Information for Faculty
The DRC works with faculty and staff to ensure that all of our programs, services and facilities are accessible and usable by students with disabilities. The DRC takes a collaborative approach with faculty in assisting students. Helping faculty facilitate access and success of accommodations for students is central to the DRC's mission. Many accommodations are curriculum based, therefore the DRC must work in concert with faculty to ensure successful service delivery. If there is ever a question or need for clarification on any matter related to DRC students or services, please do not hesitate to contact our office. We deeply appreciate your continued support!
Resources for Faculty
- Disabilities in a Nutshell—A Primer for Faculty
- Faculty Responsibilities
- Disability Syllabus Statement
- Instructor Introduction Letter
- Commonly Used Technology and Equipment
- Additional Training and Resources
- Provide a syllabus or outline that specifies the
reading requirements four to six weeks in advance of the quarter.
We will need to start planning even earlier (two quarters in advance) for a student who is blind and needs specially transcribed Braille or tactile materials.
- Respond to DRC inquiries quickly.
When a student needs to have textbooks and other class materials in electronic, digital audio, Braille, or large-print formats, the DRC office will contact you by e-mail or telephone as soon as he or she has registered for your class. Students who require these accommodations will have priority registration. Please provide us with textbook and reading requirements as quickly as possible! Getting materials in alternate formats requires a very long lead-time, and your student will not be able to do homework, prepare for class discussions, etc. until the information is available in a format he or she can use.
- Be aware of the need for classes, services, and campus information to be accessible by all students, including those with disabilities.
- Always complete and submit the "Request for Proctoring Services Form" for students who have been approved for extended-time testing or extended-time testing in a non-distracting environment. Generally, the standard for extended-time testing is double time. There may be exceptions to this on a case-by-case basis as approved by the Director of DRC. The student is responsible for giving you a "Request for Proctoring Services Form" at least 48 hours before the class will be taking a test. If the student does not give you the form, send him/her to the DRC office to get one. DRC will not know your rules for administering the test or your preference for getting it back unless we have your completed Request for Proctoring Services Form. DRC will not administer the test in the alternative format without this form. The student is also responsible for making a test-taking appointment with DRC at least 48 hours before the test date. We must have enough time to find a testing space and proctor for testing. Final exams must be arranged 30 days in advance.
- Requests for Extended-Time Testing
- Complete the "Request for Proctoring Services Form" supplied by the student, and attach it to student's test.
- Put the test and proctoring form in a sealed envelope and mail, hand-deliver, or have the student bring it to DRC at B132
- The student takes the test according to your instructions (for example, open-book or closed-book).
- DRC will return the test to you by the method you indicated on the "Request for Proctoring Services Form."
- If you are teaching online, you may e-mail us with directions for monitoring and returning the test.
- Adjust classroom setup and communication habits to
accommodate students using interpreters and CART Service Providers.
DRC will notify you if there will be a Deaf student who will use a sign
language interpreter, or CART Service Provider in your class. Follow these
guidelines when you have a student who uses an interpreter or translator
in your class:
- Look at and speak to the student, not the interpreter. If you wish to speak to the interpreter, let the student know that you would like to address the interpreter. ("Now I'm going to ask your interpreter a question...")
- Try to face the student during lecture as much as possible so that he or she can see your lips, facial expressions, and body language for better understanding.
- Make sure that the Deaf student can sit where he or she has a clear view of the interpreter.
- If the student has a CART Service Provider, the translator will need to sit next to the student so that the student can read the text version of your audio presentation. Consult the "Deaf and Hard Hearing" section of the DRC Handbook for more details.
- Recruit a volunteer note-taker
for students who have this accommodation listed on the "Letter of Introduction."
- Students who are approved for a note-taker will give instructors a DRC instruction sheet that explains how to recruit a student note-taker. You will also receive carbonless paper sets for the note-taker to use. The carbonless paper makes it possible for the note-taker to simply rip off the second sheets and leave them at your desk or podium after each class. The student who requires a note-taker should prearrange with you how he/she will pick up the notes after class.
- If you are not able to get a student to volunteer to share notes, contact the DRC office so that we can help problem-solve.
- Note-takers who do not want to use the carbonless paper sets may bring their notes directly to the DRC office. We will make a photocopy for the student with disabilities.
- Deaf students who have a sign language interpreter should, in addition, always have a note-taker, because they cannot look down to write their notes without missing something that has been said.
- Translators and interpreters are there to translate and interpret. Please do not ask them to recruit a note-taker for the student with disabilities.
- Respect the privacy and confidentiality of DRC student
Students with disabilities have the right to remain anonymous in your class if they so choose, and information about their disabling conditions is confidential. Do not identify the student to the rest of the class without the student's express permission. For example, when recruiting a note-taker say, "a student in our class needs help from a note-taker" instead of using the student's name or identifying the student's disability.
- In the event of a campus emergency, make sure that students with physical disabilities are able to evacuate from the classroom and the building.
- Always call or e-mail staff at the Disability Resource Center office if you need clarification concerning accommodations for students with disabilities.
Disability Syllabus Statement
Please include the following statement on your course syllabus or main content page (web based courses) that directs students to the appropriate place for disability assistance:
The Disability Resource Center serves students with a wide array of learning challenges and disabilities. Please visit the DRC if you have any questions about classroom accommodations whether you are a student or a faculty member.
If you are a student who has a disability or a learning challenge for which you have documentation or have seen someone for treatment and if you feel you may need accommodations in order to be successful in college, please contact the DRC staff as soon as possible.
The DRC office is located in B132 or you can call our reception desk at 425-564-2498. Deaf students can reach us by video phone at 425-440-2025 or by TTY at 425-564-4110. Please visit our website for application information into our program and other helpful links at www.bellevuecollege.edu/drc
Remember if you are someone who has either an apparent or non apparent disability and requires assistance in case of an emergency situation, such as a fire, earthquake, etc, please meet with your individual instructors to develop a safety plan within the first week of the quarter.
Commonly Used Technology and EquipmentMany times technology is used in accommodating students. This technology could range from simple tape or digital voice recorders, specialized keyboards and pointing devices, to complex text-to-speech or voice recognition software. The DRC aims to provide the best technology available to students with the caveat that technology is no panacea for disability related access issues. Please visit our Technology page to learn more about technology being used at BC for persons with disabilities.
Instructor Introduction LetterEach student who qualifies for services is provided a letter from the DRC stating their accommodations for the quarter. Students pick these letters up from the DRC office each quarter. Please review an example of this document so you will be familiar with it when a student hands one to you in class.
Additional Training and ResourcesThe community of disability service providers in post-secondary education has made a wide range of resources available free and online. Here are a some of these resources you might find helpful. The DRC also provides group and one-on-one trailing. Please contact us for more information
- Working Together: Faculty & Students with Disabilities
- Science, Technology, Engineering, and Mathematics (UW - DOIT Program)
- The Faculty Room (UW - DOIT Program)
- Disability Accommodations Training Environment (Long Beach City College)
- Understanding Asperger Syndrome: A Professor's Guide (Organization for Autism Research)