This process notifies Faculty staff to the fact that the student is connected with Accessibility Resources and Service. The notification will not contain any information about the nature of the disability / chronic medical condition, unless the student specifically requests this, but will contain information about the accommodations available. Most importantly, the notification presents an opportunity for the student to discuss their specific needs in greater detail, in person, with key Faculty staff.
For detailed instructions, students should visit https://ars.unc.edu/.
NOTE:- Students will need to issue Accommodation Plan Notifications at the beginning of each semester or summer session. ARS will alert students when Accommodation Plan Notifications can be issued.
Electronic devices for note taking may include a SmartPen, digital recorder, laptop, iPad, smartphone, portable keyboard or other device when a student cannot effectively note take by hand. Responsibilities are as follows:
Allow the student to use an electronic device to support note taking.
Contact ARS if there are any questions or concerns about the student using an electronic device for note taking.
Use your own device or Contact ARS to request to borrow an electronic device for note taking or determine other potential options.
To be considered for a course substitution the student should submit a petition letter describing the history of experiences taking Math or Foreign Language prior to college and at college level and interventions used. The following areas should be addressed specifically:
- The experience of skill acquisition / developing competence in the foreign language / math including the types of learning problems encountered in class, completing assignments and taking tests and exams.
- Performance in quizzes, tests and assignments as well as the overall course grade.
- Interventions the student has used to deal with any difficulties.
- Other supporting documentation, for example a psychological evaluation, medical documentation.
A student may need priority in seating / position in class to best address their disability impacts,
- A student with ADHD or who is on the Autistic Spectrum Disorder (ASD) may benefit from a seat at the front of class to minimize distractions
- A student with a visual impairment may benefit from a seat positioned directly in front of a white-board to maximize their access to visual materials.
- A student with a hearing impairment may benefit from a seat positioned directly in front of the lecturer to facilitate lip-reading.
- A student with a mobility difficulty or physical disability may need an 'end-of-row' seat.
- A student with some psychological difficulties may need an an 'end-of-row' seat to facilitate a sense of safety and control, i.e. knowing that it is possible to extricate him/herself from the situation if necessary.
- A wheelchair user may need an accessible space to be created or 'vacated'.
Spellcheckers, such as the one in MS Word, can certainly be helpful to everyone - both people with and without disabilities. However, the use of these tools is considered an appropriate accommodation only under very specific circumstances.
ARS will only approve use of a spell-check device as an accommodation for an exam if:
- The students' documentation supports such a request.
- The ability to spell words accurately is not considered an important part of what an exam is designed to test — as determined by the professor and/or the academic department; that is, the fundamental nature / purpose of the test or exam is not being altered.