| STUDENTS should introduce themselves to faculty during the first two weeks of the term. |
1
Interaction |
FACULTY could encourage early disclosure by including friendly language in syllabi. |
| STUDENTS should visit their professors regularly, for help with schoolwork and advice. |
2
Guidance |
FACULTY are the students' biggest resource and should project an approachable demeanor. |
| STUDENTS are entitled to confidentiality at every turn, in front of peers and faculty. |
3
Confidentiality |
FACULTY should never reveal a student's disability to anyone, at any time. |
| STUDENTS must provide DSS current documentation in order to receive accommodations. |
4
Eligibility |
FACULTY should direct any students (not currently DSS-registered) to the DSS office. |
| STUDENTS may be eligible for a range of academic accommodations. |
5
Accommodation |
FACULTY, by law, must accommodate those students who are approved by DSS. |
| STUDENTS, depending upon the nature of their disabilities, are often entitled to extended time. |
6
Exams |
FACULTY should be aware that students are not entitled to unlimited time on exams. |
| STUDENTS, depending upon the nature of their disabilities, are often entitled to peer notetaking. |
7
Notetaking |
FACULTY should aid in the process by soliciting able notetakers early in the term. |
| STUDENTS with disabilities are guaranteed certain rights under federal law. |
8
Rights |
FACULTY could become more familiar with regulations that affect people with disabilities. |
| STUDENTS should first try to solve conflicts with their professors, before all else. |
9
Grievances |
FACULTY should contact DSS if mediation assistance is needed or desired. |
| DSS staff encourages GW STUDENTS to ask them questions about disability support. |
10
Advocacy |
DSS staff encourages GW FACULTY to contact them with questions and concerns. |
