̨Íåswag

The University of North Georgia seeks to ensure that individuals with disabilities who can meet the academic and technical standards for admission are not excluded from full participation in the programs the university operates as a result of the absence of necessary auxiliary aids or reasonable accommodations.

The primary role of the university in this effort should be informative about and supportive of active self-advocacy on the part of the student. A student with a disability is expected to exercise initiative in identifying and obtaining auxiliary aids and assistance through every reasonable channel available.

The university has the responsibility to determine the appropriateness of auxiliary aids and accommodations to ensure that a student is not denied access to programs and services of the university. Furthermore, the university has the responsibility to provide auxiliary aids and accommodations or to find reasonable alternatives that will allow full participation unless requests are determined to be unreasonable or will impose an undue hardship on the university. Every attempt will be made to ensure availability of necessary auxiliary aids and accommodations, but the university must have sufficient time to evaluate the request, determine the aid to be provided, and to identify sources for obtaining it.

A student who believes that they will need auxiliary aids to participate fully in the programs and/or activities of University of North Georgia should make those needs known as early as possible, preferably as soon as they have been admitted or determined to have a barrier. These requests should be made through direct contact with the Student Accessibility Services (SAS). To expedite the process, requests should be accompanied by a written evaluation of the student's disability.

Securing Reasonable Accommodations

Reasonable accommodations are recommended based on interaction with the student and review of the supporting documentation.

The Regents Center for Learning Disorders (RCLD) determines the appropriate accommodations for students with disabilities that impact learning. Decisions on accommodations are based on supporting documentation that meets criteria set forth by the Board of Regents.

Accommodations for disabilities that do not impact learning are made through SAS Team Review. The student input and documentation is discussed by at least two SAS staff (director and/or assistant directors).

Study Abroad

Study Abroad faculty and staff should contact SAS with any questions or concerns, and encourage students to start thinking about accommodation needs early.

Study Abroad faculty and staff should:

• Do a thorough individual assessment of student’s needs at home
• Reach out to faculty and site staff before students arrive at their placements
• Have access to student’s medical records, as appropriate
• Make sure the students know who to contact
• Ask the on-site instructors and staff to share concerns

Internship and Practica

Students requiring accommodations for an internship or practicum placement should initiate requested accommodations as far in advance as appropriate based on their specific academic program requirements and deadlines. Students must participate actively throughout the process of identifying a placement agency and negotiating accommodations for internships and practica. Students should initiate a meeting with their academic department and Student Accessibility Services at least one semester prior to placement during which information about internship expectations might be shared and planning for accommodations can begin.

Student and Faculty Communication

Instructors include a welcoming statement in their syllabi to inform students about how to secure reasonable accommodations and to instruct students to notify the instructor if they are not able to access course content.

Faculty notification is initiated by the student in the form of an Accommodation Notification form. Students must pick up, deliver, and return their signed Acknowledgement form in a timely manner. Returned forms indicate that the student has notified his or her professors of the need for accommodations. SAS keeps the Acknowledgement forms in a locked cabinet for one calendar year.

Requests for accommodations should be made in a timely manner. Students determine if and when they will use their accommodations. Students are encouraged to meet privately with their professors at the start of each semester. Accommodations can be made at any time during the semester; however, accommodations will not be provided retroactively.

• Some students require note-takers due to the functional limitations of their disability. Students who qualify for a note-taker have the accommodation “Assistance Obtaining Class Notes.” The student must review his/her accommodations with their instructor.
• If a student requests a note-taker in a class, the note-taking system will send an automated email to the instructor. The system will also send an email to the class roster requesting a note-taker. Instructors’ assistance may be required in locating a note-taker by making an announcement in class without revealing the students’ name. It is critical that a student who requires note-taking services receive this service. Instructors may share their lecture notes as an alternative to a note-taker.
  

  Disability-Related Absences

  Some disabilities require consideration of flexibility in attendance requirements with regard to excused absences. An excused absence is an administratively approved absence from class or required activities of a program, without penalty. Absenteeism is not expected to be excessive, but a reasonable amount of time, as needed. The professor defines a reasonable number of disability-related absences.

