You may have received a letter from the ARC explaining that one (or more) of your students receive certain classroom interventions from the ARC for Learning and Attention Issues. If so, the student (or students) need to contact you at least one week prior to the first exam if they intent to use their interventions. It is the student's responsibility to initiate this contact. Once you are contacted by the student, you will need to organize a time/space to accommodate the interventions that are listed in the email you received from the ARC.
Types of Interventions
1.5 Extended Time
Some students require additional time due to the limitations of their attention and learning issues. Extended time for an exam does not guarantee a student will be able to complete the test, but it creates a level playing field for students who require more time for certain types of activities, such as processing information, reading, etc.
Minimal Distraction Testing Environment
A significant percentage of students with classroom interventions from the ARC have functional limitations that can include auditory, visual and attention challenges. Reducing or eliminating visual and/or auditory “noise” can significantly help these students.
Facilitating the Intervention
Extended Time can be managed in a number of different ways, including:
- starting the exam earlier than the scheduled start time
- remaining after the exam is scheduled to end
- scheduling the exam at another time
Minimal Distraction Environment needs to be a space free from distractions. This can be:
- departmental conference room
- space in the library
- an empty classroom nearby
Minimal distraction environment needs to be for the duration of the exam. For example, starting a student out in one location and then moving them part way through the exam is considered a distraction as it may significantly disrupt the student’s focus, processing, and tracking of information. Occasional distractions — such as on office where people periodically come in and out — are still considered distractions.
Legally, students have a right NOT to be identified as disabled, if they so choose, but they will not get interventions from the ARC unless they identify themselves and register with the Academic Resource Center. This is also their choice. For some students, it is difficult to have to identify yourself, time after time, as being "different", especially for the student whose disability is invisible.
If you have any questions, concerns, or would like to speak with us further about any aspect of providing your students with the appropriate interventions, please do not hesitate to contact us — we would be happy to talk with you!