Northern Virginia Community College. Office of Disability Support Services
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1 Northern Virginia Community College Office of Disability Support Services The purpose of this document is to provide faculty, staff and students guidelines for the most common accommodations provided by NOVA. This is not an exhaustive list of accommodations since each case is evaluated on an individual basis, but provides an explanation of the most common accommodations listed on the Memorandum of Accommodations (MOA). Any questions regarding accommodations should be directed to the Disability Counselor on your campus or to the Office of Disability Support Services at Disclaimer: The examples under each accommodation do not necessarily reference a specific case. Faculty must refrain from attempting to diagnose or compare a student with the examples cited here. Testing Accommodations If the course is an ELI course the instructor should notify the ELI Course Specialists (ELICourseSpecialists@nvcc.edu) &/or Karen Kempter, the testing liaison (kkempter@nvcc.edu) when accommodations are needed for ELI exams. They would need to know the student s name, the course and section number, the exam(s) to be taken, the accommodation needed, the testing center and date the exam will be taken. Students will need go to the ELI home page for hotline or information or they can call ELI Hotline: or DL.NVCC. Extended time for testing The MOA allows the student to receive extra time to complete tests or quizzes. The amount of time is indicated either by the words time and a half or double time (or numerically as 1.5 or 2.0). Students are responsible for informing their professors so they can bring the test to the testing center ahead of time. They are also responsible for scheduling their test to allow time for completion within normal testing center hours. For a test that lasts 50 minutes, the student who is allowed time and a half, or 1.5, would be allowed 25 extra minutes for a total of 75 minutes. If the student is allowed double the time, or 2.0, the student would have a total of 100 minutes to complete the test. 1
2 Exam in a testing center or alternate facility Testing accommodations refers to an adjustment or modification of the standard testing conditions that mitigates the impact of the student s disability on his/her performance during testing. Accommodations should not compromise the security, validity, or reliability of the test. The MOA may recommend that a student have a specific room in the testing center where he/she can be tested individually. The student will remain visible to the proctor for security and validity of the testing. Another need may be the use of a headset as a noise filter during testing for students who are sensitive to sound or easily distracted. If a student requires a headset or alternate testing location for noise reduction, he or she is responsible for informing the instructor ahead of time so he/she can make arrangements with the testing center staff or the disabilities counselor. The test taking location must be monitored by College staff. A student with an MOA that states testing in a quiet space may need to test in an alternate, distraction-free environment or a low-anxiety area based on the specific needs of his/her disability. A College-provided headset that blocks sound is utilized during testing. Ear plugs may also be an option. Less distraction may mean fewer people getting up/tapping pens/talking, etc. Multiple breaks during testing Students taking their test at the testing center or at an alternate location can complete parts of the test and take a short break before continuing. Students receiving this accommodation are not allowed to talk to others or access any digital media during their break. Students with ADHD or some forms of anxiety disorders benefit from taking a break so they can manage their anxiety and reorder their thoughts. Use of Digital or Human Readers for Testing Digital or human readers will read aloud test questions and answer choices to the student during testing. Digital or human readers may also read test directions, as students may be approved to receive oral instructions in addition to written instructions for tests. A person or a computer program will read the test aloud to the student during testing. The student is allowed to use headphones if he or she is using a computer program for 2
3 this purpose. If a human reader is required, it is recommended that the test be administered in a quiet space where other test takers will not be disturbed. Use of scribes during testing NOVA can provide a paid or volunteer scribe if a student is unable to write or type the responses in a test. Depending on the nature of the test, students may be asked to spell words and specify punctuation for the scribe to write what the student is dictating. Scribes are provided when students have a visual impairment or limited use of hands. Use of formula charts or mnemonics list/cue card Students in math or science courses may be allowed to bring a formula chart containing information that will assist them in solving equations or problems. The appropriate supplementary aid should be developed by the student with the instructor s approval. Formula charts can be allowed when formula memorization/recognition skills are not part of the testing. A student may use a mnemonic list/cue card as a memory aid. A mnemonic list/cue card displays a combination of letters, in which each letter acts as a cue to an idea that the student needs to remember. These lists/cues must be developed by the student and approved by the instructor before bringing them to the testing center. Easily identifiable key words or phrases, such as those written on a mnemonic list/card, help a student to generalize an idea or concept (i.e., Please Excuse My Dear Aunt Sally for parentheses, exponents, multiplication, division, addition and subtraction). Students with processing limitations, including test anxiety or emotional disturbances, could use cue cards to remind them of the process they need to follow in order to complete a task. Use of supplementary aids during testing such as Standard English Dictionary or Thesaurus A Standard English Dictionary or thesaurus is allowed to check spelling or define unknown words when these specific skills are not part of what the test is measuring. This accommodation is particularly useful for students whose disability includes processing, reading, writing, or neurological limitations. Students with processing, reading, writing, or neurological disabilities may find a dictionary useful for checking spelling or word definitions. 3
