractions in your office space or consider meeting with your students in an alternative location.
- Be prepared to provide handouts or printed materials in a format that is accessible to the student (electronic or enlarged font format).
Strategies for an Effective Meeting
- Before the discussion begins, allow some quiet time to ensure that the student has had time to settle into the space.
- Review the goals of the meeting.
- When appropriate/possible, use visuals to reinforce content/process (check lists, drawings, demonstrations).
- Allow time for the student to ask questions.
- Discuss action plan/next steps. Encourage the student to take notes and/or follow-up via email with a written summary.
Tips for Effective Communication
- Communicate clearly and concisely. Avoid using metaphors, idioms, or sarcasm. Some students are quite literal in their communication and can easily misinterpret these exchanges. Check for understanding before moving on.
- Give students ample time to respond to questions. Some students may need time to process questions and formulate responses.
- Avoid asking “why” questions when possible. “Why” questions can imply criticism and put students on the defensive. Try questions/statements such as:
- What brings you in today?
- What are you finding challenging about….?
- What questions do you have for me?
- How can I help you today?
- Show me where you are getting stuck.
- Tell me a little about your situation.
Student Disclosure to the Instructor and not to TAO
What should I do if a student hands me a medical letter from their doctor requesting accommodations in my course?
Please return the letter to the student and refer them to the Accessibility Office.
What should I do if a student emails me a medical letter from their doctor requesting accommodations in my course?
If the student emails you documentation from a medical provider, please let the student know that you cannot accept it and that they should directly send it to accessibility@bucks.edu. You should then delete the letter.
I suspect that a student in my class has a disability, but they have not provided me with a Faculty Memo. How can I help this student?
If this situation arises, have a one-on-one, private, conversation with the student. While you cannot simply ask if the student has a disability, you can talk about what you have observed that led you to notice their struggles in your class. For instance, I noticed that you do a very good job answering questions in class but seem to have difficulty answering the same questions on an exam. Have you noticed this? Have any other teachers or professors talked to you about this? Through this conversation, if the student discloses a disability, please refer them to TAO. If the student does not disclose a disability, you may refer the student to other campus support services such as the Academic Success Center and STEM Learning Center for assistance.
Animals On-Campus
As a general rule, animals are not permitted in campus buildings. However, the Americans with Disabilities Act (ADA) and its 2010 amendments establish that service animals shall not be excluded from College facilities or activities. The ADA defines service animals as: “…dogs (or miniature horses) that are individually trained to do work or perform tasks for people with disabilities.” Examples of such work or tasks include:
- Alerting people who are deaf
- Pulling a wheelchair
- Alerting and protecting a person who is having a seizure
- Reminding a person with mental illness to take prescribed medications
- Calming a person with Post Traumatic Stress Disorder (PTSD) during an anxiety attack
Service Animals Policy
All service animals are welcomed at Bucks per federal and state law. Students at Bucks are not required to register with TAO if they have a service animal but are highly encouraged to do so. This will enable TAO staff to provide greater supports for the student and to also mitigate any conflicts with teacher or student needs in the classroom. This can include allergies and/or phobias. The full policy on Service Animals can be found in the Policies and Procedures web page.
Service Animals may travel freely with their Owner throughout the college and most other areas of the college where the Owner would be permitted. Food service establishments must allow Service Animals in public areas even if state or local health codes prohibit animals on the premises. However, the college may prohibit the presence of Service Animals in certain locations due to health and safety concerns. Service Animals must be harnessed, leashed, or tethered, unless these devices interfere with the Service Animal’s work or the individual’s disability prevents using these devices. In that case, the individual must maintain control of the animal through voice, signal, or other effective controls. The college is not responsible for a Service Animal during a fire alarm, fire drill, or natural disaster.
Emotional support animals are not permitted on campus or in the classroom. An Emotional Support Animal (or “ESA”) is an animal that provides emotional support that alleviates one or more identified symptoms or effects of a person’s disability. Unlike a Service Animal, an ESA may not accompany a person with a disability at all times and is permitted only in college housing. The full policy on Service Animals can be found in the Policies and Procedures web page.
