Faculty & Staff Resources

Faculty members are encouraged to refer students to the Office of Accessibility Resources and Services (Elliott University Center, Suite 215) to talk with a professional staff member.

• Under ADA/504 laws, students registered with OARS have provided documentation from the appropriate practitioner (i.e. physician, psychologist, etc.) that addresses the disability and current functional limitations.
• Students will notify faculty of their approved accommodations with a faculty letter that is provided by an OARS counselor to the student for dissemination to their instructors.
• NOTE: If a faculty member has questions about a student’s accommodations they are encouraged to contact OARS

Students come to the office in a variety of ways. They may register in the fall of their first semester or anytime during their academic career. Many students have been served as a student with a disability in high school and, as such, may have some documentation to show a disability. Under ADA/504 laws students must have current documentation that shows a disability, and it must address current functional limitations that warrant an accommodation.

A student should submit a Welcome form through the OARS Portal to begin a connection with us. After submission, the student will be contacted by the OARS Staff.

At times students may need additional time to get paperwork completed or submitted. OARS will work with students for one semester while they get the appropriate documentation as long as the student shows proof of an attempt to secure this documentation. These students are not protected under the ADA; therefore, faculty members are not required to serve them.

Each semester students are required to meet with OARS. At that time the student and OARS will review the accommodations based on the syllabus for each class.

Accommodations are based on the academic needs of the student, which are outlined in the documentation provided. The documentation must list functional limitations to the need for a specific accommodation.

Professors will receive an OARS letter of accommodation from the student at the beginning of each semester informing them of the student’s disability and what accommodations have been approved for them. Faculty are encouraged to speak to the student about these accommodations and, at any time, are encouraged to speak to OARS if they believe the requested accommodations fundamentally alter what is being taught and measured in the classroom.

Students with disabilities are expected to be evaluated in the same manner as students without disabilities. OARS can provide accommodations to make exams accessible to students with disabilities. In addition, students with disabilities are expected to fulfill all of the course requirements, including attendance, for a class. See Class Modification Process above for information about attendance.

Accommodations are not made retroactively. Students are encouraged to disclose their disability early in the semester so that the necessary accommodations can be implemented, and it is the student’s responsibility to do so. Thus, you are not required to accommodate previous coursework that has been submitted for evaluation.

OARS can work directly with faculty members to help determine the accommodations needed for specific courses. Accommodations are determined on an individualized basis for each student and the documentation must link the functional limitations to the need for a specific accommodation.

Contact OARS and speak with staff regarding your concerns.

Contact OARS and speak with staff regarding a student you would like to refer.

Grades should be assigned based on merit, not disability status. If the student has requested and received appropriate accommodations in the course ensuring equal access, then the student’s disability status should not have an impact on the grade they receive in class. Please note that students with disabilities who apply to UNCG are expected to meet the same admissions criteria as students without disabilities.

Students with disabilities may have different learning styles than the traditional student. Therefore, accommodations provide equal access for students with disabilities to learn in the academic environment.

Essentially, we have seven general categories for disability related services. They are: Blind/Visually Impaired; Deaf/Hard of Hearing; Learning Disability/Attention Deficit Disorder; Medical Impairment; Mobility Impairment; Psychiatric Disability; or Speech Impairment.

Disability Services on an average accommodates over 1000 students during an academic school year.  35% of the students have some form of learning disability and/or 29% have an attention deficit disorder, hearing impairments comprise 5% of our population, while 2% are visually impaired, 4% are mobility impaired, 14% have medical impairments, and 11% other health impaired.

• Keep it confidential.
• Put a statement on the syllabus regarding accommodations and modifications.
• Be mindful of the handouts, overheads and other teaching materials to be used in class.
• Changing syllabus in mid-course is usually confusing for everyone.
• Plan ahead to ensure assessments and other materials are accessible.

NOTE: If you see someone with a dog and want to determine if it is a service animal, at this time, there are only TWO questions that may be legally asked:

1. Is this a service dog needed due to a disability? 

a. If “YES,” you may not ask about the disability, nor for any verification.

b. If “NO,” you may continue with further questions, e.g., “Has this dog been approved to be in this location with you as an accommodation for a disability?” In this case, feel free to check with OARS for verification.

2. If YES to #1, then: What task is it trained to perform? (You may not ask for a demonstration.)

If it is obvious that the dog is a service dog (e.g., Guide Dog), no questions may be asked. A service dog is not required to wear identification as a service dog. Any such verification is not proof that the dog is a service dog and is not recognized by either the ADA or the DOJ.

• A Service Dog is a working animal. The service dog and its owner are a working team. A service dog remains with its owner while the service dog is working.
• Do Not Pet the service dog when it is working. Petting distracts the dog from its job and the owner could get hurt. Also, don’t call the service dog by name when it is working as this, too, is distracting.
• Do not offer the service dog food or other distracting treats without the owner’s permission.
• Service dog owners want dog lovers to know it’s not all work and no play for service dogs. There are times when it is okay to pet a service dog. Typically, the dog is considered on-duty if wearing a harness (although the dog may be on-duty and not wearing a harness; it may be leash or voice-controlled). When off-duty, the service dog is playing and is just an ordinary dog. However, please ask the service dog owner if it is okay for you to join in before you start playing with the service dog.
• Service dog owners do not want people to be afraid of their service dogs. Service dogs are well trained and under their owners’ command. Sometimes a service dog will make a mistake and must be corrected to maintain its training. This correction usually involves a verbal admonishment coupled with a leash correction. Service dog owners learn the appropriate correction methods to use with their dogs.
• Service dogs go where their owners go: inside campus buildings and offices, inside the residence halls and rooms, in classrooms, in public restrooms, and in the cafeteria, for example. When the student service dog owner is seated, the service dog will stay by the student’s side. The service dog will sit at the student’s feet, next to the student’s chair, or sometimes – if the service dog can fit – underneath the student’s chair. Occasionally, a service dog is trained to provide pressure therapy to the owner. In such cases, the animal may appear to jump on the student or need to jump on adjacent furniture to perform this task. Others may be small and carried in chest packs to be able to detect changes in insulin levels, heart rate, etc. 
• Service dogs will not interfere with introductions or friendships. Service dog owners learn to care for their service dogs: to feed, bathe, and clean up after them.
• Please contact OARS at 336/334-5440 if you have questions or concerns about service dogs at UNCG. Remember: don’t pet the service dog when it is working.
• Training organizations and people training a Service Animal have the same access rights as people with disabilities using a Service Animal but must be identified as a Service Animal in training. For additional information visit Disability Rights North Carolina: Legal Guidelines for Services Animals in NC.

