Faculty and Instructors
Learn how faculty and instructors can support students with disabilities by understanding civil rights, accommodations, and best practices for inclusive teaching.
Disability Rights and Equal Access
Disability makes up the largest minority group in the world. The Americans with Disabilities Act of 1990 and the Rehabilitation Act of 1973 are not related to entitlement. They are civil rights legislation created to address historical and current disability-related discrimination that occurs multiple settings, including education, employment, and housing.
The University of Mississippi is committed to providing inclusive, accessible learning environments to all students, regardless of ability, by the elimination of unintentional curricular barriers to learning and assessment. Equal access can often be achieved through course design; however, barriers to the academic environment may still exist for students with disabilities.
Because equity and inclusion are civil rights issues, and civil rights compliance is a central function of the University, it is the responsibility of all university faculty and staff to ensure access to the various university environments. The University cannot ensure inclusive educational and curricular environments without the support and commitment from academic departments and faculty. Faculty are the experts in their curriculum and course content. Because of this, providing a fully inclusive and equitable environment for students with disabilities is not possible without input and engagement from all constituencies, including faculty.
Students with disabilities are admitted to the University using the same admission criteria as all other students. Prospective students with disabilities must be qualified for admittance to the University. Student Disability Services (SDS) is not involved in the admission process and only works with students after admission to the University.
There is often a concern that accommodations provide an unfair academic advantage for students with disabilities. This concern originates from the false assumption that all students begin college on a level playing field, thereby making all accommodations advantages that are either fair or unfair.
In reality, students with disabilities begin college at a disadvantage due to inaccessible campus, curricular, and classroom environments. For these students, accommodations simply advance them to the level playing field occupied by students without disabilities.
When considered from this point of view, accommodations are neither fair nor unfair. The determination of appropriate accommodations is based only on need, reasonableness, and curricular impact. Accommodations are not provided to ensure success; they are provided to ensure equal access to success and the issue of advantage is not, and should not be, part of the accommodation conversation.
Providing access to students with disabilities is a fluid process. Federal laws and guidelines written to protect the civil rights of people with disabilities are deliberately ambiguous. The ambiguity was determined to be necessary because every person is impacted differently by the disability, by the environment in which the person is engaging, and by the artificial barriers built into that environment.
For instance, someone who uses a wheelchair may not be “disabled” when at home because the home has been built in such a way as to allow full access to all aspects of the living environment. However, that same person will be disabled if trying to access the upper floor of a building with no elevator.
In an educational environment, this fluidity requires that each student and each circumstance be evaluated on an individualized basis given the impact of a disability on a specific student in specific circumstances. For example, two students who have the same level of hearing loss may require different classroom accommodations in order to have access. If student A was deafened at age 18 due to meningitis, he or she has fully developed language, reading, and writing skills.
As such, accommodation needs may include real-time captioning in large classrooms in order to access the lecture through reading what is being said and preferential seating in small classrooms so the student is close enough to read the read the faculty member’s lips. This student may also benefit from notetaking assistance because he or she must focus exclusively on the faculty member or on the captioning.
On the other hand, if student B was born deaf or was pre-lingually deafened, language, reading, and writing skills typically will be significantly impacted. To access courses this student may require American Sign Language interpreting in all classes. The student may also require preferential seating to be near the interpreter and notetaking assistance, again, because of the need to focus exclusively on the faculty member or the interpreter. In addition, student B may require extended time on all tests, quizzes and exams because language deficits resulting from a lack of language access in early life, may cause delays in reading and comprehension. This student may also need an American Sign Language interpreter available during tests, quizzes and exams to translate any oral instructions that may be provided.
Though both students in this example have the same level of deafness, their accommodation needs are decidedly different because they experience their hearing loss differently. All people with disabilities are uniquely impacted by their diagnoses and by the environment in which they find themselves. It is because of this that the access needs for students with disabilities may differ based on how each student experiences there disability and the circumstances in which they are engaging.
It is essential that faculty be prepared for this fluidity and assist with the individual, disability-related needs of each student.
Accommodations in the Classroom
SDS has a rigorous, three-part process that must be completed before a student’s request for accommodations and access services can be reviewed and confirmed.
