Frequently Asked Questions:


Who provides exam related accommodations for students with disabilities?
  • We encourage faculty to administer tests.
  • Some faculty members prefer our office to administer tests.
  • The testing center is open during regular office hours between 8 AM and 5 PM.
How do I request assistance from Student Access Center concerning testing accommodations?
  • The student provides you a letter of accommodation plus a test request form that you complete.
  • The student returns the test request form to our office at least 3 working days prior to the test date.
  • Typically, the form can be completed in its entirety at the start of the semester.
When do exams need to be sent to the office?
  • Exams need to be sent at least 48 hours prior to the scheduled exam time.
How are exams delivered to the office?
  • Instructors are asked to send exams electronically to
  • Instructors can choose to drop off the exam.
How are completed exams returned?
  • Instructors are asked to pick up the exam from the office.
  • Staff can return exams to the department office in a sealed envelope.
For tests posted on KSOL, how do I grant a timed exemption or alter a due date?
  • Open the "Assignment Settings" for the test. 
  • Click on the "Exceptions" button. 
  • Select the student receiving accommodations.
  • Select whether you want to "add additional access to current settings" or "disregard settings and change the current assignment settings."
  • Additional access allows you to add time allowed for an exam; whereas disregarding the settings allows you to create all new settings for a student.
  • Change the available date or expiration date, if necessary.
  • You can also change the number of times a student may attempt a test.


How do I provide note-taking accommodations for my course?
  • Notes via KSOL.
  • Copies of presentation slides either in electronic or print format.
  • Copies of instructor's personal notes.
  • Arrange for a student volunteer note-taker.
How do I recruit a student volunteer note-taker?
  • An announcement should be made in class requesting a volunteer.  Please note: the student with the disability should not be named.
  • The volunteer note-taker should be well organized, and attend class regularly.
  • Contact information for the note-taker should be given to the student requesting the accommodation.


What do I do when I have a student in class that is struggling?
  • Providing the student with resources on campus that might be able to assist them is important.  The Office of Student Life works with students in accessing resources they need on campus.
  • Don't assume the student does or doesn't have a disability. Students are not always forthcoming with this information.  Giving them information about the Office of Student Life allows for you as a professor to provide the student with a helpful resource that can assist them with any problems they are facing.
What are my responsibilities as an instructor when working with a student with a disability?
  • Provide recommended accommodations.
  • Consult with staff if a question arises regarding a specific accommodation.
  • Refer a student to the office who requests accommodations but is not currently registered.  Instructors do not have to provide accommodations for students not registered.
  • Maintain confidentiality of all accommodations made for a student.
What are the responsibilities of a student with a disability?
  • Identify themselves to instructors and to the office.
  • Register with Student Access Center.
  • Provide documentation to the office.
  • Work with a staff member to determine appropriate accommodations.
  • Communicate with the instructor, in a timely manner, necessary course accommodations.
Who arranges accommodations, such as sign language interpreting, captioning, or transcribing materials?
  • These types of accommodations need to be addressed through a collaborative effort involving the faculty, department, student, and our office, preferably before the start of the semester.
Is test anxiety a disability?
  • Test anxiety in and of itself is not considered a disability. 
How do I accommodate a student who is deaf or has a hearing loss?
  • Keep in mind, there is a variety of communication methods including sign language; lip reading; writing; text messaging; and/or email.
  • Look directly at the student, not the interpreter.
  • Do not cover your mouth or face.  It makes it impossible to read lips.
  • Speak in a normal voice and tone.
  • Sufficient lighting is necessary to see the interpreter and/or speaker.
  • Do not stand in front of windows or sources of bright light.
  • Make sure the student is able to see both you and the interpreter.
  • During class discussion, repeat questions or comments making sure the whole conversation is captioned.
  • Close caption any audio and/or audiovisual materials.
How do I accommodate a student who is blind or visually impaired?
  • Identify yourself when conversing with the student.
  • Speak in a normal voice and tone.
  • Make sure the student receives all course materials in a useable format including any class handouts.
  • Verbally describe any information that is presented visually, including videos.  Students can be evaluated only over materials to which they have access.