Once accommodations are put into place, or a Service Animal is on campus, it is the responsibility of the student to follow the Service Animals policy. If any student feels that they need additional supports or accommodations to meet the requirements of the Service Animals policy, they should reach out to the Accessibility Office (TAO) at (215) 968-8182 or accessibility@bucks.edu.
Interacting with Students (Handlers) and Service Animals
If you have a student with a service animal in your classroom or using the services or facilities in your department, and the service animal’s purpose is apparent (i.e. guide dog for an individual without sight), you should not ask the handler any questions about the use of the animal. You may, however, discuss practical issues surrounding the use of the animal, such as appropriate seating for handler and service animal or breaks for the animal.
When it is not obvious what service an animal provides, only limited inquiries are allowed. Faculty and staff may ask two questions:
- Is the service animal required because of a disability?
- What work or task has the animal been trained to perform?
Please be aware: You cannot ask about the individual’s disability, require medical documentation, require a special identification card or training documentation for the animal, or ask that the animal demonstrate its ability to perform the work or task.
Service Animals in Training
According to PA law, service dogs in training are allowed on campus and in classroom and administrative buildings. Service animals in training have the same expectations for behavior and control as service animals (see next page) with the following caveats:
- Service animals in training must be at least 6 months of age.
- Must wear a vest that identifies the dog as a “service animal in training” and identifies the recognized organization with which it is training such as Guiding Eyes for the Blind or The Seeing Eye.
Please report any concerns with service animals or service animals in training to TAO immediately.
General Guidelines for Faculty and Staff Interacting with Service Animals
Below are some practical guidelines for working with service animals and handlers in the classroom, department/office, or at departmental functions.
- Service animals must be under the control of the handler at all times. In most cases, this means the animal should be harnessed, leashed, or tethered, unless these devices interfere with the service animal’s work or the individual’s disability prevents using these devices. In that case, the individual must maintain control of the animal through voice, signal, or other effective controls. If you have concerns about the control of the animal, contact TAO. The animal must be as unobtrusive as possible. The service animal should remain next to the handler at all times. Students and staff should not touch or interact with the service animal while it is working.
- If the animal displays out of control behavior (i.e. aggressive or disruptive behavior such as uncontrolled barking), you may inform the individual that the service animal must be removed from the room or activity. Never separate the service animal from the handler. You must permit the individual to continue to participate in class/activity without the animal’s assistance if the individual chooses. Please contact TAO to determine a long-term plan of action concerning the animal.
- The animal must be “housebroken”, and the handler is responsible for cleaning up after the animal. If the animal is not housebroken or the animal becomes sick (i.e. vomiting or diarrhea), you may ask the individual to remove the animal and to clean up after the animal. Again, you must permit the handler to continue to participate without the assistance of the service animal if the individual chooses.
- If other students express concerns about the animal in the classroom due to fear or allergies, you may attempt to solve the problem by placing the students in separate areas of the room. Be careful not to place either individual in a remote area or to isolate them, however. If there is no apparent solution, please contact TAO.
- If the animal poses a problem with a particular activity (i.e. a project that requires a sterile environment), you may ask the handler to remove the animal for the duration of the activity, but you must allow the individual to continue to participate in the activity. The animal may only be removed during the period where the animal presents an identified problem.
Please contact TAO if you notice an animal that is not being cared for or seems to be abused (needs water, flea infested, in poor condition, poorly treated). Bucks County Community College policy DIV-003 outlines the College’s full policy and procedures regarding animals on-campus and can be viewed on the College’s Policy Register.
Emotional Support Animals (ESA)
Emotional support animals, which are sometimes called comfort animals could be many different types of animals including cats, rabbits, guinea pigs, and birds. ESAs are generally not trained to perform work or tasks for daily living that would qualify them as a service animal under the ADA. However, through provisions in the Fair Housing Act, ESAs
may be approved to be in and around College housing facilities. Please note ESAs are not permitted in other college buildings such as classrooms or administrative buildings. For the safety of all students and trained service animals, please do not allow ESAs in your classroom.