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Student Access Center

Student Access Center
202 Holton Hall
Kansas State University
Manhattan, KS 66506

 

785-532-6441
785-532-6457 fax
785-370-0431 video phone
accesscenter@k-state.edu

Instructions for accommodations:

1.Testing accommodations
2.Note taking accommodations
3.Things to know when working with students with a hearing loss
4.Tips on working with a student who is blind or visually impaired
5.Responding to seizures
6.Setting up an online exam with extended time

1. Testing Accommodations

DSS encourages faculty to administer their own tests so that they are available to the student in case they have questions or there are irregularities with the test. However, DSS understands that some faculty members prefer to have our office administer their tests due to lack of space or other resources. It may be important for you to know that DSS can only administer a test during their office hours between 8:00am and 5:00pm.

If You Plan to Administer Your Own Tests
Simply indicate to the student that you prefer to administer your own tests. It will not be necessary for us to contact you again. Please visit with the student prior to the test date to ensure that appropriate accommodations are provided.

If you Administer Tests Via K-State Online
For information on how to grant a timed exception or alter a due date, see the DSS K-Access website at http://www.k-state.edu/accesscenter/k-access/ksol.html.

If You Are Requesting Assistance from DSS

1. The student will provide you with a Test Request Form that you will need to complete. The student will need to return the form to DSS at least 3 working days prior to the test date. Typically, this form can be completed in its entirety at the start of the semester.

2. The Test Request Form provided you an opportunity to inform DSS how the test should be administered as well as how DSS will obtain the test. Whenever possible, we ask that you email the test to tst@k-state.edu. If you prefer you may deliver the test to DSS as 202 Holton Hall, or inform us when the test will be available for pick up at your department office.

3. Test send by e-mail attachment to tst@k-state.edu are preferred. If the test is not provided by e-mail, DSS must have a hard copy of the test 48 hours prior to administer in order to allow for processing.

4. When the student has completed the test, it will be returned to your department office or you may arrange to pick up the test at 202 Holton Hall.
Tests, information and questions regarding administration of exams may be e-mailed to
tst@k-state.edu.

If you have any questions or concerns you would like to discuss, please call DSS at 532-6441.

2. Notetaking Accommodations

Note-taking services are available for students with disabilities such as hearing /visual impairments and cognitive disabilities. Students must be registered with DSS prior to requesting any accommodations.

For students who receive note-taking services, this accommodation will be included in their letter of accommodation that the student will provide to the instructor. Instructors are asked to work with the student to ensure they have a complete copy of lecture notes. Typically, instructors will provide the notes in the following ways:

  • Notes via K-State Online
  • Copies of PowerPoint presentations either in electronic or print format
  • Copies of instructor’s personal notes
  • Arrange for a volunteer note-taker. The note-taker will be a student who is already enrolled in the class.

If a volunteer notetaker is needed, the following announcement is an example that may be used:

ANNOUNCEMENT TO CLASS

"A notetaker is needed in this class to assist a student with a disability. This volunteer notetaker should have the following characteristics:

  • Well-organized and detailed notes
  • Legible handwriting or clearly-typed notes
  • Regular attendance

Notetakers can receive a letter acknowledging their volunteer service. This letter may be used to fulfill community service requirements for courses or organizations to which they belong. Please contact me for further information after class if you are interested."

- Once you have the notetaker's contact information, please provide this to the student who can then contact the notetaker to make arrangements to receive the notes.

- Instruct the notetaker to contact DSS to make free copies of their notes.  

- If they want a formal letter outlining their volunteer service, they should contact DSS at the end of the semester.

 

3. Things to know when working with a student with a hearing loss.

Methods of communication with persons who are deaf or hard of hearing may include:

  • Sign Language Interpreters: This is typically the preferred method.
  • Lip reading: This may work well for a one-on-one meeting when an interpreter is not available.
  • Writing: This works well for brief meetings when an interpreter is not available.
  • Electronic: Using things such as computers, iPads, e-mail, and texting to exchange messages may be useful for brief meetings or encounters.

Etiquette:

  • Look directly at the person who is deaf or hard of hearing not the interpreter and maintain eye contact throughout the conversation.
  • Phrases such as “Tell him/her” are not necessary.
  • Do not cover your mouth or face. It makes it impossible to read lips.
  • Do not use exaggerated lip movements, speak normally
  • Speaking louder does not help
  • Interpreters follow a code of ethics which includes confidentiality. Therefore, interpreters are not able to answer personal questions on behalf of the student. Please direct personal questions to the student.
  • Be aware of lighting: sufficient lighting is needed to see the interpreter and/or speaker

Environment:

  • Do not stand in front of windows or sources of bright light
  • Seating: Make sure deaf/hard of hearing person is able to see both you and the interpreter
  • Class discussion: Please keep in mind that a student using an interpreter or captionist will always get the information after everyone else. In order to allow the student a better opportunity to participate it is helpful to pause after asking the class a question, and then select someone to answer.
  • Small Group Discussion: Interpreter/s will join the small group and interpret between members of the small group. It is helpful to ask students to be courteous and speak one at a time.
  • Exams: Please write any corrections or changes to an exam on the board. This is not only helpful for the deaf/hard of hearing student but to all the students.
  • Be aware, people are unable to do multiple visual tasks at the same time. This includes situations such as trying to write or read and read lips or watch a sign language interpreter simultaneously.  