  A determination that a flexible attendance accommodation would fundamentally alter the nature of a course requires a documented deliberative process, to include consideration of the following:

  • Is there classroom interaction between the instructor and students, and among students?
  • Does the course rely upon student participation as an essential method for learning?
  • To what degree does a student’s failure to attend constitute a significant loss to the educational experience of other students in class?
  • Is attendance factored in as part of the final course grade?
  • What are the classroom practices and policies regarding attendance?
  • Is the attendance policy consistently applied?
  • Do different faculty teaching the same course make different “fundamental alteration” determinations, and why?

  Faculty may determine that a student can master course content despite absences that may exceed the course attendance policy. In other situations, attendance is fundamental to course objectives. For example, students may be required to think and argue critically or to participate in group projects. Instructors are not required to lower or modify standards for accommodation purposes. Instructors determine practices regarding make-up work and missed quizzes and exams.

  The student will give the letters to his/her professors to initiate discussions concerning attendance polices, anticipated absences, and procedures for making-up course work. (Naturally, the student must also listen closely to faculty announcements about attendance and make-up policies and procedures, and must refer to the syllabus frequently throughout the semester for information about these issues.) Students are encouraged to discuss flexibility with absences prior to the start of the semester. 

  The professor can then review specifics, such as how many additional absences can be allowed, and how make up work would be handled. This gives the student the information needed to determine if they should stay in that class or select another.

  It is the responsibility of the student to notify professors promptly of disability-related absences, and particularly of any prolonged absences. If the student encounters an unexpected disability-related circumstance, such as an emergency hospitalization or illness, they should notify Student Accessibility Services and his/her professors. The student must also contact professors to arrange to make-up work or other assignments.

  Students with a documented disability related absence accommodation are NOT required to provide medical documentation for absences due to a barrier.

  SAS does not excuse students with disabilities, nor does it establish attendance policies. However, an SAS representative is available to meet with the professor, or the student and the professor, to discuss factors that determine if a reasonable number of additional absences would result in a fundamental alteration of the course.

  If a student is not able to attend enough classes to meet the fundamental requirements of his or her courses, the student may not be "otherwise qualified" (see definitions) to attend school at this point in time. The medical situation may require the student to focus on his or her health for the present, and it may be advisable for the student to pursue a medical withdrawal.

  Housing Accommodations

  Student Accessibility Services works in cooperation with ̨Íåswag Residence Life to assist students with on-campus housing needs. If Student Accessibility Services determines that documentation supports a reasonable accommodation, a request for accommodations will be submitted to Residence Life.

  Sample Auxiliary Aids and Services

  To follow is information on some, but not all, of the available auxiliary aids and services.

  Sign Language Interpretation

  • Student Accessibility Services will provide sign language interpreting for classes, meetings, or other university sponsored programs or events for students who are deaf or hard of hearing and provide appropriate supporting documentation. It is the responsibility of the student to inform Student Accessibility Services as soon as possible if an interpreter is needed, or if an interpreter should be canceled.
  • Sign language interpreters attend class with the student, but do not participate.
  • Student input on the most effective interpreter for certain classes is always considered.
  • Both independent contractor interpreters and agency interpreters are utilized.
  • Interpreting services are available to the student, with prior notice, for the classroom, and also for other activities, such as tutoring, clubs, and seminars, that are part of being a college student.
  • Sign Language Interpreters are expected to follow the NAD-RID Code of Professional Conduct, as well as to comply with all Student Accessibility Services standards and university policies.

  Real-Time Captioning

  Real-time captioning technologies include live captioning for television, telecommunications relay services, and transcription services such as CART and C-Print.

  Speech-to-text provides access for individuals who are deaf or hard of hearing, and for many other groups. Captioning professionals must meet speed and accuracy standards.

  There are two types of real-time captioning presently used at ̨Íåswag: CART and C-Print.

  CART (Communication Access Realtime Translation) Services

  CART is word-for-word speech-to-text translation provided on scene in just about any venue. It can be delivered on location or remotely. The text produced by the CART service can be displayed on an individual’s computer monitor, projected onto a screen, combined with a video presentation to appear as captions, or otherwise made available using other transmission and display systems.

