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Section Five - Reasonable Accommodations and Auxiliary Aids and Services

The University of North Georgia seeks to ensure that individuals with disabilities who can meet the academic and technical standards for admission are not excluded from full participation in the programs the university operates as a result of the absence of necessary auxiliary aids or reasonable accommodations.

The primary role of the university in this effort should be informative about and supportive of active self-advocacy on the part of the student. A student with a disability is expected to exercise initiative in identifying and obtaining auxiliary aids and assistance through every reasonable channel available.

The university has the responsibility to determine the appropriateness of auxiliary aids and accommodations to ensure that a student is not denied access to programs and services of the university. Furthermore, the university has the responsibility to provide auxiliary aids and accommodations or to find reasonable alternatives that will allow full participation unless requests are determined to be unreasonable or will impose an undue hardship on the university. Every attempt will be made to ensure availability of necessary auxiliary aids and accommodations, but the university must have sufficient time to evaluate the request, determine the aid to be provided, and to identify sources for obtaining it.

A student who believes that they will need auxiliary aids to participate fully in the programs and/or activities of University of North Georgia should make those needs known as early as possible, preferably as soon as they have been admitted or determined to have a barrier. These requests should be made through direct contact with the Student Accessibility Services (SAS). To expedite the process, requests should be accompanied by a written evaluation of the student's disability.

Securing Reasonable Accommodations

Reasonable accommodations are recommended based on interaction with the student and review of the supporting documentation.

The Regents Center for Learning Disorders (RCLD) determines the appropriate accommodations for students with disabilities that impact learning. Decisions on accommodations are based on supporting documentation that meets criteria set forth by the Board of Regents.

Accommodations for disabilities that do not impact learning are made through SAS Team Review. The student input and documentation is discussed by at least two SAS staff (director and/or assistant directors).

Study Abroad

Study Abroad faculty and staff should contact SAS with any questions or concerns, and encourage students to start thinking about accommodation needs early.

Study Abroad faculty and staff should:

  • Do a thorough individual assessment of student’s needs at home
  • Reach out to faculty and site staff before students arrive at their placements
  • Have access to student’s medical records, as appropriate
  • Make sure the students know who to contact
  • Ask the on-site instructors and staff to share concerns

Internship and Practica

Students requiring accommodations for an internship or practicum placement should initiate requested accommodations as far in advance as appropriate based on their specific academic program requirements and deadlines. Students must participate actively throughout the process of identifying a placement agency and negotiating accommodations for internships and practica. Students should initiate a meeting with their academic department and Student Accessibility Services at least one semester prior to placement during which information about internship expectations might be shared and planning for accommodations can begin.

Student and Faculty Communication

Instructors include a welcoming statement in their syllabi to inform students about how to secure reasonable accommodations and to instruct students to notify the instructor if they are not able to access course content.

Faculty notification is initiated by the student in the form of an Accommodation Notification form. Students must pick up, deliver, and return their signed Acknowledgement form in a timely manner. Returned forms indicate that the student has notified his or her professors of the need for accommodations. SAS keeps the Acknowledgement forms in a locked cabinet for one calendar year.

Requests for accommodations should be made in a timely manner. Students determine if and when they will use their accommodations. Students are encouraged to meet privately with their professors at the start of each semester. Accommodations can be made at any time during the semester; however, accommodations will not be provided retroactively.

Provisional Accommodations on Standardized Admissions Tests

When a prospective student schedules an Admissions test with Student Accessibility Services, a Disability Service Provider (DSP) informs the student that documentation is required to support the need for accommodations.

  • The Disability Services Provider may be the SAS assistant director, director or test facilitator.
  • Documentation may include an IEP or 504 Plan stating that the student has received specific accommodations in high school, or a psychological evaluation supporting the need for the requested accommodations.

If there is insufficient time before the Admissions test for the RCLD to review the documentation and make a determination,

  • The DSP will review the documentation and determine whether or not it supports the accommodations requested.
  • The DSP will explain to the student that these accommodations are only for this particular test at this date and time and that, if accepted to 欧宝游戏平台, the student must register with Student Accessibility Services and go through the documentation review process to determine if they are eligible for accommodations while attending 欧宝游戏平台.
  • The DSP and the student will complete the Provisional Accommodations for Admissions Tests form.

The student is entered in SAM under the generic entry until they register with SAS.

Provisional Accommodations During the Semester

Provisional accommodations are provided when:

  • The student has submitted information from a qualified healthcare professional that indicates that they have a disability, and
  • Interaction with the student and/or the documentation indicates that the disability impacts the student’s access at 欧宝游戏平台
  • The purpose of provisional accommodations is to avoid delaying accommodations for students while they pursue supporting documentation that will meet Board of Regents criteria
  • All accommodation determinations are made through interaction with the student and review of documentation
  • Provisional accommodations are generally one or more of the following:
    • Extended time (x1.5)
    • Quiet Testing Room
    • Digital recording
    • Priority registration
  • Accommodations other than these four must go through team review (at least two SAS assistant directors and/or director). Examples of when this is appropriate include:
    • When the accommodation, such as a screen reader or alternative media, was provided throughout high school (as documented in the IEP)
    • When the functional limitation and appropriate accommodation is clearly documented, and it would negatively impact the student to wait for the completion of the documentation review process
    • When there is a question as to whether or not a provisional accommodation is appropriate, the accommodation determination will be made through team review and documented in the case notes
  • Provisional accommodations are available to the student for one semester only. However they may be extended when the student has taken the necessary steps to be evaluated, even though the evaluation has not been completed. This may occur when there is a waiting list for testing with the Regents Center for Learning Disorders or Georgia Vocational Rehabilitation Agency.

