Faculty and Staff

Educational access is the provision of classroom accommodations, auxiliary aids and services to ensure equal educational opportunities for all students regardless of their disability. Creating equal educational opportunities is a collaborative effort between the student, the faculty member and the Office of Accessibility.

Section 504 of the Rehabilitation Act of 1973 and The Americans with Disabilities Act (ADA) of 1990 protect students with disabilities from discrimination that may occur because of misconceptions, attitudinal barriers and/or failure of the institution to provide appropriate accommodations, auxiliary aids or services. Examples of accommodations and auxiliary aides include but are not limited to educational materials in an alternate format, notetakers, extended time for exams and/or qualified sign language interpreters.

PLEASE NOTE: Faculty and staff members do not have the right to ask students if they have a disability. For students with a documented disability, faculty and staff members do not have the right to ask about the nature of the disability. For those students who choose to disclose their disability, this information should be treated confidentially.

Faculty and Staff have the Right to:

• Request verification of a student's eligibility for any requested accommodations. Verification is in the form of an accommodation letter, written by a Disability Specialist from the Office of Accessibility and delivered via email. The Office of Accessibility is the only office designated to review disability documentation and determine eligibility for appropriate accommodations. If this disability documentation (rather than the accommodation letter) is presented directly to you, please refer the student to the Office of Accessibility. Faculty and staff should not review the primary documentation.
• Expect the student to initiate accommodation requests.
• Expect the student and the Office of Accessibility to work with you to coordinate the provision of the appropriate accommodations.

Faculty and Staff have the Responsibility to:

• Identify and establish essential functions, abilities, skills, and knowledge of their courses and evaluate students on this basis. Students with disabilities should meet the same course expectations as their peers.
• Provide accommodations only to students who are registered with the Office of Accessibility and for whom you have received an accommodation letter dated for the current semester. It is NOT your responsibility to provide accommodations other than what is listed on the accommodation letter or to provide an accommodation that is incompatible with fundamental course objectives.
• Consider using a syllabus statement and class announcement to emphasize the statement. This will assist you in referring students to the office. 

The passage of the Americans with Disabilities Act (ADA) in 1990 brings the issue of disability access to the forefront at institutions of higher education. The requirements of the ADA are very similar to those outlined in Section 504 of the Rehabilitation Act of 1973, as amended, but the ADA is more comprehensive, and it applies to both public and private institutions regardless of if the institutions receive federal financial assistance.

The University of Akron is obligated to make reasonable accommodations in programs and activities to provide equal access to qualified persons with disabilities. Traditionally, many people with disabilities have been denied educational and social opportunities due to architectural and attitudinal barriers. The University of Akron is committed to removing these barriers and assuring equal access to all students as outlined in the Americans with Disabilities Act of 1990.

What constitutes a disability?

• The ADA defines a person with a disability as "any person who has a physical or mental impairment which substantially limits one or more major life activities (walking, seeing, hearing, speaking, breathing, learning and working), has a record of such an impairment or is regarded as having such an impairment." No single description can accurately describe the unique experiences and characteristics of a person with a disability at The University of Akron. Just as specific disabilities vary, so do the individual needs of the students.
• Disabilities commonly found among college and university students are both visible and hidden. They include, but are not limited to, hearing and visual impairments, lupus, cerebral palsy, psychological disabilities, heart disease, cancer, muscular dystrophy, attention deficit disorder and acquired brain injuries. Postsecondary institutions are challenged to remove architectural barriers and to modify academic requirements and practices that discriminate because of disability.

Universal Design

Universal Design is an approach to designing course instruction, materials and content to benefit people of all learning styles without adaptation or retrofitting. Universal Design allows the student to control the method of accessing information while the instructor monitors the learning process and initiates any beneficial methods. Although this design enables the student to be self-sufficient, the instructor is responsible for imparting knowledge and facilitating the learning process. It should be noted that Universal Design does not remove academic challenges; it removes barriers to access. 

Who Benefits from Universal Design

• Students who speak English as a second language
• International students
• Non-traditional aged students
• Students with disabilities
• An instructor who would like to teach students of various learning styles
• All students

Principles of Universal Design

• Identify the essential course content
• Clearly express the essential content and any feedback given to the student
• Integrate natural supports for learning (i.e. using resources already found in the environment such as a study buddy)
• Use a variety of instructional methods when presenting material
• Allow for multiple methods of demonstrating understanding of essential course content
• Use technology to increase accessibility
• Invite students to meet/contact the course instructor with any questions/concerns

The Office of Accessibility recommends that courses which have out of classroom experiences such as internship, Co-op, and clinical settings utilize the Experiential Learning and/or Supplemental Learning Statement in conjunction with the Standard Syllabus Statement. This statement should be used to address the uniqueness of these settings.

