Accommodations

1. Contact DSS at the beginning of the semester to discuss your accommodated testing requests.
2. Update the DSS Verification of Accommodations document.
3. Contact your instructors to make arrangements for your testing accommodations. Be prepared to share the DSS Verification of Accommodations document as support for your request.
4. Confirm arrangements with your instructor a week before each exam.
5. If the instructor can not provide the requested accommodations in the department, contact Testing Services to schedule a time. 

*The test needs to be requested at least three days in advance.

Policy for Accommodated Testing

Disability Services for Students (DSS) provides testing accommodations to eligible students whose disabilities adversely affect them when testing.
Testing accommodations provide access to the test by minimizing or eliminating the functional limitations imposed by the disability.

Students are responsible for following the DSS accommodated testing policy and procedures and taking appropriate steps to correct any problems.

This accommodation may be suspended if a student does not follow the policy and procedures.

Disability Services Responsibilities

• Identify the specific testing accommodations the student is eligible to use.
• Provide appropriate assistive technology, test in alternate format or testing space, when not available in the academic department.
• Consult and/or problem solve with the instructor and/or student when appropriate.
• Adhere to the Code of Student Life policy

Student Responsibilities

• Request testing accommodations.
• Follow the Accommodated Testing policy and procedures.
• Make arrangements with the instructor for testing accommodations.
• Notify the instructor and/or Testing Services of any changes in the arrangements.
• Discuss any concerns with the instructor and/or DSS.
• Adhere to the Code of Student Life policy 

Faculty Responsibilities

• Provide the testing accommodations recommended by DSS or discuss any reasonable alternative with the student.
  • Provide access to you - the instructor - similar to the access provided to non-accommodated testers.
  • Consult with DSS if needed.
  • Work with the student to arrange the following:
    • A mutually agreed upon testing time
    • A suitable testing room
    • Access to a computer, if necessary
• If the professor is unable to provide the recommended testing accommodations, work with UND Testing Services:
  • Complete a "Faculty Instruction for Accommodated Testing” form for each test delivered to Testing Services
  • Be available during the testing time for questions from the student.

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, DSS 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.

For technology support with Read and Write 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

Disability Services for Students (DSS) 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 Specialist.

Students must give DSS adequate notice of their request for material in an alternate format in order for DSS 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 DSS policy and procedures regarding alternate formats.

Disability Services 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 DSS in a timely manner.
• Follow the DSS Policy for Material in Alternate Formats.
• Notify DSS of any changes in the request, e.g., class dropped, instructor assigned more or different material.
• Report any problems to DSS 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 DSS with a list of required reading material, course syllabus, and handouts when requested.
• Provide DSS with any additional instructional material assigned throughout the semester.
• Consult with DSS when appropriate.

1. Make your request for captioning (realtime or videos) as early as possible to allow DSS sufficient time to arrange your accommodation.
2. Contact DSS to make a separate request for class related activities held outside of the regular class time, final exams, or other university sponsored events.
3. Notify DSS of any changes in your course schedule or if you no longer need the accommodation
4. Advise DSS immediately of any problems or concerns.

Policy for Captioning

Disability Services for Students (DSS) arranges captioning (real time or post production) for eligible students whose disability interferes with hearing or processing audible information. Students are advised to make captioning requests for class, class-related activities, or other university events as early as possible to allow sufficient time for scheduling captioners or to have captions added to video material.

Students are expected to notify DSS of concerns or anticipated absences.

Disability Services Responsibilities

• Discuss with student the need for captioning in each class.
• Schedule captioning for classes and/or class related activities requested by the student.
• Assist the student in problem solving should any issues arise.
• Hire, orient and evaluate captioners.
• Provide preparatory materials (syllabus, textbook, list of course specific vocabulary/technical terms) to captioner if requested.

Captioner Responsibilities

• Provide captioning as scheduled by DSS.
• Notify DSS of any change in captioning assignment.
• Obtain preparatory materials from DSS.
• Make no modifications or changes in the provision of captioning unless instructed by DSS.
• Advise DSS of any concerns.

Student Responsibilities

• Request captioning for courses as early as possible from DSS.
• Make separate requests for class-related activities, finals, and university sponsored events.
• Follow the captioning policy and procedures.
• Notify DSS of any course schedule changes or anticipated absences.
• Discuss any concerns with DSS as soon as possible so appropriate steps can be taken to correct the situation. 
  • Note: Realtime captioning service may be suspended after 3 consecutive absences in any class without prior notification.

Faculty Responsibilities

• Work with DSS to provide captioning in the class.
• If asked, provide DSS course specific material (syllabus, list of vocabulary and technical terms specific to the course, text).
• Maintain a classroom environment which allows the captioner to function effectively. For example: Faculty may need to repeat student comments/questions not picked up by instructor's mic.
• Be sure visual media are captioned.
• Notify the captioner, as you do the students, of any changes to the syllabus.

1. Make your request for classroom interpreting as early as possible to allow DSS sufficient time to arrange your accommodation.
2. Contact DSS to make a separate request for class related activities held outside of the regular class time, final exams or other university sponsored events.
3. Notify DSS of any changes in your course schedule or if you no longer need the accommodation.
4. Notify DSS immediately of any problems or concerns.

Policy for Sign Language Interpreting

Disability Services for Students (DSS) provides sign language interpreting to students who are deaf or hard of hearing and use sign language.

