Faculty FAQs
Who do I contact about questions I may have pertaining to disability related issues?
VCU provides services for students with disabilities on both the Academic and MCV campuses. Please contact the following Coordinators of Disability Support Services (DSS) for information about eligibility of services and accommodations.
Monroe Park Campus 907 Floyd Ave., Room 102
VOICE/TTY: (804) 828-2253, FAX: (804) 828-1944
MCV Campus VMI Building 1000 Marshall St., Room 301
VOICE: (804) 828-9782, TTY: (804) 828-4608, FAX: (804) 828-4609
What is the Disability Support Services (DSS) Office?
The DSS Office provides services and supports for VCU students with disabilities in order for these students to have equal opportunities to benefit from all programs, services and activities offered at VCU.
The Office of Disability Support Services offers the following services:
- Recommendations for program accommodations in accordance with recent documentation.
- Referral to appropriate student support offices on campus.
- Information and assistance in the area of academic planning.
- Liaison activities between faculty and students with disabilities.
- Referral to off-campus resources.
- Alternative testing.
- Consultation with public school special education administrators, rehabilitation or high school counselors, parents and prospective students concerning the University's services for students with disabilities.
The Office of Disability Support Services will not:
- Perform psycho-educational diagnostic assessments.
- Offer self-contained classes or training programs for students with learning disabilities.
- Ask faculty to compromise the quality of instruction or evaluation or sacrifice class standards.
- Provide persons with disabilities personal devices or assistance for personal use. This includes but is not limited to wheelchairs, eye glasses, hearing aids, transportation, personal assistance for eating, dressing or other personal services or readers or scribes for personal use.
Why do students with disabilities need textbook information before classes begin?
For some students, reading a textbook can be a laborious or impossible task due to a reading disability or a visual impairment. These students require textbooks in an alternative format in order to have access to the information presented in the books. In order for the books to be put in another format (i.e. digital, audio or braille), textbooks are scanned or ordered on tape through Recordings for the Blind and Dyslexic. Both processes are very time consuming and can take months to complete.
Do I need to be careful about what I say to students with disabilities?
Using metaphors are a part of the English language and are a natural way to communicate. For example, saying "Do you see what I mean?" or "See you later" is not considered offensive to a student who is blind or visually impaired, and there is no need to apologize. People with disabilities may also use such metaphors to get their point across.
Why do students with disabilities need extra time on a test even if they understand the material being tested?
Students with disabilities may use assistive technology or services that require additional time to use. Also, students with learning disabilities may require extra time in order to process and comprehend the information on the test or to write their answers to the questions.
Can I look at a student's documentation concerning their disability?
The student's documentation is given in confidence to the Coordinator of the Office of Disability Support Services. By law, students have the right not to share any information about their disability. However, some students may choose to share information with their professors. As long as a student has a letter of accommodations from the VCU DSS Office, the professor is required to implement the accommodations. If you have any questions about the accommodations, please contact the Coordinator in the DSS Office to discuss your concerns.
How will I know if a student needs an accommodation in my classroom?
The student will give you an accommodation letter that verifies that he/she is qualified to receive accommodations. This letter also states what types of accommodations the student will need. If you have questions or concerns about the letter of accommodations, please contact the Office of Disability Support Services instead of asking the student.
A student approached me after class and told me that he has a disability and would like accommodations although he did not give me a letter from the Office of Disability Support Services. Do I provide the accommodations?
You are under no obligation to provide accommodations to students who do not have a letter of accommodations from the DSS office. Direct that student to the Office of Disability Support Services so that the Coordinator and the student, together, can determine what accommodations are needed to meet that student's needs, and if the student is eligible for services.
What should I do if a student with a disability cheats on an exam?
Students with disabilities are to uphold the same honor code stated in VCU's Honor Code policy. When a student with a disability breaks the honor code he/she must also face the same consequences as students without disabilities. The honor code policy is available on-line at: http://www.students.vcu.edu/rg/policies/rg7honor.html
There is a student in my class who tells me that he has a disability even though it does not look like he has a disability. How do I know if he really has a disability?
Disabilities are often described as "visible or invisible." Invisible disabilities are those in which the characteristics are not obvious to an independent observer, and may involve cognitive processing or psychological challenges. Typical invisible disabilities include learning disabilities, attention deficit/hyperactivity disorders, traumatic brain injuries, several health impairments and psychological impairments. Encourage students to get a letter of accommodations from the Coordinator of Disability Support Services. The Coordinator reviews student documentation to determine if the student has a disability and authorizes appropriate accommodations.
