SCTCC faculty and staff are key to promoting and providing accessibility on campus for students with disabilities, through implementing approved accommodations and creating an accessible campus environment.

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Faculty and Staff FAQ

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This section will cover general Accessibility Services information, Accommodation Information, Best Practices, and Faculty/Staff Resources.

General Information

Statement of Accomodations

Getting Started

If a student discloses to you that they have a disability and are not currently receiving services from Accessibility Services, please refer them to us. A referral to Accessibility Services could take many forms. Some examples are:

  • walking them down to the Coordinator’s office in 1-454 (near Door 4)
  • supporting them in writing an email to the Coordinator to set up a meeting (avery.cook@sctcc.edu)
  • showing them the website and process for accommodation on the Getting Started (link here) page
  • encouraging them to call the office (320-308-5064)
  • calling/emailing the Coordinator yourself to have them reach out to the student

If a student has not disclosed to you that they have a disability, but you have reason to suspect that they would benefit from meeting with Accessibility Services, we suggest bringing Accessibility Services up in conversation along with other campus resources. It can be helpful to explain that Accessibility Services supports any student with disabilities, no matter how big or small. For example, anxiety, mental health concerns, gender dysphoria, diabetes, etc. are all covered under the Americans with Disabilities Act (ADA) and can receive accommodations through Accessibility Services

If you believe the student may struggle to advocate for themselves, you may complete the Cyclones Care Referral Form (Behavioral Intervention Team Referral Form (sctcc.edu). Cyclones Care focuses on early intervention supports for students and could support this student by reaching to them directly. Link here to Cyclones Care Page Cyclones Care | St. Cloud Technical Community College (sctcc.edu)

Universal Design for Learning: UDL Guidelines 

Universal Design in Education: Principles and Applications | DO-IT (washington.edu)

Universal Design for Learning: Examples of Using the UDL Framework in Higher Education and Technical Programs

Accommodation Information

As needed, accommodations (modifications to policies and practices) are provided to ensure equitable access for qualified students with disabilities. While accommodations may change the way a student accesses information or demonstrates knowledge, accommodations should never compromise the essential element of a course or program. Accommodations for students with disabilities are protected by federal law.

  • Once a student submits a testing request to Accessibility Services, it is forwarded to the instructor along with a confirmation of accommodation. Then faculty will give Accessibility Services a copy of the exam (can be emailed to acc@sctcc.edu or dropped off at 1-452) with written proctoring instructions and preferred delivery method (scan to email, campus mailbox, or office drop-off). 
  • The exam must be delivered to Accessibility Services at least one hour before the exam is to start.
  • After the student completes the exam, Accessibility Services will refer to the instructors preferred delivery method (scan to email, campus mailbox, or office drop-off).  
  • If you would like to have the exam in your campus mailbox, please include your mailbox number in your email to Accessibility Services.
  • If you chose to receive the completed exam via email, we will ask for a delivery receipt on the email so that we know you received it. Once we have confirmation that you have received the exam, we will shred or securely delete the copy we have.
  • See Testing Accommodation Policy and Procedure
  • Once a student has put in a request for a peer note taker, Accessibility Services will email the instructor that a note taker needs to be found. It is the responsibility of the instructor to ask the class for volunteers willing to share their notes with a student. Note taker announcements can be made on D2L, during an in-person class time, or over email to students. If any student volunteers come forward it is the instructor’s responsibility to inform the volunteer to email Accessibility Services for next steps.
  • Instructors may not disclose any information regarding the student who is requesting a note taker. This is considered private student data and should not be disclosed or insinuated to any other student in class, even students who are volunteering to be note takers.
  • See Note Taking Policy and Procedure

Accommodations labeled “Consideration for…” are accommodations that are appropriate from a disability perspective but may not be justifiable from a course learning perspective depending on the situation that it is being requested. These accommodations are meant to be evaluated by the instructor on a case-by-case basis and not as an overall waive of class policy or procedure for the semester.

Instructors may not deny a “Consideration for…” accommodation for the entire semester but may deny a student’s request to utilize that accommodation on a case-by-case basis after discussing the specific situation with Accessibility Services. Instructor do not need to go through Accessibility Services to approve a “Consideration for…” accommodation. 

For example:

  • If a student provided you an accommodation plan that read “Consideration for Reasonable Extension on Assignments”, it would not be appropriate to respond with “No, unfortunately I do not take late work”.
  • However, if a student provided you with that same plan and then requested an extension on an assignment, it would be appropriate for you to contact the Accessibility Services Coordinator and say, “A student in my course is requesting an extension on an assignment that I believe they would have had a reasonable amount of time to complete regardless of disability. Here are the details. Would it be appropriate to deny the request?” From there you and the coordinator would work together to determine the reasonability of the extension request and approve or deny it from there.

Students with “Consideration for…” accommodations are expected to connect to the instructor, either directly or through Accessibility Services, each time they would like to request use of that accommodation.

Accommodations that are listed as temporary are only applicable during the semester they were approved. The date a student was approved is located on the upper right of their plan. If the student is within that semester timeframe, please provide the accommodations as you would for any other student with accommodations.

However, if a student has an outdated plan, please encourage them to reconnect with Accessibility Services if they would like to discuss renewing their temporary plan. If you believe that a student has an outdated temporary plan, please connect with Accessibility Services to be sure before you deny the accommodation.

