Note-takers are not used to gain an unfair advantage, but rather to ensure equal access for someone with a different manner of communicating and learning. Students who use a note-taker may have a hearing impairment (the student cannot watch an interpreter or read lips and also take notes), a motor impairment that affects handwriting, an auditory processing deficit that makes it difficult for the student to keep up with a lecture and also transpose what is heard into written language, and others.

The first course of action is for the student to find a classmate who is willing to share class notes. This has been possible for virtually all students needing note-takers.

Should a student not be able to procure a note-taker, he or she may request your assistance. If this happens, please assist the student in one of the following ways:

• Select a student whom you know, a competent student with legible handwriting, and ask this student, in private, whether he or she would be willing to share notes. Do not disclose the reason for the note-taking.
• Read the following announcement to the class. Do not identify the student to the class.
  • A student in this class is in need of a note-taker. If you feel that you take good notes in clear handwriting and are willing to share a copy with this student, please raise your hand. A letter documenting this volunteer service and suitable for your resume will be furnished to you at the end of the semester.      
• At the end of class, please facilitate a meeting between the volunteer and the student needing a note-taker. After that, the two students should carry on independently.

NCR paper for this accommodation is available in the OSWD. Students who prefer to photocopy the notes should consult the OSWD Coordinator to arrange for this.

Note-takers are not encouraged to take notes for a student who is absent from class unless the student is ill and has notified the note-taker of his/her absence.

Please inform the Coordinator of the OSWD if there is a note-taker in your class so that a letter documenting their volunteer service can be sent to them.

Alternate format textbooks may come in the form of audiotapes, large print, Braille and electronic texts. Reasons for using alternate format textbooks include reading disability, attention deficit disorder, and/or vision impairment. Ultimately, students using alternate format textbooks are responsible for working with the Coordinator or Program Assistant to order their materials as early as possible. 

Several ways to assist the student and the OSWD in regards to accessing alternate formats include:

• Meet Bookstore and Print Shop timelines for the selection of texts. Students with an accommodation for alternative format must have adequate time to obtain their texts in alternative formats. During busy request periods, it can take up to four (4) weeks to receive electronic texts from publishers.
• Consider providing alternatives, such as accessible PDF or Word documents, to printed information such as class handouts or reserve materials in the library.  
• If Internet resources or other technologies are used, then they must be accessible for use with the students screen reading software or the student may need a reader.

Students with hearing impairments use sign language interpreters in order to process fast-paced, content-intense lectures and discussion.  Some students who require SLI in the classroom have residual hearing and lip-reading skills which enable them to communicate effectively one-on-one and in small groups, without SLI.

Interpreters are provided by the University and scheduled by the OSWD.

Information for faculty who have deaf or hard of hearing students is found in “Working with Students with Disabilities”, in a following section.

Several things to remember when working with a sign language interpreter in the classroom:

• The interpreter will generally be in close proximity to the instructor in the front of the classroom. This enables the student to see both the interpreter and the instructor.
• When speaking to a deaf/hard of hearing person via an interpreter it is important to speak directly to the student. The interpreter’s role in the classroom is to facilitate communication between students and the instructor.
• The interpreter communicates everything that is being said in the classroom: the lecture, students’ comments, discussions, as well as vocalizing what the deaf/hard of hearing student communicates by sign language. The interpreter does not advise, tutor or monitor the student’s progress.
• There is a slight delay while information is being interpreted. Generally the interpreter is a few seconds behind the speaker. As a result it is often difficult for a deaf/hard of hearing student to participate when the discussion moves rapidly from one speaker to another. It would be helpful to allow time for interpreting in order that the deaf/hard of hearing student might participate.
• In classes that are two hours or longer, there will be two interpreters in the classroom. The interpreters will take turns interpreting and will try not to interrupt the class. If, however, you see that the interpreters are changing places, please allow them an opportunity to get situated and resume interpreting.
• Interpreters are provided upon request for any related university function.
• If the class requirements include an oral presentation, the deaf/hard of hearing student may choose to give their presentation in either American Sign Language and have the interpreter vocalize what the student is signing, or they may choose to vocalize from themselves while signing.

If a student with a disability has extended time to complete assignments on their Accommodation Plan, it is the student’s responsibility to discuss with you how this accommodation will be implemented, during the first 1 – 2 weeks of class. Students may have this accommodation if they have a disability that periodically “flares up” and may cause them to miss class or need to make regular doctor/hospital visits, take additional medication that may interfere with their ability to maintain attention span or may make them drowsy, nauseous or have other side effects, etc.

It is important for you to discuss the following points with students with this accommodation:

• Assignments/exams which will not be flexible, and the rationale.
• How much extended time is available for each assignment/exam on your syllabus.
• The deadline by which all work for the course must be completed, regardless of accommodation (i.e., 1-2 days before you must submit grades).

If you have any questions or wish to consult with the OSWD Coordinator, please call the OSWD.

Please note that the Office for Students with Disabilities provides accommodation services to students with documented disabilities, which must meet University of Portland documentation criteria. Temporary conditions such as broken arms or legs, sprained ankles, or a respiratory infection, etc., that are expected to heal within a given timeframe, do not meet University of Portland criteria for a disability. Therefore, faculty should address these situations with students on an individual basis, and consult your School or College for policies on working with students in these situations.

The Office for Students with Disabilities may provide consultation support to you, in order to identify what options may be available to a student in this situation. Please feel free to contact OSWD to discuss a student’s particular circumstances. If you, or the student, has a question about whether or not a student’s condition is temporary or permanent, please refer the student to contact the Office for Students with Disabilities.