Fast facts and FAQ
Q: Who may test in the Academic Success Center (ASC)?
A: Primary responsibility for test proctoring is for students with documented disabilities. These students will share a Memo of Accommodation with you and will ask you to sign a half sheet test request form prior to taking exams in the ASC. See myEMU and go to faculty tools under Academics tab for the Test Request Form for students with disabilities.
In addition we proctor tests for students whose primary language is not English or
need to take an exam at a time other than the scheduled class time. Faculty are encouraged
to accommodate tests for ESLstudents and make-up exams in their classroom and/or department spaces as much as
The requests for this test proctoring must come from you based on your academic interactions with the student(s) and will be scheduled as we have open testing rooms.
Q: How do I get my exam to the ASC for student testing?
A: There are 3 ways for the ASC to receive your exam, listed in order of preference:
- send as an attachment to email@example.com
- bring a copy to the ASC.
- send a copy in a sealed envelope with the student.
After administration of the exam, the ASC staff will return the exam to your office – unless instructed to do otherwise.
Q: How do I learn about providing accommodations to students at EMU?
A: Contact the Coordinator of the Office of Academic Access.
Q: How do I understand my rights and responsibilities as a faculty member?
A: Although course management is clearly the domain of the individual instructor, faculty members are required by federal law to make reasonable accommodations in classroom policies and procedures for individual students who demonstrate need due to an documented disability.
Q: What if a student comes to me and says that they have a disability and need accommodations?
A: Refer them to the academic access coordinator in the Academic Success Center on the third floor of the library. Ask the student if you may call (ext. 4233) the academic access coordinator and be willing to serve as an advocate in making an appointment. Until they meet with the academic access coordinator and provide appropriate documentation and are given a Memo of Accommodations to present to you, no accommodations are provided. A student does not have a right to retroactive services. It is their responsibility to be on top of things and provide the information needed in a timely manner. However, provisional accommodations may be granted while a student is actively working to obtain documentation.
Q: What if I suspect that a student has some sort of a disability? What should I do?
A: As an educator you often see problems in the classroom with students who you know are trying their best but somehow are not producing to the level of their effort. Speak with the student. They are probably as frustrated as you are about their situation. If they seem open to doing something about it, strongly recommend that they meet with the academic access coordinator.
Q: If I have a student with a disability in my course, do I need to rewrite my syllabus?
A: There are core requirements for each course and what is necessary for every student to be proficient in order to receive the grades that you determine. However, adjustments may be required based on the student’s documentation that do not compromise the content of the course or the requirements for satisfactory course completion. These would be determined through the Office of Academic Access in consultation with you and the student. Academic adjustments may include adaptations in the way specific courses are conducted, the use of auxiliary equipment and support staff, or modifications that do not compromise the course content.
Q: Are there special strategies that I can use to be helpful to students?
A: Each student’s needs are unique. However, there are a variety of teaching methods and strategies that can make a difference not only for the student with special needs, but also can be helpful for an entire class. Research has shown that as an instructor makes accommodations for the student with special needs, the teacher generally moves toward becoming a master teacher in their field which benefits everyone.
Q: Why should I give “extra attention” to students with disabilities?
A: First, the law calls us to do so. But foremost in our minds is our dedication to all students here at EMU. We have developed a reputation as a University that is supportive of persons with diverse needs. We hope to be viewed as a “user-friendly” setting. As faculty and staff we are mentoring a way of life for all the students that is inclusive and benefits everyone and teaches some persons a new way of thinking and doing.