Disability Access Checklist for Faculty
August 1, 2007
Adapted from The University of Montana's Faculty Guide to
Making Accommodations for Students with Disabilities.
This checklist is provided to assist faculty in creating an accessible
learning environment in their courses. Students with disabilities may
potentially be in every course. It is not required to anticipate every
accommodation that any student with a disability might need prior to the
request; however, it is advisable to be prepared for the fact that some
requests for accommodations will be made.
Hold students with disabilities accountable to the same standards you hold
every other student.
Provide notice to your students of these standards and of your willingness
to accommodate. This can be done verbally or within your course syllabus
as in the following examples:
"Students with disabilities may obtain information on available services online at
http://www2.honolulu.hawaii.edu/disability/. Specific inquires may be made by contacting
Student ACCESS at (808) 844-2392 voice/text, by e-mail at email@example.com,
or simply stopping by Student ACCESS located in Bldg. 5, Rm. 107B"
Qualified students with disabilities will receive appropriate
accommodations in this course. Please see me after class or during my
office hours and be prepared to provide a verification letter from the
HCC Student ACCESS Office. For more information, go to the Student ACCESS
office in Bldg. 5, Rm. 107B or call 844-2392 voice/text.
- Students in this class who need accommodations for a disability should
submit documentation and requests to the Student ACCESS offices in
Bldg. 5, Rm. 107B. Phone: 844-2392 voice/text for more information. If you
have already registered your requests with Student ACCESS this semester, please see me
after class or during my office hours and be prepared to provide a current
verification letter from Student ACCESS.
Verify the existence of disability and need for accommodations with Student ACCESS by
calling 844-2392 voice/text. Student ACCESS will provide the information necessary for
an instructor to assure program access while protecting student privacy.
Grant reasonable accommodations as recommended by Student ACCESS.
Accommodations are reasonable as long as course standards are not
fundamentally altered and there is a logical link between the student
limitations and the accommodation.
Permit the students to use auxiliary aids and technology that ensure access.
Depending on the disability, students may use notetakers, sign language
interpreters, readers, scribes, and lab assistants. Others may use tape
recorders/players, computers, assistive listening devices and other
technologies for the same purpose.
Grant testing accommodations as recommended by Student ACCESS. Testing
accommodations include but are not limited to extended time, alternative
format, distraction-reduced environment, readers, and scribes.
Treat disability-related information with the strictest confidentiality.
Refrain from identifying students with disabilities unnecessarily to their
peers or other colleagues without student consent.
Other tips which may enhance access to your courses:
Select course texts early. Blind and other students with print disabilities
must begin early to obtain their texts in alternative formats.
When requested, provide alternatives to printed information such as class
handouts or reserve materials in the library. Alternatives to print include
Braille, computer electronic text, large print, and tape cassettes. If
Internet resources or other technologies are used, then they must be
accessible. Student ACCESS coordinates provision of alternative formats.
Make academic adjustments in instruction. For students with hearing impairments,
face the audience while speaking or use an FM receiver if requested. For
students with visual impairments, read aloud or describe written or graphic
Consult with the student and/or Student ACCESS for more helpful information on making
your courses accessible.
When Are Accommodations Not Provided?
The College must provide accommodations unless they fall under one of
the following three categories:
- Fundamental Alteration: If an accommodation lowers the academic standards
of the College, its programs, or courses, the College denies the
accommodation and deems it unreasonable. Academic standards are essential for
any student. It is unreasonable to alter these fundamental standards as an
accommodation for a student with a disability.
- Undue Hardship: If an accommodation costs too much or is impossible to
administer, the College denies the accommodation and deems it unreasonable.
An undue financial burden applies to the University of Hawaii Community
College system as a whole. Therefore, decisions regarding undue financial
hardship can only be made by the Chancellor's office and cannot be made by
a department, program or College. If the College feels it cannot afford an
accommodation that would be reasonable otherwise, it should seek
assistance through appropriate channels. An undue administrative burden
occurs when the College does not have enough time to respond to the
request, or when it would be impossible or infeasible to administer. In
every instance, the College reserves the right to offer other, equally
Personal Service: If a request for an accommodation falls under the definition
of a personal service, the College denies the request because it is
unreasonable. Personal services are those that a person with a disability
must use regardless of college attendance. In addition, personal services
are those for which no correlation between the disability’s functional
limitation and program access can be established. The college, for instance,
does not purchase wheelchairs or other assistive technologies used in every
setting to compensate for mobility impairment. Other examples of personal
services include independent living, mental health, rehabilitation, and
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