The Office of Accessibility recommends the following Experiential Learning and/or Supplemental Learning Statement:

The information contained in accommodation letters is limited to classroom accommodations only. Internship, co-ops, clinicals and other out of classroom learning experiences are often very different than a typical classroom format.  As a result, the University recognizes the types of academic accommodations reasonable for these experiences will often differ from those used in the classroom setting. Any student who feels he/she may need an accommodation based on the impact of a disability should contact the Office of Accessibility at 330-972-7928 (v) or access@uakron.edu. The office is located in Simmons Hall Room 105. 
 

In continuing to provide a welcoming campus environment, while promoting equal access for students enrolled at The University of Akron, the Office of Accessibility recommends all faculty include a standard syllabus statement for academic accommodations in each course they instruct. Implementing a universal standard syllabus statement ensures that the statement is written in non-discriminatory language and provides all the necessary information for a student to contact the Office of Accessibility to discuss the process for receiving accommodations.

There are several reasons why a standard syllabus statement is critical:

• It normalizes the accommodation process and helps to create a positive and welcoming environment for students with disabilities.
• It creates a collaborative vehicle for making legally mandated accommodations.
• It serves to educate students who need accommodations that arrangements can be made through the Office of Accessibility.
• For students who are registered with the Office of Accessibility, it serves as a reminder to request their accommodations.

The Office of Accessibility recommends the following syllabus statement:

Pursuant to University policy #3359-38-01, The University of Akron recognizes its responsibility for creating an institutional atmosphere in which students with disabilities have the opportunity to be successful. Any student who feels they may need an accommodation based on the impact of a disability should contact the Office of Accessibility at 330-972-7928 or access@uakron.edu. The office is located in Simmons Hall Room 105. 

Community Scheduling

Purple, a Division of ZP Better Together, LLC

• Office: 866-669-2467
• After Hours Scheduling: 1.800.549.6000
• Email: InterpretingCentral@zpbettertogether.com
• Online Interpreter requests can be made here: https://zpconnect.com/

How much do interpreters charge for their services?

• Generally, interpreter wages vary based on certification and level of education. Community agencies will have an established hourly rate.

How should I pay an interpreter if the client does not show or cancels in advance?

• If an interpreter reports to work, and a client is a no-show (no prior notification), we suggest that the interpreter be paid for the two-hour minimum. If an interpreter is notified in advance that a client has cancelled, payment often depends on the amount of time ahead of the event that the interpreter was notified. The policy used at the Office of Accessibility is to pay the interpreter if they have had less than 72 hours advance notice. Inform the interpreter of your no-show policy prior to their commitment to an assignment.

How many interpreters will I need for my event?

• A good general rule is to use two interpreters if:
  • the event lasts more than two hours (over 1.25)
  • there are multiple speakers
  • there are several students with hearing loss attending the event or
  • the terminology being used is complex
• When you secure two interpreters, this is called "teaming," and the interpreters will take turns interpreting. It is recommended that the interpreters meet before the event starts to decide who will interpret first and how often they will trade places to interpret.

Are interpreters paid for mileage?

• The policy of The University of Akron is to reimburse interpreters for their mileage if they travel a significant distance (50 miles one way). This potential expense should be discussed when an Interpreter accepts an assignment.

How are Interpreters paid following an event?

• Interpreters who are hired through an outside agency will have the agency send a direct bill to the department.

Resources for Faculty and Staff

• Accessibility 101

Does granting accommodations to one student provide an unfair advantage over the other students in that class?

• Academic accommodations are determined using current, appropriate disability documentation, which is intended to remove barriers to learning and to ensure that students with disabilities can demonstrate their knowledge on an equal basis with their peers.

How do I know when I am providing accommodations or when I am over accommodating?

• A basic rule of thumb is that the student should be able to meet the core requirements of the course without adjustment. You should not change the curriculum for the course or modify assignments to the degree that they alter the core requirements. For example, the accommodations of extended time, alternative format of materials, or technology-based notetaking would not alter the requirement of learning course material and are therefore within reason. It is recommended that you only provide accommodations that are written on the accommodation letter. If you feel uncomfortable with an accommodation, refer to the accommodation letter and discuss it with the Office of Accessibility.  

How do I set limits or tell a student they are performing poorly in the class without upsetting the student or violating the law?

• All students should be treated the same, regardless of disability. Follow the normal procedures for a student who is doing poorly in class. Make sure that the specific performance expectations are clearly delineated and communicated, and then track the student's performance, documenting each step.

Do I need to modify my typical grading process for someone with a disability?

• Providing an accommodation for a student should not affect the grading process. Accommodations will be stated on the students’ accommodation letter. Otherwise, students are required to meet all academic standards regardless of a disability.

Who else at the university can I talk to about the student’s disability and under what circumstances?