After official admittance to the university, the student must self-disclose the need for access services and accommodations to SDS by completing and submitting an application for services.
The student must then complete an initial interview with an SDS staff member. Legally an interactive process must be conducted when reviewing requests for accommodations. This requirement was implemented because no two people experience disability in the same way. Each person is uniquely impacted by a diagnosed disorder and the initial interview allows SDS to get more information from each student regarding the student’s individual functional limitations caused by the diagnosed disability, the types of academic barriers created by those limitation, study habits, history of accommodations, etc.
Finally, the student is required to submit external documentation from an appropriate, licensed professional that supports a current, disability-related need for the requested accommodation(s). The types of external documentation considered include, but are not necessarily limited to, student self-report; doctor’s letters and medical reports; psycho-educational evaluations; faculty and SDS staff member observations; IEPs or 504 Plans; and other educational or teacher generated reports.
Once all three components of the application process are completed, SDS will complete a comprehensive review of the request. The review process conducted by SDS is holistic in nature and values the unique experiences and history of each individual student. Accommodations are provided based on the impact of a disorder, not only on the diagnosis of a disorder.
Faculty cannot refuse to provide an approved accommodation. If a faculty member believes an approved accommodation fundamentally alters the essential elements of the curriculum, evaluation standards, or expected outcomes of a course, the faculty member much contact SDS. SDS will schedule a meeting with the faculty member and the relevant department chair to discuss the faculty member’s concerns. The dean of the school or college in question may be invited into the discussion as well.
If, through that discussion, it is agreed the accommodation in question does not fundamentally alter essential elements of the curriculum, evaluation standards or expected outcomes of a course, the accommodation will continue to be provided in the course. If it is determined that the accommodation does fundamentally alter the curriculum, evaluation standards or expected outcomes, the accommodation in question will be discontinued. Before discontinuation of the accommodation, the faculty member, the student and SDS will attempt to identify an alternate accommodation that allows the student equal access to the course.
Please be aware, as per university policy regarding students with disabilities (ACA.EO.200.001), faculty must continue to provide the accommodation in question while the discussion regarding your concerns is in process.
Accommodations are designed to provide students with disabilities equal access to course materials and information. The goal of accommodations is to allow students an equal opportunity to demonstrate their understanding, or lack of understanding, of course materials and information. While approved accommodations must be provided, students with disabilities should be held to the same academic and program standards as all other students. As long as the university, which in this case means faculty, accommodates this process for learning and demonstrating knowledge, the university is not required to accommodate the final product (the grade).
Faculty have a responsibility to ensure access to all approved and requested accommodations are provided in a timely manner. The law does not define “timely manner” but the courts have provided guidelines on the meaning. In general, the provision of accommodations in a “timely manner” means the student is provided access to accommodations within a few days of submitting the request to the faculty member. Determinations of timely manner depend upon the nature of the accommodation and the course, and must be reasonable.
Faculty cannot set arbitrary timelines during which a student must submit a Faculty Notification Letter. Students have a right to request accommodations at any point during the academic term; however, they are responsible for submitting requests in a timely manner, allowing the faculty member time to arrange the accommodation.
As an example, a student who requests testing accommodations on the morning of the test typically did not provided timely notice and as such the faculty member is not required to provide the accommodations. On the other hand, if the student requested testing accommodations 24 to 48 hours before the test, the student gave timely notice and testing accommodations must be provided.
Faculty are encouraged to make a good-faith effort to accommodate even when timely notice is not provided; however, faculty are not required to provide retro-active access to accommodations.
