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Faculty Rights and Responsibilities

Professor's Rights:
Since the passage of ADA and the Rehabilitation Act, the rights and responsibilities of faculty have been defined through various court proceedings. The faculty are valued as members in the accommodations process because of what they teach and how they teach it. The courts have supported faculty in their decisions of what to teach, but have indicated the need for some flexibility in how they teach it. They have also supported modifications in how student progress is measured and graded.

DSS welcomes faculty input on provision of accommodations in the classroom. Feedback from faculty informs, the DSS Office on how well an accommodation is working for a student and also lets the DSS Office know if there is an issue other than disability that is affecting student performance. Working together in this capacity helps to ensure the integrity of a Loyola Marymount University education. Therefore, it should be understood that faculty have the following rights:

• To determine the curricula for their courses
• To determine student progress and assign grades
• To have all students adhere to the student conduct code, regardless of the student's disabilities
• To challenge accommodations that would jeapordize the academic standards or integrity of the course 

Professor's Responsibilities:

Each member of the faculty plays a central role in the implementation of accommodations to students with disabilities. Due to the confidential nature of the information about a student's disability, the DSS Office will review all pertinent records and determine eligibility for accommodations. However, faculty are always welcome to engage in a discussion about functional limitations of the student in the classroom. In keeping with the university's non-discrimination policy, each faculty member should:

• Provide an atmosphere in which all students can learn course material
• Notify students that accommodations are available and are coordinated through the DSS Office. A statement on syllabi and an announcement on the first day of class would be good practice
• Inform DSS of a student's request for accommodations; meet with students as soon as possible upon notification of special needs
• Privately discuss approved accommodations with the student to determine appropriateness for the classroom and report conflicts or changes to the DSS Office
• Verify requested accommodations with the DSS Office if there is any question regarding the exsistence of a disability
• Provide accommodations in a fair and timely manner. Providing accommodations is not negotiable; the way the accommodations are provided is negotiable
• Contact the DSS Office with questions or suggestions regarding the appropriateness of an accomodation. The faculty member should continue to provide the accommodation under dispute until it is set aside or modified by the DSS Office.
• Assist students who need note taker by making an announcement at the start of the term, or by identify students who have demonstrated good note taking ability in other classes
• Grade students based on their performance, without counting off for reasonable accommodation
• Refer the students who report or who are expected of having a disability to the DSS Office
• Allow accommodations (i.e., an interpreter, captionist, note taker) into the classroom once Reasonable Accommodation forms have been recieved
• Arrange for delivery of any exams the faculty member would like proctored by the DSS Office 

Testing Accommodations:

Students with disabilities may require modifications of routine classroom testing procedures in order to be properly evaluated. To meet both the letter and the spirit of the law, methods of testing must neither advantage nor disadvantage the student.

Testing modifications may include extended time, a separate testing environment, use of a computer or other adaptive equipment, or the assistance of a reader or scribe. If the student is only requesting 50% extended time, the professor should make arrangements for the student to take the test with them (either in class or in their office). Faculty should be sure that the testing environment is quiet and accessible, and that the student will not be interrupted, since this can be both embarrassing and distracting to the student.

You also have the option of making arrangements to have the student test in the DSS Office.  If a professor chooses this option, the student will need to bring a Request for Proctoring Services form to the professor that needs to be filled out both by the student and the professor at least seven (7) days before the test (Fourteen (14) days before finals) in order for the DSS Office to proctor the exam.   Professors will complete this form with the student indicating their instructions for how the test is to be administered (time limits, open/closed book, etc.), and instructions for pickup and delivery of the test.  It is the student's responsibility to return this form to the DSS Office. Please note that the DSS Office makes every effort to ensure the security of tests.  Feel free to call the DSS Office at (310) 258-2624 if you have concerns regarding testing.

Confidentiality:

• Disability documentation is confidential between the student and the DSS Office, except in emergencies.

• A faculty member may obtain information about a particular student's disability and how to best work with that student by these methods:

  • Talking directly with the student –  it is the student's choice if he/she decides they would like to disclose information about their disability with the professor

  • A professor may contact the DSS Office and request information. The DSS Office would have to contact the student and have them sign a Release of Information form.  Only after this form is signed can the DSS Office share any information with a faculty member

General Suggestions for Helping Students with Disabilities to Succeed in the Classroom:

• Provide students with a detailed course syllabus. Make it available before classes begin. If need be, professors may send it to the DSS Office and the DSS Office will be sure the student gets it before the course starts

• Note on the syllabus that students needing alternate accommodations are invited to meet with you early in the semester to discuss thier needs

• Clearly spell out expectations (grading, material to be covered, due dates) at the start of the course. This is especially critical for disabled students who need lead time in order to arrange support services (recorded textbooks, enlarged print, interpreter services, etc.)

• Use all modalities: visual, auditory, kinesthetic, and tactile. Use visual aids to reinforce what you say. Present new vocabulary in both spoken and written form. Describe orally any diagrams, charts, etc. used during lectures. Give opportunities for hands-on learning whenever possible

• Give copies of visual aids to students at the beginning of a lecture when possible

• Illustrate abstract concepts with concrete examples

• Be sensitive to the fact that some students are very uncomfortable reading aloud

• Encourage students to use current technology to enhance learning – computers, calculators, iPads, etc.

• Allow students with disabilities to demonstrate mastery of course material using alternative methods (extended time , taped or oral exams, etc.). Be aware that scantrons are very difficult for some students to use

• Encourage students to use campus support services (such as tutoring and workshops) available through the Academic Resource Center (ARC) located on the second floor of Daum Hall