Penn State Behrend is strongly committed to providing full access to its programs and services for all individuals, Student Disability Resources (SDR) works with qualified students to determine appropriate accommodation based on the Title II of the Americans with Disabilities Act Amendments Act of 2008 (ADAAA) and Section 504 of the Rehabilitation Act of 1973. Faculty play a vital role in ensuring these accommodations are implemented effectively and confidentially.

Academic Accommodations

Academic accommodations are adjumstments that allow students to participate fully in their courses without changing essential learning objectives. These accommodations are outlined in each student's Academic Accommodations Letter, which may include commonly used supports based on disability type as well as flexibility adjustments such as modified attendance, extended deadlines, or rescheduled exams.

Faculty members are encouraged to review the Academic Accommodations Letter carefully and reach out to the SDR staff member who signed the letter if they have any questions about suggested accommodations. SDR is available to assist with concerns related to implementing accommodations and can provide advice on working effectively with students in the classroom. It is important to note the SDR will not disclose the nature of a student's disability or any other personal accommodations will be shared.

Providing accommodations is required by U.S. disability laws, and these adjustments must not compromise the learning objectives of a course. If you believe a requested accommodation would alter those objective, contact the disability specialized listed on the student's letter immediately for guidance.

Academic Accommodation Letter

Each semester, students seeking classroom accommodations must obtain a new Academic Accommodation Letter from SDR. It is the student's responsibility to present this letter to their instructors as early as possible so that procedures are clear for both parties. Early communication helps ensure accommodations are implemented smoothly.

If you encounter challenges or have questions about providing an accommodation please.

  • Read through these guidelines provided to you.
  • Contact the disability specialist listed on the student's letter. SDR can clarify requirements, troubleshoot logistical issues, and assist with resources. In some cases, adjustments may be made collaboratively to ensure the accommodation works for everyone involved.

Student Disability Resources is here to support faculty with any concerns related to accommodations and to offer suggestions for creating an inclusive classroom environment.

Must I allow accommodations?

Yes. The Americans with Disabilities Act Amendments Act (ADAAA) and Section 504 of the Rehabilitation Act require all post-secondary institutions to provide equal access for students with disabilities through reasonable accommodations. These accommodations are designed to support the student's learning experience without altering the essential objectives of the course. If you believe that a requested accommodation would compromise the learning goals of your class, please contact the disability specialist listed on the student's Academic Accommodation Letter for guidance and support.

Where is the Exam Center and what is the process for requesting an exam?

Testing Accommodations are a shared responsibility between SDR and the faculty. If a student is approved for use of the SDR exam center, they must formally request their accommodations via the online student portal 4 days prior to the day of the exam. Once SDR received this request, the faculty will receive an email from [email protected] containing the student's request and a link to complete a Faculty Response form. Please complete this form as soon as it is received. If we do not receive the faculty information, it will be the faculty's responsibility to provide the student with their testing accommodations as requested.

Use of the exam center and testing accommodations are for students registered with the SDR office only.

Location: 201 John M. Lilley Library

Hours of Operation: 

During the Semester

  • Monday, Wednesday, and Friday from 8:00 a.m. - 4:00 p.m.
  • Tuesday and Thursday from 8:00 a.m. - 8:00 p.m.

Finals Week

  • Monday, Wednesday, and Friday 8:00 a.m.–5:00 p.m.
  • Tuesday and Thursday from 8:00 a.m.–8:00 p.m.
     

For additional information or specific test questions, please contact the SDR Exam Service, via email at [email protected] or the Disability Services Coordinator at [email protected]

Why is extended test time so common?

Extended test time is one of the most frequently approved accommodations because many disabilities such as ADHD, learning disabilities, neurological differences, anxiety disorders, or chronic medical conditions affect information processing speed, recall, or the ability to work steadily under time pressure.

Providing extended time:

  • Levels the playing field without reducing academic rigor
  • Allows students to demonstrate content mastery rather than the speed of test-taking
  • Aligns with federal guidance on equal access

Extended time does not mean unlimited time; the specific additional time is determined by SDR.

What if timing the exam is part of the grade?

In some cases, timing may be an essential component of a course's learning objectives. If otherwise reasonable accommodation would interfere with these fundamental goals, the student may not be entitled to that accommodation. A helpful guideline is to determine whether the exam is designed to measure speed or knowledge. If speed is a core of competency being assessed, extended time may not be appropriate.

If you are unsure, contact the disability specialist listed on the student's Academic Accommodation Letter. They can provide clarification and assist in finding a solution that maintains the integrity of your course while supporting the student's needs.

Implementation Guides

Exam Accommodations Guide

Guide for faculty on providing common exam accommodations such as additional time, alternate test formats, and/or a distraction-reduced environment.

Due to limited space in the Student Disability Resources exam center, we rely on instructors to provide testing space for students requiring:

  • 50% extended time
  • Distraction-reduced environment

This cooperation from faculty means that our exam center can assist students who need 100% extended time and/or assistive technology, among other accommodations.

