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Faculty Information

For Faculty

Accommodation Information

Accommodations are determined case-by-case based on the design of the course and the student鈥檚 needs. Some accommodations may not align with course activities or may fundamentally alter the course objectives.

Please contact our office if you believe certain accommodations would fundamentally alter a course or do not eliminate barriers. We are always available to consult on specific student issues as well as accessibility issues for all students. We encourage you to speak with the student or with this office if you have other ideas regarding how to create more access in your course.

If you believe that an accommodation creates a fundamental alteration in your class, the Office for Student Access Services (SAS) will request that you contact Vanessa Anderson, the SAS Director, at vanessa.anderson@nmt.edu. This process is intended to better understand the objectives of the course, the concerns of the faculty member and to reach a timely resolution for the student's access needs.

Course Accessibility Letter (CAL) Information

The student decides which, if any, of their accommodations they will need to use for each course they are taking.

SAS strongly encourages students to meet with professors during office hours and/or arrange a meeting time so that there is sufficient time to discuss the CAL and how needs will be met in the class and for exams.

The Office for Student Access Services collaboratively works with both students and course instructors to ensure accessibility. By collaborating with you, we ensure students experience access in their coursework through accommodations or other outcomes. Information in the CAL is CONFIDENTIAL and should be protected and not disclosed to a third party without the expressed written permission of the student. Interactions in the classroom should not designate a student as having accommodations.

Proctoring with Instructor/Department

Students with testing accommodations maybe proctored by you, your department or SAS. Students being proctored by you or your department do not need to complete any paperwork with SAS. You and the student will work out details for each exam.

Proctoring with Student Access Services

Student Access Services (SAS) offers quiet and semi-private space for testing when proctoring is requested by a student. You will receive a jotform from each student scheduling with SAS, this is for your records, no action is required on your part.

The is to be completed by the instructor ONLY.

Instructors are required to fill this form out each semester for exams with students using accommodations. It is an option to upload all tests or quizzes for the semester at once if all exam dates are established. If dates are not known, you will complete one form for each exam (not per student). Pleaes complete an additional form for finals.

For more information on how to complete the Instructor Proctoring Request Form, click on the for a step-by-step guide.

NOTE: For alternative format exams please ensure the exams are accessible per the accommodation before sending to SAS. If you need assistance with formatiing, please contact studentaccess@npe.nmt.edu at least 72 hours before the exam.

Explanation of Classroom and Testing Accommodations

Please contact studentaccess@npe.nmt.edu for a full detailed list of student accommodations and their explanations.

Faculty Resources

Resources for Accommodations in the Classroom

We鈥檙e building a community where all people who learn and think differently can feel supported. Our free resources give people the tools they need to thrive 鈥� while helping them understand they鈥檙e not alone.

Strategies for Teaching People with Disabilities

There are many effective teaching methods for those with different learning challenges. Below are a few simple strategies that have been shown to be effective when teaching students with learning disabilities, ADHD, and autism.

1. Break down learning tasks into small steps. Introduce each learning task one step at a time, only proceeding once each step or concept is mastered. This is a progressive way of learning and teaching that will not overwhelm the student.

2. Modify the teaching approach. Adjust the method of teaching to make the information more memorable. Lengthy verbal directions and abstract lectures are usually ineffective when it comes to an audience retaining information, instead try presenting information in a "hands-on" or demonstrative way. By reenacting an abstract idea or planning a small activity that students can participate in or observe, it is more likely that the necessary and important information is retained.

3. Use visual aids such as charts and/or graphs. This is useful as it both provides an example for the work expected as well as the behaviors that are expected.

4. Provide direct and/or immediate feedback. This enables the student to make a connection between their behavior and the teacher's response, as well as adjust their work with an understanding of WHY it should be fixed. A delay in providing feedback makes it difficult to form connections between cause and effect, because of this the learning point may be missed.

More resources

- 鈥淭he Australian Disability Clearinghouse on Education and Training (ADCET) is funded by the Australian Government Department of Education under the Higher Education Disability Support Program and is hosted by the University of Tasmania. ADCET鈥檚 mission is to contribute to the improvement of the educational experiences and to the successful outcomes for students with disability in post-secondary education.鈥�

- 鈥淭he National Institute of Mental Health (NIMH) is the lead federal agency for research on mental disorders. NIMH is one of the 27 Institutes and Centers that make up the National Institutes of Health (NIH), the largest biomedical research agency in the world.鈥�

- 鈥�The National Association of Councils on Developmental Disabilities (NACDD) is the national membership association for the 56 State Councils on Developmental Disabilities (SCDD or DD Councils) across the United States and its territories. The DD Councils receive federal funding to support policy change and programs that promote self-determination, integration, and inclusion for all people in the United States with intellectual and developmental disabilities.鈥