Student Accessibility Services (SAS) is a neutral agent of National University dedicated to promoting accessible learning environments and experiences for individuals with disabilities. SAS facilitates the cultivation of universal design for learning practices and the establishment of accessible instruction through collaboration with faculty via phone, office visit, or email.
As a faculty member and instructor with the university, your role is to provide educational materials, whether written, oral, audiovisual, or otherwise, to enrolled students. Your responsibility is to provide these materials and any forms of assessment in a non-discriminatory manner, which allows for equitable access for all students. SAS is your partner in fulfilling your role and responsibilities. We are here to help!
Frequently Asked Questions
Student Referral – I have a student who is asking about registration for their disability, or has mentioned needing extra time or other accommodations in class. What should I do?
You have several options:
- Complete the new confidential referral form;
- Send the student’s name and student ID to [email protected], or
- Provide SAS contact information to the student. Remember, it is your responsibility to provide this information and document the provision to the student.
Academic Accommodations – I have a student who is asking for more testing time, a note-taker, a private testing room, or some other form of academic accommodation, but I am not certain the student qualifies for the accommodation. What should I do?
Ask the student for his or her SAS accommodation letter (either a hard or electronic copy). The SAS team cannot send letters to professors without written requests from students due to confidentiality. The accommodation letter will be on National University letterhead, and signed by a representative from the SAS team. Please see the SAS Faculty Decision Tree for questions in responding to these types of requests.
Extended Time on Tests – My student is approved for extra exam time, and has provided an accommodation letter. What do I do next?
For exams administered off site (unsupervised):
You are responsible for extending the exam time limit in Blackboard. Please see both Job Aids for instructions and for making exams viewable to students. You can also seek assistance with Blackboard by contacting the CIL Online Faculty Concierge team at 1-877-533-4733, Option 2.
For exams administered onsite (supervised):
If you are unable to remain at the testing site for the extended time, the student is required to complete and provide an Onsite Testing Accommodation Request Form to you for information verification and a signature. You can then either return the form to the student, or forward it to [email protected]. We will secure a proctor and separate testing space for the exam. You and the student will be given details prior to the scheduled exam date.
Accessibility Statement for Inclusion in All National University Course Syllabi
National University is committed to providing equitable access to learning opportunities for all students. Student Accessibility Services (SAS) is the office that collaborates with students who have disabilities and faculty members to provide and/or arrange reasonable accommodations.
If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact SAS at [email protected] or (858) 521-3967 to arrange a confidential discussion regarding equitable access and reasonable accommodations. To receive any course-related adaptation, you must first be registered with SAS; registration information and steps can be found at www.nu.edu/sas. The SAS team will work with you confidentially, and will not disclose disability-related information without permission.
If you are already registered with SAS and have a current accommodation letter outlining approved accommodations, we encourage you to contact your instructor early in the term, by the first class session preferably, to review how the accommodations will be applied in the course. You are encouraged to arrange a confidential phone or in-person meeting with your professor to discuss the approved accommodations.
Teaching and Learning for Students with Disabilities
The University of Washington DO-IT Center: AccessCollege hosts a Faculty Room as a space for faculty and administrators in postsecondary education to learn how to create classroom environments and academic activities that maximize the learning of all students, including those with disabilities.
Universal Design for Learning is an educational approach with three primary principles:
- Multiple means of representation to give diverse learners with options for acquiring information and knowledge
- Multiple means of action and expression to provide learners with options for demonstrating what they know
- Multiple means of engagement to tap into learners’ interests, offer appropriate challenges, and increase motivation
Teaching Veteran Students
Teaching veteran students can be both challenging and rewarding, given the experiences of individuals in the armed forces. Veteran students may have experienced hearing loss, traumatic brain injury, post-traumatic stress (hypervigilance, anxiety, anger, etc.), and other common complications of their service. However, many veteran students also outperform in measures of persistence and achievement, especially when presented with clear goals and objectives.
The National University Veterans Center is a space for post-secondary faculty and administrators to learn how to create classroom environments and campus activities that maximize the learning of veterans.
The University of Washington DO-IT Center: AccessCollege provides guidance for instructors attempting to design courses for students of all abilities. Review the DO-IT Veterans Center materials, or browse common accessible academic design elements.
The Americans with Disabilities Act Amendments Act of 2008
On September 25, 2008, the U.S. president signed the Americans with Disabilities Act Amendments Act of 2008 (“ADA Amendments Act” or “Act”). The Act emphasizes that the definition of a disability should be construed in favor of broad coverage of individuals to the maximum extent permitted by the terms of the ADA and generally shall not require extensive analysis.
Accessibility of Instructional Materials
In 1998, congress amended the Rehabilitation Act of 1973 to require federal agencies to make their electronic and information technology (EIT) accessible to people with disabilities. Inaccessible technology interferes with an ability to obtain and use information quickly and easily. Section 508 was enacted to eliminate barriers in information technology and open new opportunities for people with disabilities.