Frequently Asked Questions for Faculty
Captioning Access
- What is captioning?
- What are the benefits of captioning?
- What is the difference between closed and open-captioning?
- What is the difference between captioning and subtitling?
- How do I know if my videos are captioned?
- Where can I reserve a closed-caption decoder?
- Which classrooms on campus already have a closed-caption decoder?
Disability Access in Classrooms
- Do you have a Disability Access Statement that I can add to my course syllabus?
- Can I require students who I think have a disability to register with the DPRC for support services?
- What do I do if I suspect a student has a disability?
- Is a student required to divulge the nature of the disability?
- Do I need to accommodate the student's disability without any written verification from the DPRC?
Exacerbated Symptoms Accommodation
- What is the Exacerbated Symptoms accommodation?
- How do I know if a student may be eligible for the Exacerbated Symptoms accommodation?
- How do I determine whether or not this accommodation is reasonable in my class?
- How will I know if a student's absence or late assignment is disability-related?
- How do I figure out how much leeway to give in attendance or deadlines?
- What do I do if a student doesn't meet the agreement we made about attendance or due dates?
Notetaking Accommodation
- What are notetaking accommodations?
- What is the difference between a "volunteer" notetaker and a "paid" notetaker?
- How can I assist a student in getting a notetaker from the class?
Test Accommodations
- What test accommodations are available for students with disabilities?
- How do students with disabilities become eligible for test accommodations?
- Am I supposed to receive a test accommodation memo from the DPRC before a student can make arrangements for test accommodations with me?
- How can I give the extended test time when I have to teach another class?
- Do I need to give one-and-a-half or double the usual test time?
- What is a F.A.S.T. form?
- What is a Low Distraction Environment (LDE)?
- What are the deadlines for turning in the F.A.S.T. form?
Captioning Access
What is captioning?
It is a text display of spoken words and sound effects on a television or movie screen or in multimedia platforms (i.e., streaming Internet videos).
What are the benefits of captioning?
Captioning affords deaf and hard-of-hearing individuals access to the spoken language and sound effects. It also aids individuals for whom English is a second language in developing proficiency in the English language. For individuals with learning disabilities, captioning may help increase their language and reading comprehension and improve their self-confidence.
What is the difference between closed and open-captioning?
Closed-captions can be displayed only with the use of a closed-caption decoder. Decoders can be connected to a TV or built into TVs, 13" or larger, manufactured after July 1993. Open-captions, on the other hand, can be displayed without the closed-caption decoder. They are, in fact, "permanently part of the picture" and cannot be turned off.
What is the difference between captioning and subtitling?
Captioning not only captures the spoken dialogue, but it also conveys various sound effects (i.e., infant crying, knocking on door, phone ringing, screaming, and the like) in a text format, whereas subtitling only captures the spoken conversation. However, due to the popularity of DVDs, there are "subtitles for the deaf and hard-of-hearing" (SDH) that essentially function the same way as captioning does.
How do I know if my videos are captioned?
Most commercial videos produced after 1984, most television programs broadcast today, and DVDs are closed-captioned. Often commercial videotapes and DVDs will either state on the packaging or box that they are closed-captioned or they will be stamped with one of the following icons:
Closed Captioned for the Hearing Impaired |
 |
If you bring in a video that you have recorded at home, be sure to consult the TV listings to see if the program you have recorded is identified with one of the closed-caption icons. Academic Technology can check your videos to see if they are captioned.
Where can I reserve a closed-caption decoder?
If the television set in your classroom is manufactured before July 1993 or smaller than 13 inches, you can request that the media be sent via the campus television lines from the Academic Technology (AT) Center in the library. Please ask AT to use a closed-caption decoder for your media. They prefer at least one day's advance notice.
You can also request a separate TV cart with VCR/DVD player with a closed-caption decoder connected from Academic Technology to be delivered to your classroom.
If the television set in your classroom is manufactured after July 1993 and larger than 13 inches, you can utilize the internal closed-caption decoder. To turn it on, please use a remote control or the menu settings at the bottom of the TV set through the internal menu in your television; please set the captioning to "C1" to reveal the closed captions.
If you are showing DVDs with English subtitles or subtitles for the deaf and hard-of-hearing (SDH) or any videos that are "open-captioned," you will not need a closed-caption decoder to display the subtitles. The decoder is only needed if the videos, DVDs, or any TV programs are "closed-captioned" and once activated, it helps reveal the captions that are hidden in the program.
Which classrooms on campus already have a closed-caption decoder?
Please visit SFSU Closed Captioning Information for the most updated listing of classrooms with a closed-caption decoder available.