• Students’ rights to privacy and confidentiality regarding information about their disability is protected under the ADAAA and Section 504 of the Rehabilitation Act. Knowing that a student has a disability is confidential information and therefore can only be shared if the student gives written permission, in the form of a signed release of information. You can consult with the student’s disability specialist as needed.

What should I do if I suspect a student has a disability, but I have not been notified?

• Provide a comprehensive list of available resources such as The Counseling Center, Tutorial Services, the Office of Accessibility, and Student Health Services. Also, include a statement on your syllabus about the Office of Accessibility and review with the whole class. We recommend that you use the following syllabus statement:

In pursuant to University policy #33-59-20-01 subsection C, The University of Akron recognizes its responsibility for creating an institutional atmosphere in which students with disabilities have the opportunity to be successful. Any student who feels he/she may need an accommodation based on the impact of a disability should contact the Office of Accessibility at 330-972-7928 (v) or access@uakron.edu. The office is located in Simmons Hall Room 105.

What is my responsibility if a student provides me with an accommodation letter from the Office of Accessibility but chooses not to use any accommodations in my class? 

• Your responsibility is to provide accommodations for the student when they are requested. It is the student's choice as to which accommodations to use in each of his or her classes. The student has been advised by the Office of Accessibility that accommodations are not retroactive. 

What if one of my students has requested accommodations that I believe will alter the essential components of my course?

• Accommodations based on a disability are intended to remove barriers to learning and demonstration of knowledge between students with disabilities and without diagnosed disabilities. If a faculty member believes a specific accommodation will fundamentally alter the essential components of the course, the faculty member should contact the Office of Accessibility to discuss the specific nature of the accommodation's impact on the course.

A students accommodation letter states that they may be absent from class. What does this accommodation mean for my course?

• The nature of some students' disabilities may cause them to miss class from time to time.  For these students there will be an attendance addendum attached to each accommodation letter.  This reviews the students' responsibilities and tips for faculty to consider when applying the course attendance policy.   If there are further questions after reviewing the addendum it is recommended that you call the Office of Accessibility for further consultation.   

If a student discloses a disability after failing an exam or assignment, what should I do?

• Academic accommodations cannot be applied retroactively. The faculty member should refer the student directly to the Office of Accessibility to discuss the academic accommodations process.
   

What is a flex plan?  

• When a student is approved for a specific flexible assignment and/or attendance accommodation through the Office of Accessibility, an essential part of implementing these accommodations is completing a Flex Plan with their instructor. The Flex Plan consists of a brief set of pre-established questions designed to support a shared understanding of how the approved accommodation(s) will be applied within the context of a specific course. 
• As the course and content experts, instructors determine the essential learning outcomes of their courses. Accommodations are implemented in a way that supports student access while maintaining these essential course outcomes.

When do I fill out a Flex Plan?

• Instructors and students are encouraged to complete the Flex Plan within two weeks of the Letter of Accommodation being sent. The Flex Plan Guide includes step-by-step instructions for instructors completing the Flex Plan in STARS.  Once the student initiates and completes the form, the instructor should review and approve the flex plan. The failure of the student to meet with the faculty member could prohibit the ability to provide the requested accommodation. 

For any questions about Flex Plans, please contact the Office of Accessibility at access@uakron.edu. 

What are the benefits of using Genio? 

• This handout details the benefits of Genio notes for faculty. To learn more about Genio, faculty are encouraged to review the Genio Frequently Asked Questions for Faculty.

What does Genio do with user data? 

• Genio uses data solely to deliver its core service: generating high-quality notetaking materials for students. Data is not used for advertising, profiling, or any unrelated purposes. 

Is data shared with or sold to any third-party vendors? 

• No. Genio does not sell or rent user data. 
• Genio does partner with a small number of carefully vetted third-party vendors—known as Data Processors—to provide essential services such as cloud hosting and audio transcription. These partners operate under strict contractual and technical safeguards: 
  • Data Processing Agreements (DPAs): Every vendor handling personal data is bound by a DPA that limits their use of data exclusively to the services Genio authorizes. 
  • AI Protection Requirements: Vendors such as AssemblyAI, Deepgram, and Microsoft Azure are prohibited from using Genio data to train their own AI models. 
  • No external access: Vendors cannot access or use Genio data for any purpose beyond delivering the Genio service. 
• Intellectual property rights always remain with the faculty member or institution. Genio does not claim ownership of any materials recorded or uploaded into the platform. 
• For full legal details, the Genio Service Agreement outlines user rights, data protections, and institutional responsibilities. 

Can external AI tools (e.g., ChatGPT) access Genio content? 

• No. External AI tools cannot access, scan, or retrieve any data from Genio.
• The only way content could leave Genio is if a user (faculty or student) manually copies and pastes material into an external tool. 
• Genio never automatically sends or exposes data to external AI systems. 
• View Genio’s Content Protection Guide for more information.