Faculty must include a statement on the course syllabus that addresses accommodations and access for students with disabilities. The following statement has been developed by SDS, and approved by the Provost’s office, for use on course syllabi:
Disability Access and Inclusion: The University of Mississippi is committed to the creation of inclusive learning environments for all students. If there are aspects of the instruction or design of this course that result in barriers to your full inclusion and participation, or to accurate assessment of your achievement, please contact the course instructor as soon as possible. Barriers may include, but are not necessarily limited to, timed exams and in-class assignments, difficulty with the acquisition of lecture content, inaccessible web content, and the use of non-captioned or non-transcribed video and audio files. If you are registered with SDS, you must log in to your Rebel Access portal at https://sds.olemiss.edu/rebel-access-portal to request approved accommodations. If you are NOT registered with SDS, you must complete the process to become registered. To begin that process, please visit our website at https://sds.olemiss.edu/apply-for-services. SDS will:
- Complete a comprehensive review to determine your eligibility for accommodations,
- If approved, disseminate to your instructors a Faculty Notification Letter,
- Facilitate the removal of barriers, and
- Ensure you have equal access to the same opportunities for success that are available to all students.
If you have questions, contact SDS at 662-915-7128 or sds@olemiss.edu.
Students with disabilities are expected to follow University and classroom rules regarding behavior. Classroom and university rules regarding behavior, disruptions, and academic dishonesty should be applied consistently to students with and without disabilities. The University and faculty do not violate the rights of students with disabilities by holding those students to the same standards as all other students. If a faculty member has concerns about a student's behavior in the classroom, faculty should respond has recommended by the University. More information can be found on the following pages:
Faculty should be careful not to contribute to a hostile environment that impacts students with disabilities. Types of behaviors that may create a hostile environment include, but are not limited to, disability-related derogatory terms; disability-related jokes; suggestions that a student with a disability is not capable of succeeding in a class and should therefore drop the class; refusal to provide approved accommodations; expectations that a student with a disability should be more conscientious than the typical student; and comments to the student suggesting a lack of willingness to provide accommodations or consider the provision of accommodations to be a hardship.
Like other marginalized, minority students, those with disabilities deserve a classroom environment that is free from bias and distracting indignity.
Because the timely provision of approved accommodations is civil rights issue, it is necessary that faculty communicate closely with SDS. Faculty should answer emails and return telephone calls from SDS in a timely manner. Faculty must also reach out to SDS, again in the timely manner, if there are any questions or concerns about the provision of accommodations.
Faculty are an essential component of the University’s efforts to ensure all students are provided with an equal opportunity to experience and benefit from the education we provide. SDS recognizes importance of faculty in the process of ensuring access to an open and equitable educational environment. We consider faculty vital partners in this process and look forward to collaborating with faculty to develop strategies to provide students with disabilities full access to the academic environment. Faculty should not hesitate to reach out to SDS for support and guidance.
Resources for Faculty/Instructors
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Policy for Students with Disabilities
The University of Mississippi is committed to providing for the needs of enrolled or admitted students who have disabilities under Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 (ADA) and the Americans with Disabilities Amendments Act (ADAAA) of 2008.
View the Policy for Students with Disabilities -
Commitment Statement on Disability Access
In January of 2010, the Chancellor of The University of Mississippi reaffirmed the University's commitment to students, staff and visitors with disabilities.
Read the Commitment Statement on Disability Access -
Student Privacy and Confidentiality
Under FERPA, SDS protects the confidentiality of disability records and may only disclose information without consent in limited situations. SDS can share details with instructors about how a disability impacts the classroom, but not the diagnosis, if the student signs an accommodation agreement.
Family Educational Rights and Privacy Act (FERPA) -
Dear Colleague Letter - Transition of Students With Disabilities
Stephanie Monroe, Assistant Secretary for Civil Rights, shares guidance from the U.S. Department of Education on supporting students with disabilities in postsecondary education.
Read the Dear Colleague Letter -
NCCSD Clearinghouse Resource Library
The National Center for College Students with Disabilities (NCCSD) is the only federally-funded national center in the U.S. with information and resources for future and current college students with disabilities, including those in part-time programs and graduate students. Access a comprehensive collection of resources and tools to support students with disabilities in higher education, curated for faculty and staff.
Explore the NCCSD Resource Library -
Self-Advocacy Skills and Self-Determination: Keys to Postsecondary Success
Discover how faculty can empower students with disabilities to develop essential self-advocacy skills and take ownership of their learning for greater academic success. Explore actionable strategies and insights tailored for faculty.
Read the Key Considerations for Higher Education Faculty