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 he or she 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 he or she has 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.
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 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:
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.
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.
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.
If there is insufficient time before the Admissions test for the RCLD to review the documentation and make a determination,
The student is entered in SAM under the generic entry until he or she registers with SAS.
Provisional accommodations are provided when
To follow is information on some, but not all, of the accommodations for which a student may be eligible.
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.
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).
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.
If there is insufficient time before the Admissions test for the RCLD to review the documentation and make a determination
The student is entered generically in SAM, the student accommodation management system, until he or she registers with SAS.
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 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 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
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.
Students needing to request a note-taker may do so through notetaker.ung.edu.
All note-takers must register at notetaker.ung.edu (login required) and follow all instructions carefully in order to receive compensation.
Extended time for assignments is not a common accommodation, as it, in many cases, makes successfully completing the semester more challenging. It is, however, an accommodation that is critical for some students.
The extended time on assignments is a reasonable extension, and should be worked out between the student and the professor, and sometimes with an SAS representative. If the professor is concerned about this accommodation, he or she should speak with an SAS representative to discuss factors that determine if a reasonable extension of time on assignments would result in a fundamental alteration of the course.
If completion of course work by the end of the semester becomes a major concern, both the student and the professor should speak with an SAS representative to consider alternatives.
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:
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 he/she 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, he/she should notify Student Accessibility Services and his/her professors. The student must also contact professors to arrange to make-up work or other assignments.
Students with a documented disability related absence accommodation are NOT required to provide medical documentation for absences due to a barrier.
SAS does not excuse students with disabilities, nor does it establish attendance policies. However, an SAS representative is available to meet with the professor, or the student and the professor, to discuss factors that determine if a reasonable number of additional absences would result in a fundamental alteration of the course.
If a student is not able to attend enough classes to meet the fundamental requirements of his or her courses, the student may not be "otherwise qualified" (see definitions) to attend school at this point in time. The medical situation may require the student to focus on his or her health for the present, and it may be advisable for the student to pursue a medical withdrawal.
Student Accessibility Services works in cooperation with UNG Residence Life to assist students with on-campus housing needs. If Student Accessibility Services determines that documentation supports a reasonable accommodation, a request for accommodations will be submitted to Residence Life.
To follow is information on some, but not all, of the available auxiliary aids and services.
Real-time captioning technologies include live captioning for television, telecommunications relay services, and transcription services such as CART and C-Print.
Speech-to-text provides access for individuals who are deaf or hard of hearing, and for many other groups. Captioning professionals must meet speed and accuracy standards.
There are two types of real-time captioning presently used at UNG; CART and C-Print.
CART is word-for-word speech-to-text translation provided on scene in just about any venue. It can be delivered on location or remotely. The text produced by the CART service can be displayed on an individual’s computer monitor, projected onto a screen, combined with a video presentation to appear as captions, or otherwise made available using other transmission and display systems.
C-Print® is meaning-for-meaning (as opposed to verbatim) speech-to-text translation that is primarily used in educational settings. C-Print® was developed at the National Technical Institute for the Deaf (NTID) to convert spoken messages into text. A C-Print® captionist is specially trained in text-condensing strategies and types on a laptop computer using an abbreviation system. The text is displayed without abbreviations on one or more student computer (laptop) monitors.
C-Print captionists provide communication in real-time, and also provide a transcript of the class within 24 hours. Transcripts are for the student with the C-Print captioning accommodation, and are not available to other students or to the professor.
The decision to schedule personal C-Print captioning versus remote captioning (the captionist is listening and typing from a remote location) is determined by several factors
Technology is available to students to assist them in taking charge of their learning. SAS provides training and makes available the following (the list is not inclusive):
All technology complies with institutional policies and procedures and with relevant codes and laws. Student violations of technology policies must follow established institutional student disciplinary procedures.
SAS provides students with alternative media such as digital textbooks, braille, or large print texts. Professors may be asked to provide a reading or materials list 6 or 7 weeks prior to the start of the semester to allow for the material to be made available in an accessible format.
SAS arranges for adapted furniture to be in the classroom, as needed, for students who require this accommodation. The instructor communicates with the student to insure that the classroom set up does not interfere with access. Any student experiencing who becomes aware of a physical barrier should contact Student Accessibility Services.
Accommodations are not required to be provided retroactively. An accommodation cannot fundamentally alter the nature of a course or program, and professors are not required to lower or modify standards for accommodation purposes
Federal regulations associated with the Americans with Disabilities Act specifically state that post- secondary institutions are not required to "provide attendant, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature".
Personal care needs are the responsibility of the student. A student who needs personal assistance, as indicated by his or her documentation, should procure the most appropriate services to ensure safety. The University of North Georgia, however, does have the responsibility to aid the student in need of personal care by accommodating the personal care attendant in the educational and residential environment.
Personal or private content specific tutoring is the financial responsibility of the student. Tutorial services, such as those available through the Math Lab and the Writing Lab, are available to all students at the University of North Georgia.
Because accommodations are a legal right and not a privilege, they are not contingent on behavior, and cannot be withheld. Instructors address violations of the Student Code of Conduct by students with disabilities as they would address similar violations for other students. All students, including students with documented disabilities, are held to the UNG Student Code of Conduct.
Institutions must ensure that registered students with disabilities receive their approved accommodations and academic adjustments both on campus and online
Students in traditional classes increasingly have at least some course content online. That content must be accessible as well and faculty must be deliberate and proactive in anticipating, identifying and addressing disability-related issues.