Disability Access in Classrooms
Do you have a Disability Access Statement that I can add to my course syllabus?
Yes, the DPRC has developed the following Disability Access Statement for course syllabi:
"Students with disabilities who need reasonable accommodations are encouraged to contact the instructor. The Disability Programs and Resource Center is available to facilitate the reasonable accommodations process. The DPRC, located in SSB 110, can be reached by telephone at 338-2472 (voice/TTY) or by e-mail at dprc@sfsu.edu."
It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities that may affect their ability to participate in course activities or to meet course requirements. Students with documented disabilities must register with the DPRC to facilitate the reasonable accommodations process. Students with disabilities are encouraged to contact their instructors to discuss their individual needs for accommodation; instructors are encouraged to contact the DPRC for assistance in providing accommodations.
Can I require students who I think have a disability to register with the DPRC for reasonable accommodations?
No student can be required to register with the DPRC; it is an individual choice. However, a student must be registered with the DPRC in order to receive reasonable accommodations on campus.
What do I do if I suspect a student has a disability?
Do not tell a student you think he/she has a disability! Approach the student as you would any other student having difficulty in the class. Inquire about what might be impacting the student's progress in the class. A student with a disability will likely disclose at this time if the difficulties are disability-related. Refer the student to the DPRC if he/she discloses a disability or indicates he/she suspects a disability. If neither of these scenarios occurs, we recommend providing the student with a list of campus resources, including the DPRC.
Is a student required to divulge the nature of the disability?
No, students are not required to tell you the nature of their disabilities or to provide copies of their disability documentation. Students requesting reasonable accommodations do have to provide you with a letter from the DPRC confirming that they have a documented disability and listing the approved accommodations. The DPRC is the authorized entity charged with documenting disabilities and recommending reasonable accommodations at SFSU.
Do I need to accommodate the student's disability without any written verification from the DPRC?
No. Students who have been verified for services have written confirmation from the DPRC. If a student does not have a DPRC verification memo, please refer him/her to our office in the Student Services building, Room 110.
Exacerbated Symptoms Accommodation
What is the Exacerbated Symptoms accommodation?
This accommodation may provide flexibility with deadlines or attendance for students whose disabilities cause unpredictable exacerbations of symptoms that can interfere with the student's ability to do academic work. It is reasonable as long as it does not require the instructor to alter an essential feature of the curriculum. For example, it may work well in a lecture class but not be possible in a seminar where class participation is an essential component of the class.
How do I know if a student may be eligible for the Exacerbated Symptoms accommodation?
The student will provide a memo from the DPRC verifying eligibility for the accommodation. Attachments to this memo give information about student and faculty responsibilities in negotiating the accommodation, provide an option to make a written agreement and identify guidelines for determining if the accommodation is reasonable in a given class.
Students who present you with this memo have provided the DPRC comprehensive documentation from an appropriate professional establishing the disability-related need for the accommodation. If a student tells you she/he needs this accommodation but does not have DPRC verification, please refer her/him to the DPRC.
How do I determine whether or not this accommodation is reasonable in my class?
The following questions are designed to assist you in determining if the accommodation is reasonable in your class. In the event of a disagreement between faculty and student about the use of the accommodation, these are the questions the DPRC would consider:
- Is there regular classroom interaction between the instructor and students and among the students themselves?
- Do student contributions in class constitute an essential component of the learning process?
- Does the fundamental nature of the course rely upon student participation as an essential method of learning?
- To what degree does a student's failure to attend class constitute a significant loss of the educational experience of other students in the class?
- What do the course description and syllabus say regarding attendance?
- What is the method by which the final course grade is calculated?
How will I know that a student's absence or late assignment is disability-related?
You can request documentation of a specific exacerbation. For privacy reasons, the student has the treating professional provide the documentation to the DPRC, and then we confirm that the exacerbation has been verified. Typically it is appropriate to ask for specific documentation only after an extended period of absence; for a shorter exacerbation, a student may not need to see a doctor. This practice is similar to that used in the employment setting, where as employees, we provide a doctor's note only after an absence of three or more consecutive days.
How do I figure out how much leeway to give in attendance or deadlines?
This is an individual decision; formulas are not very helpful here. The amount of leeway with attendance may depend a lot on the nature of the course and the importance of class participation. Sometimes students can do a great deal of work independently; in other instances the need for interaction and feedback would reduce the amount of leeway you can give. It may be helpful for you to consider what you have done in the past for students who have accidents or family emergencies that disrupt their attendance. If at any time you believe that the student's absence from class is beginning to jeopardize the academic integrity of the class, please contact the DPRC to discuss whether the student's continued enrollment in the class is viable.