Is it fair to other students in my class to give students with disabilities extra time on tests and assignments?
By providing the extra time, the student can be evaluated for what he/she knows about the material being tested rather than the effects of his/her disability, therefore, leveling the playing field.
I've had several students request accommodations in the middle or end of the semester. Why do students wait so long to let me know that they need support?
Some students with disabilities attempt courses without obtaining their accommodations. They may feel embarrassed to disclose their disability, or they may feel they do not need the accommodations. At the middle or end of the semester, they may realize that they need to access the accommodations that they are eligible to receive, in order to maximize their classroom performance. You can help facilitate the process of students disclosing formally to the university by including the following statement in your syllabus:
- If you are a student with a disability and you need assistance with your course work, please speak privately with me after class or during my office hours.
- If you have a documented disability and wish to discuss academic accommodations, please contact me as soon as possible.
- Students who are requesting any accommodations on the basis of disability should schedule an office appointment with me as soon as possible, ideally within the first three weeks of the semester. Please schedule this office appointment by (indicate your preferred method for communication: email, phone call, office secretary, etc.). To maintain the confidentiality of your request, please do not approach me before or after class to discuss your accommodation needs.
When the student speaks with you concerning their disability, refer them to Disability Support Services if they do not have an accommodation letter.
If a student presents an accommodation letter in the middle of the semester, does the letter cover the student from the beginning of the semester?
The student's accommodations begin at the point that you receive the accommodation letter. Accommodations are not retroactive and hence will not apply to any of the student's work prior to receiving the letter of accommodations.
Do I need to change my academic standards and objectives in order to meet the needs of students with disabilities?
No. Students with disabilities are held to the same academic standards as all VCU students. However, students with disabilities may require modifications/accommodations so that they may fully participate in the lessons, assignments and tests.
What kinds of disabilities will I see in my classroom?
Students with all types of disabilities attend VCU. Common disabilities include learning disabilities, blindness, deafness, attention deficit disorder, psychological disorders, motor/orthopedic impairments and chronic health impairments.
I mainly teach through lecturing. Is this a problem for students with disabilities?
Students with an auditory processing deficit may have a difficult time relying only on lectures to access information. Whenever possible, it would be helpful to add a visual prompt to your lecture. This would not only enhance learning for those students with auditory processing problems, but also for the students in your class who are visual learners. They can also benefit from having an outline or script of the class material prior to class lecture.
If a student is unable to take notes in my class, what should I do?
Students generally obtain note takers. Students have the following options:
- Locating note takers on their own before involving the instructors or requesting assistance from their instructors in locating a note taker.
- Students must present the instructor with a letter that requests his/her assistance in locating a peer not taker in the class.
- If students or instructors are unable to find a note taker in the class, the student and/or instructor should inform the appropriate DSS Office so that they can attempt to locate a note taker or make other arrangements.
- If overhead displays are used, students may request paper copies from instructors.
What services are available to students with disabilities at VCU?
If students decide to disclose their disability and receive accommodations, the first step for the student is to visit with the Coordinator of Disability Support Services. The Coordinator will decide if the student is qualified to receive accommodations. If qualified, a decision regarding the types of accommodations that will benefit the student will be made.
VCU provides many services to students with or without disabilities to assist them in their academic journey. Students can access these services regardless of disclosing their disability. A more detailed description (i.e. telephone number, hours of operation, contact name, etc.) of each service is listed in the Campus and Community Service section of the VCU Resource Guide or the Professional Development Academy website at www.students.vcu.edu/pda. Some of the services are provided below:
- Academic and Career Exploration - Individualized Techniques (ACE-IT!)
- Student Academic Support Services (MCV Campus)
- Career Connections for Students with Disabilities
- Math Lab
- University Counseling Services
- Academic Success Program
- University Career Center
- Academic Success Center
- Writing Center
What is VCU's policy on attendance for students with disabilities?
The Disability Support Services Office does not determine course attendance policies at VCU. In some cases, attendance is fundamental to course objectives: for example, students may be required to participate in hands-on learning activities, to interact with others in the class, to demonstrate the ability to think and argue critically, or to participate in group projects. Individual faculty or the specific university college, school or department are responsible for setting attendance policies as well as policies on make-up work and missed quizzes and exams. However, faculty are free to be flexible in situations where the disability is clearly a mitigating factor. Faculty should make their policies clear in order for students to make informed decisions about what courses to take. Faculty can do this by announcing course policies on the first day of class and by including this information on their syllabus.