  C-Print®

  C-Print® is meaning-for-meaning (as opposed to verbatim) speech-to-text translation that is primarily used in educational settings. C-Print® was developed at the National Technical Institute for the Deaf (NTID) to convert spoken messages into text. A C-Print® captionist is specially trained in text-condensing strategies and types on a laptop computer using an abbreviation system. The text is displayed without abbreviations on one or more student computer (laptop) monitors.

  C-Print captionists provide communication in real-time, and also provide a transcript of the class within 24 hours. Transcripts are for the student with the C-Print captioning accommodation, and are not available to other students or to the professor.

  The decision to schedule personal C-Print captioning versus remote captioning (the captionist is listening and typing from a remote location) is determined by several factors

  • the amount of notice given by the student when there is a course addition or change
  • the student’s prior experience with remote captioning
  • the student’s need to have a person present to voice questions for him or her
  • the captionist’s schedule and availability
  • Any student who does not receive an accommodation for which they are eligible is strongly encouraged to inform the appropriate faculty or staff person promptly, and to let a Student Accessibility Services staff person know as soon as possible if it is not resolved.

  Assistive Technology

  Technology is available to students to assist them in taking charge of their learning. SAS provides training and makes available the following (the list is not inclusive):

  • Text to speech software
  • Speech to text software
  • Assistive listening devices
  • Smart Pens
  • Text enlargers
  • Word prediction software
  • C-Print software

  All technology complies with institutional policies and procedures and with relevant codes and laws. Student violations of technology policies must follow established institutional student disciplinary procedures.

  Alternative Media

  SAS provides students with alternative media such as digital textbooks, braille, or large print texts. Professors may be asked to provide a reading or materials list 6 or 7 weeks prior to the start of the semester to allow for the material to be made available in an accessible format.

  Removal of Physical Barriers

  SAS arranges for adapted furniture to be in the classroom, as needed, for students who require this accommodation. The instructor communicates with the student to insure that the classroom set up does not interfere with access. Any student who becomes aware of a physical barrier should contact Student Accessibility Services.

  Limits to Accommodations

  Accommodations are not required to be provided retroactively. An accommodation cannot fundamentally alter the nature of a course or program, and professors are not required to lower or modify standards for accommodation purposes.

  Personal Services

  Federal regulations associated with the Americans with Disabilities Act specifically state that post- secondary institutions are not required to "provide attendant, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature."

  Personal Care Attendants

  Personal care needs are the responsibility of the student. A student who needs personal assistance, as indicated by his or her documentation, should procure the most appropriate services to ensure safety. The University of North Georgia, however, does have the responsibility to aid the student in need of personal care by accommodating the personal care attendant in the educational and residential environment.

  Tutoring

  Personal or private content specific tutoring is the financial responsibility of the student. Tutorial services, such as those available through the Math Lab and the Writing Lab, are available to all students at the University of North Georgia.

  Accommodations and Student Behavior

  Because accommodations are a legal right and not a privilege, they are not contingent on behavior, and cannot be withheld. Instructors address violations of the Student Code of Conduct by students with disabilities as they would address similar violations for other students. All students, including students with documented disabilities, are held to the ̨Íåswag Student Code of Conduct.

  Online courses

  Institutions must ensure that registered students with disabilities receive their approved accommodations and academic adjustments both on campus and online.

  Students in traditional classes increasingly have at least some course content online. That content must be accessible as well and faculty must be deliberate and proactive in anticipating, identifying and addressing disability-related issues.

  Students needing to request a note-taker may do so through .

  All note-takers must register at (login required) and follow all instructions carefully in order to receive compensation.

  Extended Time on Assignments

  Extended time for assignments is not a common accommodation, as it, in many cases, makes successfully completing the semester more challenging. It is, however, an accommodation that is critical for some students.

  The extended time on assignments is a reasonable extension, and should be worked out between the student and the professor, and sometimes with an SAS representative. If the professor is concerned about this accommodation, they should speak with an SAS representative to discuss factors that determine if a reasonable extension of time on assignments would result in a fundamental alteration of the course.

  If completion of course work by the end of the semester becomes a major concern, both the student and the professor should speak with an SAS representative to consider alternatives.