What do I do if a student doesn't meet the agreement we made about attendance or due dates?
There is no easy answer to this question because exacerbations by their very nature are so unpredictable. Students and faculty may sometimes need to renegotiate agreements. However, there may come a time when a withdrawal or incomplete needs to be considered. The DPRC is always available to consult about the implementation of this (or any other) accommodation.
Notetaking Accommodations
What are notetaking accommodations?
Some students with disabilities have difficulty taking notes in class because of a disability. To accommodate this disability, the DPRC provides an opportunity for the student to receive copies of someone else's notes. The accommodation is provided only when the student is in class; it is not a substitute for attendance.
What is the difference between a "volunteer" notetaker and a "paid" notetaker?
Volunteer notetakers are other students in the class; paid notetakers are DPRC academic assistants hired to go to class to take notes. Volunteer notetakers in the class can become paid notetakers if they qualify for the position and are willing to go through the payroll procedures.
How can I assist a student in getting a notetaker from the class?
A student who wants an in-class notetaker will give you a memo asking for your assistance in recruiting a volunteer from the class. For privacy reasons, it is important not to identify the student with the disability, so the memo contains a suggested script for you to use. The student will provide the volunteer with special paper known as "NCR paper" that makes an immediate copy or will arrange to have the notes copied at the DPRC. The student will also let the volunteer know how to become a paid notetaker if so desired.
Test Accommodations
What test accommodations are available for students with disabilities?
Test accommodations are individually determined for each student based on the specific impact the student's disability has on the test process. The student will present you with a test accommodation verification memo that will list the accommodations necessary for that student.
Accommodations can include but are not limited to: extended time, low-distraction environment, calculator, spell check, private room, reader, writer, interpreter, computer, adaptive equipment (screen reader, voice output, CCTV), Braille, large print, breaks, and accessible furniture.
The University needs to provide any accommodation that minimizes the effect of the disability on the testing process as long as the accommodation does not alter any essential feature of the curriculum and is not prohibitively expensive.
How do students with disabilities become eligible for test accommodations?
The students have to provide the DPRC with detailed documentation that shows the specific ways in which their disability limits test-taking. While the detailed information contained in the documentation is confidential, the fact that a student is verified for test accommodations through a "Test Accommodation Verification" memo tells you that the necessary information determining the student's eligibility for test accommodations is on file in the DPRC.
Am I supposed to receive a test accommodation memo from the DPRC before a student can make arrangements for test accommodations with me?
Yes, in order for students with disabilities to be eligible for test accommodations, they must provide you with a document known as a "Test Accommodation Verification" memo which lists the specific accommodations the student needs in order to take a test. We recommend that students give the memos to faculty at the start of the semester whenever possible.
How can I give the extended test time when I have to teach another class?
If you are unable to provide the extended test time as per the student's "Test Accommodation Verification" memo prepared by our office, the DPRC can administer the exam. In order for us to make arrangements for the exam to be proctored, the student will need to bring you a form known as the F.A.S.T. form.
Do I need to give one-and-a-half or double the usual test time?
A student who is eligible for disability-related test accommodations should bring to you a "Test Accommodation Verification" memo from our office indicating the specific amount of extended test time for which he/she is eligible. You and the student can work out the test arrangements between yourselves if you wish to. If not, the DPRC can provide a secure test environment.
What is the F.A.S.T. form?
A F.A.S.T. form (that stands for "Faculty Authorization for Scheduling Tests") is a form that the student with a disability who is eligible for test accommodations brings to you if you are unable to provide the test accommodations yourself and you want the DPRC to administer the exam. You, as an instructor, will need to complete the "Instructor" section, indicating the regular length of the exam, any special conditions, such as "open book/open notes," how the DPRC will get the test, and how we will return it to you. The student is responsible for bringing the F.A.S.T. form back to the DPRC by the published deadlines.
The DPRC will arrange the test space, proctor, etc. You just need to follow through with the arrangements you made to get the test to the DPRC on time.
What is a Low Distraction Environment (LDE)?
A low distraction environment is a test setting that has as few distractions as possible compared to the classroom setting. It can be but does not have to be a private room. It should be an environment with reduced noise (no phones, talking, etc.) and reduced distractions like people coming and going. If you need assistance determining whether a specific environment qualifies as "low distraction", please contact the DPRC.
What are the deadlines for turning in the F.A.S.T. form?
The deadlines for Fall 2009 are as follows:
- Regular exams: One Week before
- Midterms & Tests Requiring a Computer: Two Weeks before
- Fall 2009 Final Exams: By Wednesday, November 29, 2009
