University of Idaho's Center for Disability Access and Resources recommends that faculty and instructors include on all syllabi a statement informing students with disabilities of their right to request reasonable accommodations in the classroom.
Center for Disability Access and Resources (CDAR) coordinates services to meet the educational needs of students with temporary or permanent disabilities. CDAR works with students and faculty to arrange reasonable accommodations and promote an environment that is inclusive for all learners.
Please include the following statement on all syllabi:
Students with disabilities needing accommodations to fully participate in this class should contact Center for Disability Access and Resources (CDAR). All accommodations must be approved through CDAR prior to being implemented. To learn more about the accommodation process, visit CDAR's website at www.uidaho.edu/cdar or call 208-885-6307.
FAQ During COVID-19
Instructors should be aware that as we move to distance learning, the University is still legally obligated to meet the requirements of the Americans with Disabilities Act and the Rehabilitation Act. This means students' accommodations must still be provided. Instructors with questions are encouraged to contact CDAR by emailing email@example.com or calling 208-885-6307. Email being preferred as phone availability may change as the situation develops.
While a completely accessible class is always CDAR's goal, we realize that that may not be possible given the time frame. Instructors should review the accommodations of students in their courses in the CDAR Instructor Portal and focus efforts on ensuring those accommodations are met. Download CDAR Instructor Portal Guide
Instructors using Bblearn for exams will need to provide students with their accommodated exam time extensions. Instructions for setting Exam Exceptions can be found here. Instructors with BBLearn questions should contact CETL.
Extended Time accommodations do not apply to take home exams with a duration of 24-hours or more.
Faculty should email firstname.lastname@example.org with questions or concerns related to testing accommodations.
Reading materials posted online should be accessible. A simple way to test a PDF is to copy the text and paste it into a Word document. If you aren't able to copy and paste the text, the document is not accessible. Instructors needing assistance finding accessible materials or remediating scans should email email@example.com.
The stress of sudden changes can cause flair ups with many disabilities. Instructors are encouraged to reach out to students with a flexible assignment deadline accommodation to ensure there is a plan for extending deadlines should the student need to do so.
Instructors with a student requiring captioning should ensure that the Captionist is added to all Zoom meetings. Additionally instructors should ensure all videos used include captions. For assistance with Captioning, email firstname.lastname@example.org
Most student notetakers are other students enrolled in the course. In situations where CDAR's student notetaker is not enrolled in the course, CDAR has already reached out to those instructors to ensure the notetaker has access to course materials. If you have questions about notetaking, please email email@example.com.
Referring Students to the Center For Disability Access and Resources
It is not uncommon for students to be unaware of CDAR, as many students did not engage with resources in K-12. Faculty or staff are often the first people with whom students share health conditions and / or struggles related to disabilities in interactions. Below are some resources on when and how to refer a student to CDAR.
- If a student directly discloses a disability or health condition to you.
Example: A student shares with you that they are depressed and on medication.
- A student discloses receiving accommodations or services in the past, either as a transfer student or in K-12.
Example: A student shares they previously had extra time on exams at a previous school or in a past course, and would like to have extended time here.
If you observe a student who is struggling, engage with them privately and share campus resources available. i.e. Counseling and Testing Center, Academic Coaching, Tutoring, Center for Disability Access and Resources.
Be sure to follow up with students via e-mail. See below “Ways to document a referral to CDAR”.
- Email template to share with student who directly self discloses a disability or health condition. You are welcome to copy and past with necessary edits.
Hello (Student) - Thank you for our conversation yesterday. It was great to learn more about you and discuss aspects of the class. I wanted to follow up with information about an office on campus you can connect with to discuss resources that could be helpful in your academic pursuits.
The Center for Disability Access and Resources (CDAR) works with a wide range of students with disabilities and health conditions either on a temporary or permanent basis. Their focus is to ensure access for students. You can learn more about them in a variety of ways: visit their website, complete a CDAR Application, or contact them directly at 208-885-6307 or firstname.lastname@example.org for information and or scheduling a personal consultation meeting.
Alternate Testing Agreement
Instructors may now submit proctoring instructions to be applied to all exams, quizzes and final exams for a specific course through the CDAR Access Portal.