Academic Accommodations May Include:

  • Preferred Seating: Student may need to sit in the front row in order to read your lips and/or see the interpreter.
  • FM Listening System: This is an amplification device used by students with a small to moderate hearing loss. It requires the instructor to wear a microphone attached to a transmitting device.
  • Real-time or Remote Captioning: This involves a captionist in the classroom or a captionist in a remote location that types what is said in class and then is immediately transmitted to the student’s laptop.
  • Sign Language Interpreter: This will involve working with the interpreter to establish an appropriate place to interpret, and getting materials such as handouts and or complimentary books so they have an opportunity to study vocabulary used in class.
  • Note-taking Services:
  • Captioned Videos: Use videos that are closed captioned. Be aware of how to turn on the closed captioning on equipment being used in the classroom.

 

4. Tips on working with a student who is blind or visually impaired.

Communicating with Students who are Visually Impaired

  1. Identify yourself when speaking to the student. Example: “Hello John, this is Professor Smith.”
  1. Talk in a normal voice and tone. For some reason, when people are faced with persons who are blind or visually impaired they tend to raise their voices. Try to remember to talk in a normal voice when addressing the student.

In the Classroom

  1. Do not worry about having to alter your personal teaching style to accommodate the student who is blind or visually impaired. Most instructors have become comfortable with a certain teaching style such as writing on the board, pacing the floor, using overhead projectors, etc. You need not change your style but it is important that you inform the student of your style. This gives the student a chance to make accommodations.

  2. Make sure the student receives all class handouts. Don’t assume he or she will not want them because they are printed. Many students who are blind or visually impaired use magnifying equipment, personal readers, computer screen-readers or large print copies. When giving class handouts to students who are blind or visually impaired, do not wave the paper in their face or snap your fingers. Simply address the student by name and tell him or her you have a handout, and then wait until the student extends their hand. Students would also benefit from electronic text of any class room materials.

Classroom Pointers

  1. Make sure the student is sitting where he or she can hear clearly.
  1. When vital information is presented make sure the student is not left out. Verbally announce all assignments, changes in class time, exam dates, etc.
  1. Read out loud what you have written on the board during your class presentation. Rather than pointing and referring to “this” or “that”, restate the information verbally.

Make sure the student receives all class handouts. Don't assume the student will not want them because they are printed. Offer to provide enlarged copies of handouts to students who are visually impaired.

  1. Speak clearly and at a relaxed rate – this is the only channel of communication the student can rely upon.

  1. When overhead projectors or PowerPoint are used the student should be presented with a hard copy of the content.

  1. Students can be evaluated only over materials to which they have had access.

  2. Students who are blind or visually impaired may be unable to take their own notes. The student may request your assistance in arranging a volunteer notetaker for your class. Students may arrange to copy notes taken by the notetaker at the Disability Support Services office in Holton Hall.

5. Responding to seizures

K-State Division of Public Safety recommends that you call 911 in the event of a seizure in the classroom. An ambulance crew will be dispatched and arrive on the scene within minutes.

Once an ambulance arrives, they will evaluate the persons condition. The person can choose not to use the ambulance service and no one will be financially responsible.

Each student’s seizure activity is individual. Talk with your student about their seizure activity and how best to respond when a seizure occurs before help arrives.

  1. It is suggested that the classroom be cleared while the student is having a seizure.
  2. Keep calm and reassure other people who may be nearby.
  3. Don't hold the person down or try to stop his movements.
  4. Clear the area around the person of anything hard or sharp.
  5. Put something flat and soft, like a folded jacket, under the head.
  6. Do not try to force the mouth open with any hard implement or with fingers. A person having a seizure CANNOT swallow his tongue. Efforts to hold the tongue down can injure teeth or jaw.
  7. Stay with the person until the seizure ends naturally.
  8. Be friendly and reassuring as consciousness returns.

6. Setting up an online exam with extended time

To set up test accommodations you will want to pull open the "Assignment Settings" for your test or assignment in K-State Online. In the left column you will find a button or link for "Exceptions." A page will open for you to make the necessary adjustments.

  1. Select the student(s) to receive accommodations.
  2. Select whether you want to "Add addition access to current settings" or "Disregard settings and change the current assignment settings."
  3. Additional access allows you to add time allowed for an exam (an extra 30 minutes for example); whereas, disregarding the settings allows you to create all new settings for a particular student.
  4. Change the available date or expiration date if necessary (this is a rare need).
  5. If your test or assignment is timed, you will want to write in the additional minutes a student can receive. This area will not appear if your test or assignment is untimed. If you chose to disregard settings (option 2) you will want to type in the total amount the student may receive.
  6. Lastly, you can change the amount of times that a student may do the assignment or test.

There are additional options for the exam at the bottom of the page. If a student has already attempted the test and you wish to grant them additional time and a second chance to finish you can use the first option to keep the original answers that were recorded on their first attempt. You can also send the student an e-mail to notify them with the third option. The second option, of disallowing students to use exceptions if they have already completed the assignment, is not commonly used for an accommodation.