Sample Accommodations

To follow is information on some, but not all, of the accommodations for which a student may be eligible.

Priority Registration

Students who are eligible for priority (early) registration are encouraged to use this accommodation by meeting deadlines for advising and arranging a schedule. Priority registration allows the student to select courses that meet their individual needs, and allows the university to arrange accommodations in advance. Course prerequisites and registration holds are the responsibility of the student. Student Accessibility Services does not have the authority to override students into restricted classes.

Testing Accommodations

It is the student’s responsibility to initiate requests for testing accommodations. Each test should be scheduled at the time it is being taken by the rest of the class. If an alternate time is needed, the student must secure the approval of the instructor.

Students who miss exams scheduled with Student Accessibility Services will be required to notify their professors, as Student Accessibility Services will not reschedule exams without the approval of the faculty. A student who is late for a scheduled exam must finish the test in the time remaining (extended time will be calculated from the scheduled time of the test, not the time of arrival).

Accommodations on Admissions Tests

When a prospective student schedules an Admissions test with Student Accessibility Services, a Disability Service Provider (DSP) informs the student that documentation is required to support the need for accommodations.

  • The Disability Services Provider may be the SAS assistant director, director or test facilitator.
  • Documentation may include an IEP or 504 Plan stating that the student has received specific accommodations in high school, or a psychological evaluation supporting the need for the requested accommodations.

If there is insufficient time before the Admissions test for the RCLD to review the documentation and make a determination 

  • The DSP will review the documentation and determine whether or not it supports the accommodations requested.
  • The DSP will explain to the student that these accommodations are only for this particular test at this date and time and that that, if accepted to 欧宝游戏平台, the student must register with Student Accessibility Services and go through the documentation review process to determine if they are eligible for accommodations while attending 欧宝游戏平台.
  • The DSP and the student will complete the Provisional Accommodations for Admissions Tests form.

The student is entered generically in SAM, the student accommodation management system, until they register with SAS.

Accommodations on Course Tests
  • Quiet or private testing room: A quiet testing room is a low-distraction testing environment. Sometimes a quiet testing room is used because extended time cannot be provided in the classroom. There may be one or more other students in the quiet testing room. There are no other students in a private testing room. Private rooms are often the best option when a student uses certain kinds of assistive technology for testing.
  • Extended time: Extended time is most often 1.5 times the amount of time the class is given to take the test. Some students are eligible for double time as an accommodation. (The amount of time is based on the student’s documentation and the impact of the disability.) Extended time means an extension on what the class is given, even if the class was given “more than enough time.” Extended time is required on all assessments, to include unannounced quizzes.
  • Formula Sheets and Word Banks: Formula sheets and word banks must be created by the instructor, or by the student and approved by the instructor. The formula sheet must be sent to SAS or the testing center with the test.
Classroom Accommodations
Assistance Obtaining Class Notes
  • Some students require note-takers due to the functional limitations of their disability. Students who qualify for a note-taker have the accommodation “Assistance Obtaining Class Notes.” The student must review his/her accommodations with their instructor.
  • If a student requests a note-taker in a class, the note-taking system will send an automated email to the instructor. The system will also send an email to the class roster requesting a note-taker. Instructors’ assistance may be required in locating a note-taker by making an announcement in class without revealing the students’ name. It is critical that a student who requires note-taking services receive this service. Instructors may share their lecture notes as an alternative to a note-taker.

    Disability-Related Absences

    Some disabilities require consideration of flexibility in attendance requirements with regard to excused absences. An excused absence is an administratively approved absence from class or required activities of a program, without penalty. Absenteeism is not expected to be excessive, but a reasonable amount of time, as needed. The professor defines a reasonable number of disability-related absences.

    A determination that a flexible attendance accommodation would fundamentally alter the nature of a course requires a documented deliberative process, to include consideration of the following:

    • Is there classroom interaction between the instructor and students, and among students?
    • Does the course rely upon student participation as an essential method for learning?
    • To what degree does a student’s failure to attend constitute a significant loss to the educational experience of other students in class?
    • Is attendance factored in as part of the final course grade?
    • What are the classroom practices and policies regarding attendance?
    • Is the attendance policy consistently applied?
    • Do different faculty teaching the same course make different “fundamental alteration” determinations, and why?

    Faculty may determine that a student can master course content despite absences that may exceed the course attendance policy. In other situations, attendance is fundamental to course objectives. For example, students may be required to think and argue critically or to participate in group projects. Instructors are not required to lower or modify standards for accommodation purposes. Instructors determine practices regarding make-up work and missed quizzes and exams.

    The student will give the letters to his/her professors to initiate discussions concerning attendance polices, anticipated absences, and procedures for making-up course work. (Naturally, the student must also listen closely to faculty announcements about attendance and make-up policies and procedures, and must refer to the syllabus frequently throughout the semester for information about these issues.) Students are encouraged to discuss flexibility with absences prior to the start of the semester. 

    The professor can then review specifics, such as how many additional absences can be allowed, and how make up work would be handled. This gives the student the information needed to determine if they should stay in that class or select another.

    It is the responsibility of the student to notify professors promptly of disability-related absences, and particularly of any prolonged absences. If the student encounters an unexpected disability-related circumstance, such as an emergency hospitalization or illness, they should notify Student Accessibility Services and his/her professors. The student must also contact professors to arrange to make-up