Sign language interpreting is only provided when the student is in class. Interpreters will wait 15 minutes after the class starts for the student to arrive. Students are expected to notify DSS of absences. Classroom interpreters will abide by the NAD-RID Code Of Professional Conduct.

To ensure timely delivery of the accommodation students are expected to request Sign Language Interpreting immediately after they have registered for classes.

If the student does not follow the Sign Language Interpreting Policy and Procedures, interpreter service may be suspended until the student has contacted their Disability Specialist and discussed any difficulties or concerns.

Interpreter Services end the day before Reading and Review day. Student will make a separate request for services on Reading and Review Day or final exams.

Disability Services Responsibilities

• Discuss with student communication preferences for classroom access.
• Schedule interpreters for the classes requested by the student.
• Assist the student in identifying a back-up plan, if interpreting does not occur due to unforeseen circumstances.
• Consult with faculty about sign language interpreters in the classroom.
• Hire, orient and evaluate the interpreters.

Interpreters Responsibilities

• Be prepared to interpret the academic content of the course.
• If possible, arrive at the first class early in order to meet the professor and clarify the interpreter's role.
• Provide interpreting on class days, including field trips, other required class activities and test days, until the test begins. Exception: Students must make a separate request for interpreting class-related activities after the last day of class, i.e. a review session on Reading and Review Day or interpreting at the final exam.
• Notify DSS if interpreting services were not necessary or of any change in interpreting assignment if accommodation is not needed.

Student Responsibilities

• Request sign language interpreting from DSS. Interpreter service is not available after the last day of class unless specifically requested. Students wanting interpreting for class-related activities during finals week or during the final exam must make a separate request.
• Follow the Sign Language Interpreting policy and procedures as outlined in this document.
• Notify DSS of any course schedule changes or absences.
• Service will be suspended after 3 consecutive absences in any class without prior notification.
• Talk to your Disability Specialist about how to access the lecture when interpreting is not available.
• Talk with the professor about using an alternate means of communicating if interpreting is not available.
• Report any problems to DSS immediately, so appropriate steps can be taken to correct the situation. (DSS will not support requests for changing test or assignment due dates if the problem was not reported in a timely manner.)

Faculty Responsibilities

• Work with DSS to facilitate interpreting in the class.
• Provide the interpreter with a syllabus, handouts, text (if available) and other materials specific to the course.
• Maintain a classroom environment which allows the interpreter to function effectively, i.e. interpreter can hear the speaker(s); interpreter is allowed to sit and/or stand in a location visible to the student(s); adequate lighting is provided when showing videos/films.
• Be sure videos are captioned. Consult with DSS to add captions to video materials.
• Notify the interpreter, as you do the students, of any changes to the syllabus.

1. To determine if you need notes, attend several lectures first. If the professor posts the power points on Blackboard, or you can copy a friends' notes, you may not need an accommodation.
2. Contact your disability access specialist if you need a note taker or access to the power points before class.
3. DSS will notify the professor of your request.
4. Receiving the PowerPoints or notes:
   1. If you are receiving PowerPoints from your instructor, contact your instructor to arrange for the delivery of the PowerPoints.
   2. If you are receiving notes from a notes provider, the notes will be sent to OneNote.
5. If you have not received notes in a week after making your request,contactDSS for assistance.
   1. The goal is to provide notes within 24 hours of the class period with one exception.
6. Notify DSS if:
   1. You drop the class or no longer need notes
   2. A problem occurs.

Policy for Class Notes

Disability Services for Students (DSS) authorizes access to class notes as an accommodation to eligible students who have disabilities that adversely affect their ability to take notes.

Notes are for the student’s personal study only. They are not a substitute for attendance, and instructors may withhold notes when a student is absent.

Notes must adequately reflect the information on which the student will be tested. Notes do not have to include class discussion based on personal opinion and/or observation. It is the students’ responsibility to monitor the quality of the notes and take the appropriate steps to correct any concerns.

If a student does not follow the Class Notes policy and procedures, this accommodation may be suspended.

Disability Services Responsibilities

• Discuss with student the functional limitations necessitating class notes.
• Arrange for class notes to be provided when students attend class unless other arrangements are made with the instructor.
• Consult with the instructor when needed.
• Hire and train notetakers.
• Assist the student in managing the accommodation.

Student Responsibilities

• Request class notes from DSS.
• Notify DSS if a class is dropped or notes are no longer needed.
• Follow the class notes policy and procedures.
• Attend class regularly. Notes are not a substitute for attendance.
• Notes are for the student’s personal study; they cannot be shared with others.
• Report any problems to DSS in a timely manner, so appropriate steps can be taken to correct the situation.

Faculty Responsibilities

• Decide how notes will be provided. Options include: copies of the professor’s personal lecture notes, detailed overheads or Power Points and recruiting a notetaker.
• Review quality of prospective notetaker notes.
• Notify DSS, if notes should be withheld.

Notetaker Responsibilities

• Participate in the training provided by DSS.
• Take notes that reflect the content of the lecture and important information.
• Provide notes within the agreed upon time frame.
• Make no modifications or changes in the provision of this service, unless instructed by DSS.

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 CILT to have one delivered to 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 DSS 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 DSS document which states the person has a disability under the law and a disability-related need for an assistance animal. To obtain a DSS verification document students register confidentially with DSS 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 PowerPoints, 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 dialogue 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 DSS accommodation verification document to verify that the student is registered with DSS. The document will outline the accommodations recommended by DSS.

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.
• 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.