Accommodations

1. After registering for classes, check the UND Bookstore website to find the list of required textbooks for your courses and the electronic format options.
2. If the bookstore does not list an e-text option, explore other book sites or go to the publisher’s website to see if they have an e-text version for you to purchase. 
   • Amazon  - Carries a wide selection of electronic and audio-books in various formats available for purchase.
   • VitalSource – Online retailer that carries electronic textbooks as well as electronic resources, such as study guides, for certain textbooks.
   • Bookshare
   • National Library Service for the Blind and Physically Handicapped (NLS)
   • Learning Ally
3. If no digital options exist or the digital (e-text) available is not accessible to your screen reader, Accessibility for Students will obtain or produce an accessible version free of charge, however you will need to provide proof of purchase for a hard copy or digital version. To start this process, contact your Access Coordinator to assist you.

Read and Write software is available free to students.

Read and Write Technology Support software please call 701.777.2222 or visit with Technical Support in the lower level of the Chester Fritz Library, or submit a ticket.

Policy for Conversion to E-Text

Accessibility for Students provides instructional material in alternate format(s) as an accommodation to students who have disabilities that adversely affect the ability to use standard printed materials.

Alternate formats include electronic text, large print or braille. Only "Required" instructional material will be produced in alternate format. Formatting of "Optional" or "Recommended" instructional material must be discussed with the student's Disability Access Coordinator.

Students must give adequate notice of their request for material in an alternate format in order for Accessibility for Students to provide it in a timely manner. Students are also required to provide proof of purchase of the print materials to access digital material.

It is the student's responsibility to follow the Accessibility for Students policy and procedures regarding alternate formats.

Accessibility for Students Responsibilities

• Discuss with the student the need for an alternate format.
• Identify the specific type of format the student needs.
• Determine with the student which printed material will be converted.
• Consult or problem solve with the instructor when appropriate.
• Provide the materials to the student in a timely fashion.
• Hire and train individuals to produce the alternate format.

Student Responsibilities

• Request alternate format from Accessibility for Students in a timely manner.
• Follow the Accessibility for Students Policy for Material in Alternate Formats.
• Notify Accessibility for Students of any changes in the request, e.g., class dropped, instructor assigned more or different material.
• Report any problems to Accessibility for Students immediately so appropriate steps can be taken to correct the situation.

Faculty Responsibilities

• Whenever possible, maintain syllabi, handouts, and other instructional materials in electronic text format.
• Provide Accessibility for Students with a list of required reading material, course syllabus, and handouts when requested.
• Provide Accessibility for Students with any additional instructional material assigned throughout the semester.
• Consult with Accessibility for Students when appropriate.

Use amplification when presenting in a classroom, auditorium or other group setting.

Speakers sometimes assume that a strong voice makes amplification unnecessary. Amplification not only makes sound louder, many times it also helps to clarify sound in rooms with poor acoustics or noisy air handling systems. If you need to move around when you are speaking to a group or class, use a portable lapel mic to maintain consistent sound during your presentation.

Most classrooms at UND are equipped with teaching stations that provide instructors with various technologies to enhance student learning. Amplification systems/PA systems provide benefit to students with hearing loss, students with learning disabilities, ADD/ADHD and students who use English as their second language. If the teaching station in your classroom is not equipped with a mic or you need a portable lapel mic, call TTaDA to discuss the needs for your classroom.

Amplification is a teaching tool in the spirit of universal design that will help to create an inclusive learning environment.

The Americans with Disabilities Act (ADA) permits service animals to accompany people with disabilities in all areas where members of the public are allowed to go.

There are two types of animals that may be permitted on campus

1. Service animals
2. Assistance/emotional support animals - if they are a necessary disability accommodation

Service Animal = Access

The Americans with Disabilities Act (ADA) permits service animals to accompany people with disabilities in all areas where members of the public are allowed to go.

A service animal, as defined by the ADA is trained to do work or to perform a specific task directly related to the functional limitations of a disability. Animals whose sole function is to provide comfort or emotional support do not qualify as service animals under the ADA

Sometimes it is possible to discern that the animal is a service animal from the person’s disability (blind, wheelchair user). However, some disabilities are not visible (hearing loss, psychological disability, seizure disorder). You may have to rely on the verbal statement of the individual.

You may ask following questions in order to establish that the dog is a service animal protected under the law:

1. Is the animal required because of a disability?
2. What work or task has the animal been trained to perform?

A person with a service animal does not have to disclose a diagnosis, register with Accessibility for Students or answer questions related to the nature of the disability. You may not require medical documentation, a special identification card or training documentation for the dog, or ask that the dog demonstrate its ability to perform the work or task.

Assistance/Emotional Support=Disability Accommodation

Animals who do not perform work or tasks that would qualify them as “service” animals may be considered a reasonable accommodation in certain circumstances in university housing pursuant to Fair Housing Act; in the workplace pursuant to ADA as amended; and in student academic spaces, pursuant to Section 504 Rehabilitation Act and the ADA.

Students with an assistance/emotional support animal may be asked to confirm that it is a reasonable accommodation. At UND they may have a document which states the person has a disability under the law and a disability-related need for an assistance animal. To obtain a Accessibility for Students verification document students register confidentially with Accessibility for Students by submitting documentation of a diagnosed disability that meets the federal definition and completes an interactive process for identifying reasonable accommodations necessary to address the functional impact of the disability in the academic setting.

The care or supervision of an animal is solely the responsibility of the owner. This includes providing care, food or a special location for the animal. An animal that displays disruptive behavior may be asked to leave the setting. When there is a legitimate reason to ask that an animal be removed, the person with the disability must be offered the opportunity to obtain goods or services without the animal’s presence.

ADA on Service Animals

UND General Safety

Universal Design, when applied to a course, ensures full access to the content for most students and minimizes the need for disability accommodations.

A few examples of Universally Designed instruction are:

• Post PowerPoint's, handouts, and assignments in Blackboard before class
• Create accessible PDFs by starting with the text document, then ‘save as PDF’ to maintain accessibility
• Provide presentation visuals with large, bold fonts and high contrast backgrounds
• Use a microphone or other amplification system
• Caption videos and online lectures
• Allow any student the option of extra time to take exams

Universally Designed Instruction

Recent legal case findings remind us of our responsibility to caption all instructional media.

Captioning makes classroom audiovisual material (videos and other media) accessible to many students, including students who are deaf or hard of hearing, and individuals with limited English proficiency or diverse learning styles.

Captioning is the process of converting audio content into text. Captions not only display words as the textual equivalent of spoken dialog or narration, but they also include speaker identification, sound effects, and music description to make the information fully accessible.

Examples of audio content to caption include: YouTube videos, Blackboard content, lecture capture (i.e.,Tegrity), television broadcast, webcast, film, CD-ROM, DVD, or other productions.

Changes in the testing environment are a commonly used disability accommodation.

The student will contact you to request test accommodations. You may ask the student for a Accessibility for Students accommodation verification document to verify that the student is registered with Accessibility for Students. The document will outline the accommodations recommended by Accessibility for Students.

If the student is testing in your department:

• Discuss details with the student to find a mutually agreed upon testing time and or suitable testing room under department supervision.

If the student is testing at Testing Services:

• Testing Services will contact you to get the test and proctor the exam after the student has scheduled a time to take the exam at Testing Services.
• You will be asked to:
  • Complete the “Faculty Instructions for Accommodated Testing” form for each test delivered to Testing Services. This includes arrangements to deliver and pick up the exam.