Hi,
Our universities require a student to register with Student Services to provide special accommodations. This means that they get some forms to take to their doctor or therapist confirming that indeed there is a medical condition. No one needs to know unless the student discloses. These forms are taken back to the office and they send the instructors an official request for a number of accommodations that the doctor or therapist listed. These include but not limited to: more time to complete an exam, extension on deadlines, flexibility in attendance requirements, voice over lectures, a tutor in class, a note taker in class, etc.. I only get the request not the name of any condition. We then meet with the student and together we decide which accommodations are more suitable and reasonable. I don’t give exams so in my case it is often a day more to turn in a project. And that is all. It has to be renewed every semester and it is not retroactive. It is part of the American Disabilities Act and what the process does is that it binds me by law to provide reasonable accommodations to a student.
Maybe there is a similar process in your university? I always call the Dean of Students if I have questions or I am not sure how to proceed. They are usually very helpful since they are glad to hear one wants to do the right thing.
Hope this helps,
Alma
Alma Hoffmann
Assistant Professor
VAB 348
501 North University Blvd
Department of Visual Arts
University of South Alabama
Mobile, AL 36688
p. 251-461-1437
> On Mar 1, 2019, at 1:28 PM, Gabriele Ferri <[log in to unmask]> wrote:
>
> Hi all,
> I'm looking for advice. In the MSc program I coordinate, we have two
> competence-based (vs. skill-based) assessments/exams. These are 60-mins
> interviews with a panel of assessors, where students discuss their work and
> answer questions pertaining projects that took place in the past semester.
> These are the main, principal assessments in the academic year.
>
> A student just presented medical documents certifying an anxiety disorder,
> and asked for an alternative format. The school's psychological counsellor
> and I are at a loss here. The point of a verbal assessment is to probe,
> through q&a, a student's ability to defend and support their design choices.
>
> Other formats (e.g. a written essay) lose the fundamental quality of
> showing whether one can think on their feet vis-à-vis their design process.
>
> On the other hand, I respect that anxiety is an objective medical
> condition, and I realize I should be able to accommodate. I just don't know
> how!
>
> Any ideas?
>
> Cheers
> G:
>
>
> Gabriele Ferri, Ph.D.
> Tenured lecturer & researcher // M.Sc. Digital Design // Play & Civic Media
> Amsterdam University of Applied Sciences
>
> www.gabrieleferri.com
>
>
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