Distraction-Reduced Environment

This type of environment should be different from the normal classroom environment with a full class of students, but it does not need to be silent, separate, or private without other students.

Acceptable space may include:

  • an unused classroom
  • a study room in the library
  • a conference room
  • an instructor's office

Note: the instructor is not required to provide test accommodations unless the student has presented a current academic accommodation letter and has discussed the arrangement for the test accommodations.

Instructors are not required to honor last-minute requests.

Flexibility Accommodations Guide

Guide for faculty on providing flexibility accommodations such as flexible attendance, due dates for assignments, and rescheduling exams/quizzes.

Student Disability Resources will work with the faculty of students who have a documented disability that has variable or unpredictable symptoms to allow flexibility in how they meet course requirements without compromising essential course requirements of the course.

Upon receipt of an Academic Accommodation Letter with flexibility accommodations and Flexibility Accommodation Agreement Form from a student; please identify reasonable parameters of flexibility as it relates to course essential requirements in a timely manner. Then return the completed form to SDR and maintain a copy for your records. Contact the student's disability specialist, listed on the Academic Accommodation Letter, if you have questions about how to provide flexibility accommodations.

Flexibility accommodations:

  • are provided to student based on a documented need
  • are based on variable and unpredictable need
  • are not intended to fundamentally alter the essential elements of a course
  • are not intended to be used for every class, every assignment, or every exam/quiz
  • are established based on consultation between the disability specialist, the faculty member, and the student; students cannot unilaterally determine reasonable flexibility
  • should be implemented upon receipt of the Academic Accommodation Letter and Flex Plan
  • do not need to be applied retroactively
  • do not cover non-disability related illnesses or other non-disability related reasons as to why a student missed classes, deadlines, or exams/quizzes (e.g. work, travel, extracurricular activities)

Related contact

University policy outlining the importance and procedures related to attendance and absences

Faculty Senate policy on class attendance, expectations, and handling absences

Science Laboratory Accommodations

Guide for faculty on adapting laboratory courses for students with disabilities

A disability does not necessarily mean that a student cannot perform lab techniques. If modifications are required, it may be a matter of:

  • adapting equipment
  • pairing the student with another student or an assistant

General Guidelines

Consider the following when trying to adapt laboratory experiments and processes for students with disabilities.

  • Discuss safety concerns with the student and a disability specialist from the campus disability resources office
  • Ensure that safety equipment is adapted according to a student's disability. For example:
    • label safety equipment with Braille or large print labels
    • lengthen pull chains
    • put visual or auditory warning systems in place
  • Assign group lab projects in which all students contribute according to their abilities
  • Arrange lab equipment so that it is easily accessible for students with disabilities.
  • Give oral and written lab instructions
  • Provide raised-line drawings and tactile models of graphic materials for the students with visual impairments.
  • Work with the student and campus disability services office to identify, modify, and provide appropriate lab equipment, such as:
    • adjustable tables
    • ramps
    • talking thermometers and calculators
    • liquid label indicators
    • large print and tactile timers
    • computers

Adaptation can often be made without resorting to expensive equipment. Student Disability Resources can serve a s a resource for laboratory modification.

Syllabus Statement

Example Disability Statement Required on All University Syllabi

Per the Academic Administrative Policies and Procedures R-5: Syllabus, all University syllabi must include a disability statement modeled after the statement below.

Since many students have disabilities not readily noticeable, this announcement or statement encourages students to identify their needs early in the semester so timely adaptation can be made.

 

Model Language for Syllabus Statement

Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has an office for students with disabilities. Student Disability Resources (SDR) website provides contact information for every Penn State campus for further information, please visit the Student Disability Resources website.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation: See documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations request with them as early as possible. You must follow this process for every semester that you request accommodations.

Students with disabilities participating in internship, practicum, student teaching, or other experiential learning opportunities as part of their degree requirements may also be eligible for reasonable accommodations to ensure equal access and opportunity. These accommodations are determined through an interactive process involving the student, their University supervisor, and the site supervisor. Student Disability Resources can assist students with identifying potential barriers, facilitating accommodation requests, and coordinating with University supervisors to promote inclusive learning experiences.

 

In-Class Announcement

Suggested in-class announcement to make students aware of the Student Disability Resources office should they need assistance with disability.

Arranging suitable adjustments involves a shared responsibility between the classroom instructor and the student.

Students with disabilities are responsible for bringing their individual needs to the attention of the instructor as early as possible in the semester; however, students may be hesitant to make special requests.

It is suggested that, early in the semester, instructors make a general announcement such as the one shown below.

Example Announcement Language:

"Penn State welcomes students with disabilities into the University's educational programs. If anyone in this course has a disability, please contact Student Disability Resources located at 210 John M. Lilley Library or call 814-898-7000. If you have further questions regarding this announcement, please make an appointment during my office hours."