Seizure disorders are actually a common neurological problem, although the various types of seizure disorders make establishing a universal definition difficult. Generally, a seizure may be defined as an episode of abnormal motor, sensory, autonomic, or psychic activity caused by excessive electrical discharges from nerve cells in the brain. Seizures can vary in duration and aftereffects and can have a significant effect on many aspects of daily living. One result of a seizure, severe headaches, which are sometimes accompanied by memory deficits and clouded thinking, may cause a student to miss class or have difficulty completing an assignment.  

A student who informs you that he or she has a seizure disorder and who requests classroom accommodation should be directed to the Office of Accessibility Resources & Services (OARS) to discuss potential accommodation.   

What Might Happen When a Seizure Occurs?  

A student who experiences seizures may be able to tell when a seizure is about to occur. When this happens, the student should lie down in a safe place away from furniture. The student should tell someone that he or she is about to have a seizure, and someone should stay with the student. The student may experience some or all the following:  

• A brief black-out period of confused behavior or staring  

• A sudden limpness causing a fall  

• A loss of consciousness  

• Twitching or jerking of part or all of the body (can be minor twitching or major movement) 

• Vomiting  

• A loss of bowel or bladder control  

• Drooling or bleeding (from biting the tongue) from the mouth  

• A change in skin appearance (flushed, pale, or blue)  

• Eyes rolling back  

• Difficulty breathing  

What If a Student Has a Seizure in My Class?  

• Contact Campus Police at 336-334-4444. If you are not sure whether an ambulance is needed, still call Campus Police. Explain that the student has a seizure disorder, the urgency, and ask Campus Police to contact 911. Provide your building and classroom location (e.g., Coleman, first floor, room 115).  Campus Police will call 911 and direct them to your building.   

• In the classroom, do the following to assist the student:  

• Roll the student on his or her side to prevent choking  

• Place something soft under the student’s head  

• Do NOT try to hold the student down or stop the student’s movement  

• Clear the area of anything that might get in the way, like furniture, to help prevent injuries ∙ Crowd control – Have someone move others away from the incident/provide screening for the individual for the respect and privacy of the one having a seizure.  

• Loosen any tight-fitting clothing  

• Observe how long the seizure lasts; if possible, by noting the exact time from beginning to end. (A timer or timer app works great.)   

• Observe how the student acts after the seizure (weak, confused, etc.)  

• Stay with the student until help arrives or the seizure stops, and the student returns to normal behavior.  Following a seizure, the student may be drowsy or confused.  

For questions about seizure disorders or reasonable accommodations, please contact OARS or oars@uncg.edu.  

Autism Spectrum Disorders (ASD) are neurodevelopmental disorders characterized by difficulties with social interaction and communication. Asperger’s Syndrome (AS) falls within this spectrum and is sometimes referred to as “high functioning autism.” The following list is designed as a general overview of the autism spectrum. An individual on the autism spectrum may exhibit some of the following characteristics:

1. May exhibit awkward eye contact, posture, and/or gestures
2. Difficulty with changes in classroom, seating, and syllabi
3. Sensory sensitivity (lights, sounds, touch, smells)
4. May have delayed responses
5. May misunderstand tone of voice, jokes, facial expressions, sarcasm, and other subtle messages
6. Oddities in vocal pitch, volume, intonation
7. May be easily distracted, particularly in long classes
8. Strong, narrow interests
9. May come across as argumentative, rude, or monopolizing
10. Displays literal and concrete thinking patterns
11. May use calming or focusing strategies such as rocking, tapping, or pacing
12. May become easily overwhelmed

The following strengths and struggles are generally shared by students across the spectrum, although each individual student experiences unique strengths and challenges. Consult the strategies column for ways to better assist students to have a successful experience both in and out of the classroom.

Strengths

• Above average to superior intellect
• Passionate commitment to ideas
• Strong sense of equality and justice
• Exceptional talents in one specific area
• Diligent with routine work and excellent memory
• Strong pursuit of knowledge within areas of interest
• Good visual and spatial learners
• Original ways of solving problems

Struggles

• Initiating/sustaining effort
• Setting boundaries
• Working in groups
• Initiating, planning, organizing, and carrying out tasks
• Seeing others points of views
• Understanding social rules
• Assessing priorities and performance
• Asking for clarification or assistance
• Interpreting vague instructions
• Abstract concepts and seeing the “big pictures”

Strategies

• Provide direct feedback, set clear boundaries
• Allow breaks during class
• Consider allowing laptop for notetaking
• Avoid cold-calling in class
• Avoid idioms, metaphors, sarcasm
• Consider assigning group roles
• Provide visual learning tools when possible (pictures, charts)
• Supplement oral instructions with written instructions with written instructions
• Explain purpose of assignments
• Utilize syllabus and note changes as soon as possible