Faculty Resources

Student Accessibility Services (SAS) works with academic offices and campus departments to facilitate equal opportunity in the classroom for students with disabilities at Whittier.

Federal law requires that Whittier College provide reasonable accommodations for students with disabilities that require them. Accommodations are modifications or adjustments that enable a student with a disability an equal opportunity to attain the same level of performance that is available to a student without a disability. Unlike primary and secondary school, accommodations in higher education focus on access, not success. Furthermore, accommodations are provided to students with disabilities who are otherwise qualified to meet the academic standards and behavioral expectations of Whittier College, and thus cannot fundamentally alter the nature of academic courses and their requirements.

When a student self-identifies to SAS as having a disability that requires accommodations, SAS engages in an interactive process to determine appropriate accommodations based on the functional limitations of a student’s condition(s). Accommodation requests may occur at any time during the term, but once approved, accommodations cannot retroactively impact course work or requirements. Once accommodations are approved, SAS notifies the appropriate faculty member via email.

SAS recognizes that some accommodations require negotiation and/or collaboration to implement. SAS staff are committed to supporting both students and faculty to facilitate the timely implementation of reasonable accommodations. SAS staff are always open to consulting with faculty and encourage them to reach out for support.

Faculty are responsible for providing approved and activated accommodations communicated through the notification email in a timely manner. Some accommodations require negotiation, and thus prompt communication with SAS is necessary for a timely implementation of accommodations. Details regarding faculty responsibility for specific accommodations can be found on the following pages:

Faculty are not required to honor accommodation requests that have not been approved through and communicated by SAS. Additionally, students are responsible for making requests so that the appropriate evaluation of and preparation for the request can occur.

Students are not required to disclose specific information about the diagnosis or nature of their disability to faculty and should never be placed in a situation where they are forced to do so. If a student voluntarily discloses information pertaining to their condition, including sharing official documentation, faculty should refer the student to SAS. Additionally, students’ disability status and specific accommodations are protected under FERPA and should not be shared by faculty.

Faculty are asked to include the following syllabus statement:

Whittier College is committed to making learning experiences as accessible as possible. If you experience physical or academic barriers due to a disability, you are encouraged to contact Student Accessibility Services (SAS) to discuss options. To learn more about academic accommodations, email sas@whittier.edu, call (562) 907-4825, or visit the SAS office on the ground floor of Wardman Library.

Resources for Universal Design for Learning (UDL)

Resources for Classroom Accessibility

Presentations

Word Documents

Creating Quality Scans

  • Use a clean document without highlights, underlines, or other markings.
  • Use original source material, when possible.
  • Hold down the entire spine of a book when scanning.
    • This will ensure that no text is cut off or skewed.
  • Scan in B&W and adjust brightness/contrast, as needed, so that text isn’t faded and can be easily read.

There are many supportive services on-campus that students can utilize to help them on their academic journey. Like all students on campus, students with disabilities have access to coaching and tutoring resources through the Center for Advising and Academic Success (CAAS) and are encouraged to utilize them. They can also be referred to the Counseling Center for psychological support. If faculty members have specific concerns about a student, they are asked to utilize the appropriate CARE report–for academics or behavior–as they would for any student, being mindful to only share what is necessary for a student with a disclosed or suspected disability.