4 Four-function calculator A basic function calculator performs addition, subtraction, multiplication and division. A basic functions calculator can help a student with math disabilities overcome the barriers they encounter when testing. Transferring of Answers to Scantron Sheets & Paper (Hard Copy) Exams Scantrons are preprinted bubble cards/sheets on which students mark their answers to multiple choice questions. Some students with disabilities, such as visual impairments, processing issues, or emotional or fine motor coordination, may have difficulty marking a bubble or transferring answers accurately and consistently to a Scantron sheet. In some cases, students may be approved to write answers directly on a paper version of a test for grading by the instructor. Some students may be approved to take paper-based versions of a test rather than computer-based exams when deemed reasonable and appropriate as an accommodation. Students who have difficulty marking or transferring answers to a Scantron may be allowed to mark answers directly on a paper test for grading. On a case-by-case basis, students who have difficulty reading, processing, concentrating, or navigating computerbased tests may be approved to take a paper-based (hard copy) version of the test. Reduced emphasis on spelling or grammar A student may be assessed on the content of the test without receiving deductions for spelling or grammatical errors if evaluating spelling/grammar is not the express purpose of the course/test. Allow students to demonstrate content knowledge without being penalized for the limitations caused by their disability. Extended Time for in class assignments Classroom Accommodations Students can be given extended time to complete any in-class, graded assignment or inclass quizzes. Extended time is not allowed for out-of-class assignments and does not necessarily include skills tests in which a specific task has to be demonstrated within a certain amount of time (e.g., Nursing skill, EMT, etc.). The amount of time is indicated either by the words time and a half or double time (or numerically as 1.5 or 2.0). In the event that a student experiences an exacerbation of his/her disability-related symptoms, the student may request to negotiate extensions on coursework with faculty members. Although homework accommodations are not generally mandated under 4
5 applicable disability laws, any consideration the student can receive during a flare-up would be appreciated. For the protection of the student and the faculty member, it is recommended that any changes in due dates should be agreed upon and documented in writing (hard copy or ). For a test that lasts 50 minutes, the student who is allowed time and a half, or 1.5, would be allowed 25 extra minutes for a total of 75 minutes. If the student is allowed double the time, or 2.0, the student would have a total of 100 minutes to complete the test. Multiple breaks during lectures In some cases, students with specific medical conditions may need to leave the classroom for a few minutes without providing an explanation to the instructor. This accommodation is explained in the MOA, and students are recommended to inform their instructors in advance about leaving the classroom as needed without disrupting the class flow. Some medical conditions, such as diabetes, require students to leave the room to perform activities such as eating, and they may prefer to do so in a private space rather than the classroom. Use of scribes/note takers during class NOVA can provide a volunteer or paid scribe/note taker for class notes and in-class assignments if the student is unable to write or type. Depending on the nature of the class, students may be asked to spell words and specify punctuation for the scribe to write what the student is dictating. Scribes/note takers are provided when students have a visual impairment or limited use of hands. Use of text to speech software Text to speech software programs convert electronic text into synthesized speech. These programs can be adjusted for voice, speech, volume, pitch, and speed. Some programs come with word prediction, voice/sticky notes, study skills bars, research skills bars, alternate font colors and size as well as background color, and highlighting features. Some can also read web pages and a varied range of digital format documents. 5
6 NOVA provides text to speech software programs that help students enhance reading and writing skills by providing auditory feedback allowing students multimodal access to information. These programs are installed in most open computer labs and can be installed in students personal laptops if the disability counselor considers it necessary. Use of laptop or digital devices in the classroom for note taking and in-class assignments Using laptops and/or digital devices during class provides a student with disability a tool to develop and access class notes independently. Students are not allowed to access the Internet during class unless is part of the assignment and suggested by the instructor. A student with a disability brings his own laptop with specific software installed to take notes and/or submit assignments during class. Use of digital recorders or digital pens for note taking in the classroom Students with disabilities can check out a digital recorder or digital pen for note taking by signing an agreement with the disability counselor stating that recorded material is for personal use only. This agreement also explains that if devices are lost or damaged, the student will be charged to replace or repair the device. A hold will be put on the student s account to prevent the student from registering for the next semester until the matter is resolved. The information contained in the recorded lectures is protected under the federal copyright law and cannot be published, copied, or shared in any form without the express consent of the instructor and without giving proper credit to the instructor. Students may use digital recorders or smart pens to record class material and listen to it as many times as needed. This helps students to comprehend concepts that are otherwise difficult due to the limitations of specific disabilities. Use of magnifying software program or character enlargement hardware Character and graphic enlargement can be done using software or hardware depending on the student s needs. These programs or devices make computer screen text or printed materials more legible by providing magnification, change of color and contrast, and other options suitable for students with visual impairments. Character or graphic magnifiers allow students to easily access instructional materials in class, offering independence to the student. If devices are required in the classroom, the 6
