On this page:
Q: Is the Office of Disability Services (ODS) open?
Yes, ODS is still open Monday – Friday, 8:30 a.m. - 5 p.m. All walk-ins and student appointments will be conducted via phone or Webex until further notice. The Test Proctoring Center will not be proctoring exams while remote instruction is in place. The PA Station has closed for the remainder spring and summer semesters.
If you have a question or concern, please either call the office (937.775.5680) or email ODS.
Q: Is Paratransit still operational?
Paratransit is suspended for the remainder of spring and semesters.
Q: What happens now that exams are online? How do I get extended time for an online exam?
ODS will not be proctoring exams while the University’s instruction method remains remote only. Please communicate with your instructors to discuss your exam accommodations in their courses.
- Some instructors may opt for alternative assessments (e.g. essays, untimed exams) which would not require exam accommodations.
- If your instructor is creating online timed exams, please notify your instructor if you will need extended time. Instructors are responsible for setting up extended testing time in Pilot.
ODS is available to instructors and students to consult about unique circumstances.
Q: I currently have a volunteer note-taker assigned in my in-person class. Now that class is online, will I still receive a copy of the notes?
Once you have learned from your instructor on how they will adapt the course for virtual instruction, please let Shonda Jones know if you would like to continue receiving notes.
You may find that you no longer need a note-taker due to the course design changes. For example, lectures that are prerecorded videos can be watched at your own pace. On the other hand, some instructors may still opt for scheduled class meetings with real-time communication using Pilot.
Regardless of your decision to continue receiving notes, all established note-takers will receive compensation for their notes.
Q: Does this affect Course Attendance Agreements (CAA)?
Completed CAAs will be honored, though reasonable modifications to the structure of the agreements may be needed with the shift to online instruction. Please contact your instructors to discuss any additional barriers presented by changes to the course format. Let your Case Manager know if you need any assistance right away.
Q: With the switch to all-remote instruction, I anticipate barriers and would like to request new accommodations. What are my next steps?
If you are not currently registered with ODS, please follow the steps outlined on the ODS registration process.
If you are a ODS-registered student, please use AIM to request any accommodations you need or contact your Case Manager to address concerns.
Q: As I am adapting my course materials for virtual instruction, what should I be considering with regards to disability access? How do I best support my students?
We acknowledge the significant effort required to quickly adapt your courses to online instruction. We want to collaborate with you to ensure that access for students with disabilities is maintained through this transition. Some students may encounter disability-related barriers with online instruction or assessment (e.g. students who use assistive technology, students with medical limitations on screen usage). ODS staff are available for consultation regarding best practices and accessibility. (937.775.5680; email@example.com)
If you have students in your course who are utilizing closed-captions, ASL Interpreters, or C-Print captioning, please notify Shonda Jones to discuss implementing accommodations for your remote instruction method. ODS, Interpreters of the Deaf, and the the Center for Teaching and Learning teams wish to proactively work with instructors of Deaf/Hard of Hearing students to ensure captioning for prerecorded videos and/or arranging interpreting/transcribing services for real-time class meetings via Pilot, WebEx, etc. The Technology Center is available to work proactively with instructors of blind students to discuss accessibility strategies for course lectures, documents, activities, etc.
Below are some tips to keep in mind as you are creating virtual course content (adapted from DO-IT):
- Use clear, consistent layouts and organization schemes for presenting content, and make instructions and expectations clear for activities, projects, and assigned reading.
- Offer outlines, scaffolding tools, and adequate opportunities for practice to help students learn.
- When selecting new materials, try to find videos that are already captioned, and articles that are available in a text-searchable format (meaning you can highlight and search the text within the document).
- Images can be made accessible to blind and low-vision students by providing captions or inserting alt text into the image. Use large, bold fonts on uncluttered pages with plain backgrounds and color combinations that are high contrast.
- Provide flexibility and understanding as this experience may cause disruption to the student’s home life and available resources – which may negatively impact a student’s disability symptoms.
Q: How will exam accommodations work? Will ODS proctor online exams?
Extended time on exams as an accommodation generally only applies to traditional, time-limited exams. If you decide to offer alternative means of assessment (e.g. essays, non-timed exams, project work), then a student’s extended time may no longer be applicable.
ODS will not be proctoring exams while the University’s remote instruction remains in place. All exams should be administered online or through other remote assessment methods by faculty. Instructors are responsible for setting up extended testing time in Pilot.
Please communicate with your students to discuss their exam accommodations in your courses. ODS is available to instructors and students to consult.
Q: How do I give students their accommodations for online quizzes/exams in Pilot?
Tests given via Pilot with time limits will need to have the time limit adjusted according to the Access Plan emailed to you earlier in the semester. Instructions on adjusting time limits for individual users: CTL Instructions for Individual Time Extensions
- Extra Time - 1.50x - 50% Additional Time: The student is eligible for 50% additional time of what is allowed for the test. For example, if the class is allotted 60 minutes, the student with this accommodation should be allotted 90 minutes.
- Extra Time - 2.00x - 100% Additional Time: The student is eligible for 100% additional time of what is allowed for the test. For example, if the class is allotted 60 minutes, the student with this accommodation should be allotted 120 minutes.
- Extra Time - 3.00x - 200% Additional Time: The student is eligible for 200% additional time of what is allowed for the test. For example, if the class is allotted 60 minutes, the student with this accommodation should be allotted 180 minutes.
- Extra Time - Stop Time (Breaks) - To account for this need, please add 50% additional time of what is allowed for the test. For example, the class is allotted 60 minutes, the student with this accommodation should be allotted 90 minutes. (In the ODS Test Proctoring Center environment we stop the clock as needed for students with this accommodation.)
- Bathroom Breaks - Video monitoring in Respondus may find that the student leaves the screen during the test.
RESPONDUS Lockdown Browser
Text-to-speech/Read&Write Gold software utilized for print related accommodations is not compatible with Respondus. Please remove the lockdown browser requirement, concerns can be addressed with Sheri Penwell, our Test Proctoring Coordinator.
If you do not use time limits or Respondus for your Pilot tests, you will not need to make any changes for your students with disabilities.
You can utilize our Faculty Portal to review a full list of students who have requested accommodations for your classes and view their accommodation letters.
If you have follow-up questions, please let us know: Disability_services@wright.edu or 937.775.5680.
-Thank you to our colleagues at OSU for contributing to this page.