Faculty FAQs
How does DSS justify extra time on tests for students with learning disabilities? It seems unfair to the other students, who would probably improve their scores as well, if they were allowed additional time?
Various factors account for the need for extra time on tests for students with learning disabilities. These include: a) speed of processing; b) difficulty with the mechanics of spelling, punctuation and syntax; c) visual perceptual deficits; and d) reading comprehension deficits. Research (@ UC Berkeley, 1991 and the University of Toronto, 1993) on the effects of extended time on exams has shown dramatic improvements for students with learning disabilities, but only marginal improvement for students without learning disabilities. Rather than providing learning disabled students with an unfair advantage over other students in the class, extended time for exams allows these students to demonstrate their level of mastery of the course objectives, rather than reflecting their learning disabilities. In other words, it levels the playing field.
As a professor, can I be assured that students who take exams for my classes at the DSS Office are being monitored closely enough to prevent cheating?
Students who use test accommodations through DSS are monitored regularly by DSS staff. By a professor filling out the Request for Proctoring Service form completely, this lets the DSS Office specifically how to proctor that exam (for example, no books or notes, but calculators are permitted). The student leaves all materials other than those specified on the form by the professor with the DSS Office and tests in a private room. During the exam the staff monitors students closely in order to maintain the integrity of the exam. If a student were to be caught cheating, the exam would be discontinued immediately and the professor notified.
Does a student who identifies him or herself to the university as having a physical or learning disability automatically receive support services from DSS?
Prior to receiving assistance from DSS, a student must present from a qualified professional source documentation of a disability, which interferes with a major life function. A professionally verified disability means a condition certified by a licensed physician, psychologist, audiologist, speech pathologist, rehabilitation counselor, learning disability specialist, or other appropriate professional. The DSS Office then reviews the documentation for completeness and severity of the disability and makes a determination of the kind of accommodations the student needs.
Should I refer a student to DSS?
Faculty members are encourages to refer students whom they suspect may have learning or other disabilities to the DSS Office professionals. While we do not provide testing for disabilities, we can refer the student to professionals in the area.
How do I verify the eligibility of a student who simply tells me that he or she is disabled and requires accommodations?
On the LMU campus, the DSS Office is regarded as the authority to certify disabilities and to determine whether a student qualifies for academic accommodations and support services at LMU have presented the necessary documentation or have been assessed and verified by the DSS staff. Students registered with DSS are directed to present an Accommodation Form, signed and stamped by DSS staff, to their professors to verify their eligibility to receive services.
Will most students with disabilities (who are already aware of their disability) identify themselves to their professors at the beginning of the semester?
Students who use our services are directed to meet with individual professors during office hours at the beginning of the semester in order to discuss how their disability may have an impact on the specific course. Some students choose not to identify themselves, thereby choosing not to utilize prescribed class/test modifications, for various reasons. Other students may be involved in the semester and may find they are eligible for support services in the middle, or even at the end, of the semester. It is important to realize that any student requesting classroom accommodations must make timely requests for appropriate accommodations.
How are accommodations determined for the student with a learning disability?
Modifications are determined on an individual basis after considering the specific learning disability, the course requirements, and past academic experiences. Modifications are designed to provide an equal educational opportunity, not to give the student a competitive edge.
Do I have the right to know the nature if a student?s disability?
The information regarding a student's disability should be shared only when there is compelling reason for disclosure. The U.S. Department of Justice has indicated that a faculty member generally does not have a need to know what the disability is, only that it has been appropriately verified by the office assigned this responsibility on behalf of the institution. Students may submit their verification to DSS without disclosing to the professor the specific nature of their disability. Upon a student's request for accommodations, the university and the professor are required by law to properly accommodate the student. However, a student can sign a release of information form, which will allow us to share information about his/her disability with a faculty member. In addition, if the student decides, he/she can disclose this information to his/her professors directly.
Do I have the right to know which students in my classes have disabilities?
All students have the right to keep their disability confidential. However, in order for students to receive accommodations in a class, they need to identify themselves to the professor and to follow the compliance guidelines of the DSS Office and the university.