7 Office of Disability Support Services can lend personal/desk magnifiers on a temporary basis. To contact the ODSS, please disabilityservices@nvcc.edu. Requesting hard or digital copies of PowerPoint presentations and instructor s notes Students with disabilities may be allowed to request a copy of their instructor s presentation materials and class notes by signing an agreement with the disability counselor stating that notes and presentations received are for personal use only. The information provided by instructors is protected under the federal copyright law and cannot be published, copied, or shared in any form without the express consent of the instructor and without giving proper credit to the instructor. Providing students with class notes and copies of instructors PowerPoints enables them to have access to classroom materials and instruction, and review those materials as needed after class. Use of alternate format textbooks Students with disabilities can request alternate format books, either in Braille or as e- books, by filling out Form Instructions for requesting alternate format books are provided in this form. In order for students to receive this accommodation, this form should be filled out and sent as soon as they know which book is being used for a particular class. It is very important that each instructor informs the book store of the textbook/s that will be used in his class before the semester starts. Braille format accommodation is provided for students who are blind and prefer this format to digital. Digital format or e-books are provided as an alternate format when the e-book is not already offered for sale by the publisher. This accommodation is usually allowed for students who have a visual, neurological, processing, and/or learning disability that prevents them from reading printed text. Providing students with alternate format for instructional materials distributed in class Tests and printed materials distributed in class can be requested by students with disabilities in an alternate format such as electronic copy, enlarged text, or Braille print. Students with disabilities must inform instructors of this need, which should be described in their MOA. For enlarged and Braille materials, instructors can request the support of the Office of Disability Support Services ahead of time if they know they are distributing instructional materials in class. To contact the ODSS please disabilityservices@nvcc.edu. 7
8 Instructional materials provided to all students must be enlarged or Braille embossed (printed) and provided to students with disabilities at the same time other students are receiving regular format materials. Use of assistive listening devices (FM Units) Assistive listening devices are used by students who are hard of hearing to expand the functionality of their hearing aids. These devices help students separate noise background from what they need to hear. The ODSS offers these devices through the Office of Interpreter Services. Students need to contact this office through this An assistive listening device consists of a lapel microphone to collect sound, a transmitter to send the signal, a receiver to intercept the signal, and any one of several listening attachments to send the sound from the receiver to the user s ear, such a hearing aid or a cochlear implant. Use of Interpreter Services NOVA provides the services of qualified interpreters for access in the classroom and other College activities. Interpreters must be scheduled in advance through the Office of Interpreter Services at interpreterservices@nvcc.edu. Captioning Services Captioning services are provided by the Office of Interpreter Services to convert lectures and discussions into live captioning during normal classes, presentations, discussions, or other academic activities. A captionist must be scheduled ahead of time to ensure services are provided in a timely manner. Students need to contact the Office of Interpreter Services at interpreterservices@nvcc.edu. Captioned instructional materials All video instructional materials used in the classroom and uploaded into NOVA s website must be captioned for students with hearing impairments. This includes video materials which are purchased, as well as video materials produced by instructors or developed/shown in any other manner. Captioning for media also includes Webinars (such as Collaborate), Lecture capture (such as Panopto) and podcasts. When they know a video will be shown during class or assigned as homework, students should contact the Office of Interpreter Services to request captioning to be done ahead of time. Instructors who know they will be showing a video as part of their class should contact the Office of Interpreters to request captioning ahead of time. Students and instructors can contact this office through this interpreterservices@nvcc.edu. 8
9 Preferential seating Students can be allowed to have a seat near the exit door, front or back row, or near an electric outlet, based on the specific limitations caused by their disability. Specific disabilities may cause students to have the need to leave the classroom for varied reasons, sit in the front row to see better or in the back row to avoid distractions, or sit near an electric outlet in order to charge a specific device. Preferential seating must be spelled in their MOA and students must inform their instructor at the beginning of the class so their seat can be reserved. Whenever possible, students should come to class early in order to save this preference for every class. Frequent or extended absences for medical reasons Flexibility on Attendance Requirements - Student s disability follows a course of unpredictable exacerbation and remission due to legitimate medical reasons. The student remains responsible for all course requirements and for making up work in a timely manner agreed upon with the faculty. Instructors are encouraged to contact the Office of Disability Support Services if it is believed that absences have become excessive. If you have any questions please contact disabilityservices@nvcc.edu 9
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