For clarity, average, non-temporary, accommodation plans do not “expire” and should be followed regardless of date on the plan. If you have a concern about a student’s plan because of the date listed, please encourage them to connect with Accessibility Services to update their plan.

Captioning Process for Faculty

Best Practices

  • Follow the student's Accommodation Plan as it is written.
  • Maintain the confidentiality of all disability-related information and be mindful of your environment when discussing accommodations with the student.
  • Add the Accessibility Services Syllabus Statement to your syllabi.
  • Bring any questions regarding implementing a student's Accommodation Plan to Accessibility Services.
  • Expect students to meet the same class expectations as their peers.
  • Make a general announcement at the beginning of the semester when going over the syllabus to encourage students to seek out services who may need it.
  • Understand that not all disabilities are stable and due to this student might require changes to their accommodation plan throughout the semester.
  • It is key to not overly accommodate students past what is reasonable. They are capable students who were admitted on their own merit and have met the same admissions requirements as other students.
  • Understand that accommodations are made to "even the playing field" and should not be applied to all students in the class, unless it follows the principles of universal design.
  • Students with disabilities know themselves best and are the best sources of information regarding their disability and the impact it has on their academics.
  • Keep in mind that many students are concerned about the stigma of disclosing a disability. A positive reaction to the student’s self-disclosure and need for accommodation is an important way to promote disability inclusion on campus.
  • Don’t challenge the legitimacy of a student's disability. Accessibility Services is the designated office to determine accommodations for students and any student with an Accommodation Plan has met the qualifications for services.
  • Provide as many auditory cues as possible since visual cues may not be available. For example, when calling on a student say their name versus simply pointing at them.
  • Be mindful of interacting with a service animal. Service animals are not pets and when they are in the classroom, they are working. If you must interact with the service animal, ask the student for permission beforehand. Service animals must be allowed in the classroom with the student.
  • If you see the student is struggling with something, ask if they would like help and wait for a response before acting.
  • Give students plenty of advance notice regarding required textbooks and any assignment or research paper that may require using various reading materials or sources as the student will most likely have to find or order enlarged or braille copies.
  • Any information that is given in writing should also be verbalized for access.
  • To assist students with low vision, be sure that any handouts are enlarged (or can be enlarged online) and all written information during lecture (i.e., whiteboard or PowerPoint) is in large print.
  • Make sure you have the student’s attention before speaking. This can be done by waving in their line of vision, flickering lights (mindfully), and vibrations (such as tapping on their desk).
  • Make sure your face is clearly visible. If you are wearing a mask, please come to Accessibility Services to collect a clear mask for this class.
  • Talk directly to the student(s) when utilizing an ASL Interpreter to communicate. Do not ask for the interpreter’s opinion or ask them to chime in during class as they are there solely to facilitate communication.
  • Utilizing visual aids, facial expressions, and gestures can be helpful in clarifying your message.
  • In group discussions, encourage students to speak one at a time.
  • Deaf/Hard of Hearing students will get the most support out of a circular seating arrangement as they will be able to get visual cues from all participants.
  • If you would like to show a video, please make sure to test the captioning ability and accuracy of the video in advance. Interpreters are not expected to interpret videos, videos must be captioned.
  • If you see the student is struggling with something, ask if they would like help and wait for a response before acting.
  • If a classroom or lab space is inaccessible, the classroom or lab space must be made to be accessible or an alternative classroom or lab space must be located.
  • Do not penalize a student for coming in a few minutes late to class. Folks with disabilities that impact their mobility may frequently be a few minutes late.  
  • Classes taught in lab settings usually require some modifications of workstations. Considerations include furniture with a universal design.
  • Connect with the student on the first few days of classes and ask if they would need assistance in an emergency. If yes, work with them to make a plan should an emergency occur.
  • If your course requires a field trip or fieldwork, please inform the student as early as possible so they can plan for their transportation. Do not penalize a student for being unable to attend.
  • Systemic disabilities would be: Cancer, Diabetes, Multiple Sclerosis, Lupus, Crohn’s, etc.
  • Systemic disabilities frequently fluctuate, meaning that what a student needs could change often. Flexibility with these students is critical.
  • Examples of where instructors may need to be flexible would be:
  • Attendance policies
  • Leaving Class Early or Unexpectedly
  • Homework Deadlines
  • Exam Retakes
  • Connect with the student on the first few days of classes and ask if they would need assistance in an emergency. If yes, work with them to make a plan should an emergency occur.

Faculty/Staff Resources

  • The Cyclones CARE Team is an interdisciplinary team that triages referrals and provides low-level, early interventions to assist students with challenges that may be interfering with their ability to be successful at college. Referral concerns and/or reportable behaviors include (but not limited to):
    • Change in class attendance or participation
    • Academic Difficulty related to a mental health or basic needs issue
    • Suspected Substance use or abuse
    • Change in personality or Sudden/Erratic changes in behavior
    • Mental Health needs
  • Behavioral Intervention Team Referral Form (sctcc.edu)

*Third party links are not monitored by SCTCC. If a link is broken, redirects you, or is no longer what is listed here, please contact Accessibility Services to get the link updated or removed. Thanks!

*Third party links are not monitored by SCTCC. If a link is broken, redirects you, or is no longer what is listed here, please contact Accessibility Services to get the link updated or removed. Thanks!

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