Faculty Resources

1. If/when a Faculty member receives an email from AARS listing the accommodations of one of the students in their class, the professor should thoroughly read the email to get an understanding of each of the accommodations. (Click [here] for examples of offered accommodations and what implementation in the classroom would look like.)
2. Students are encouraged to set aside a meeting time with their professors at the start of the semester or upon receiving accommodations. Faculty members should reciprocate this.
3. Provide the accommodation as enumerated in a reasonable and timely manner (Click [here] for examples of offered accommodations and what implementation in the classroom would look like.)
4. Respect the confidentiality of the student and not discuss their disability or accommodation in front of other students or staff.
5. Check in with students during the semester to ensure accommodations are being facilitated appropriately.
6. Refer students that are asking for long term adjustments/accommodations and are not currently registered to the AARS office.
7. The instructor does not have the right to ask about the nature of a student’s disability; however, a student can choose to disclose information about their disability.
8. Contact [email protected] for any questions or concerns.

Scripps students seeking to register for academic accommodations must complete the application process with AARS to formalize accommodations. The student must create an AIM profile and upload current documentation to the profile which establishes that the student has a disability. The student will then schedule an intake with an AARS team member, in which documentation will be reviewed amongst the team member and the student, and appropriate accommodations will be determined. Once this process is complete, an email will be sent out to professors with information on each accommodation that the student is approved to receive. The faculty member is expected to implement these accommodations in the classroom. The student and faculty member are encouraged to meet and discuss how implementation of accommodations will look in the classroom. Faculty can contact AARS if there are any questions or concerns. 

Generally, a student’s home campus is responsible for establishing and providing accommodations. Below is a list of coordinators: 

• CMC: [email protected]
• HMC: [email protected]
• Pitzer: [email protected]
• Pomona: [email protected]
• Claremont Graduate University: [email protected]
• Keck Graduate Institute: [email protected]

The SDRC, a TCC service, serves each of the schools in the consortium by providing a testing center as well as working with individual campuses on implementing accommodations.

[email protected] [email protected]

There are many accommodations offered to students, however the following often yield the most questions from professors. For this reason, we are including descriptions of each of these accommodations so that you as the professor can get a better understanding.

Alternative Testing (Proctored Tests) 

This is a brief run through of the steps that a student and professor will need to take for proctored testing. For further details about scheduling, deadlines, etc., please contact the SDRC. 

Step 1. At the beginning of each semester (and/or once a student is approved of academic accommodations by the AARS office), students are responsible to go into their AIM portal and request to send emails to professors that inform professors of the student’s accommodations. 

These emails will come from the AARS email address. 

Step 2. If step 1 is completed, and the student has approved accommodations for alternative testing such as “Reduced Distraction Testing”, “Private Testing Room” or any extra time for testing, then, any time that a student wants to use their accommodations on a test, they can request to test with the SDRC through the AIM portal. 

Step 3. Once the SDRC receives the test request, they will decide whether to approve it or not. (This will be based on if the test request was done on time, on space availability, etc.) Once the SDRC staff approves the test, an email is automatically sent to both the student and the professor informing them of the test approval. 

Step 4. The SDRC approval is only a “tentative” approval, because they still need the professor’s approval to know if the date, test length, etc is accurate/permitted. If the professor also approves, then they should upload the test using the link that is sent in the tentatively approved email (or deliver the test to the SDRC in another way). 

Step 5: The test will be completed by the student in the SDRC facility and proctored by SDRC staff. Any additional testing accommodations will be administered by the SDRC staff in the facility. 

Step 6: Once the test is completed, the SDRC staff will scan the test back to the professor (unless another method of return is requested). 

Alternate Deadline 

 Students may need occasional flexibility with assignment due dates due to disability-related challenges. This requires timely communication and a clear plan between instructor and student. 

Faculty Support Example: A student may request an extra 48 hours to complete a major assignment due to an acute flare-up of symptoms. 

Alternative Deadline (Formalized Agreement) 

In cases where ongoing or repeated deadline extensions are needed, a written agreement outlining expectations may be required. Deadlines should not extend beyond the last instructional day. 

Faculty Support Example: A student and instructor agree that up to 3 assignments may be turned in up to 3 days late, with specific conditions. 

The AARS Office can provide the student and professor with an agreement form for both parties to sign and agree upon dates of alternative deadlines. [Alternative Deadline Formalized Agreement] 

Occasional Absences 

Students with an occasional absence accommodation may have a disability with unpredictable or cyclical acute episodes, and will therefore need flexibility with attendance. 

At the start of the semester, students and faculty should come to an agreement on how many absences are permitted throughout the semester, and what alternatives are available for missed assignments, exams, participation points, coursework, or other material that could impact a student’s grade or access to course content. 

Students should make every effort to attend all classes except when they need to use their accommodation and should provide continuous proactive communication on absences throughout the semester. 

AARS can be contacted should there be any questions or concerns pertaining to disability-related absences. If necessary, the department chair or other appropriate administrators may also be included in these discussions. 

Audio Recording Lectures 

Students with an “Audio Recording Lectures” accommodation will utilize Messenger Pigeon similarly to those with a digital note taking accommodation. They can use this app to record lectures for personal use as a memory aid or to support auditory processing or attention challenges. [Understanding Messenger Pigeon Faculty Resource Guide]. 

*Note: II. Consent to Record 

California as a two-consent state for recording only applies to personal conversation and not classroom instruction, and the College cannot promise any level of self-disclosure of any form in a classroom is protected and private. Per ADA and the Office of Civil Rights, students do NOT need a professor’s permission to utilize this accommodation. However, as an institution, we have placed safety measures to protect our faculty, specifically through our audio recording lecture agreement. 

This agreement serves as a form of accountability for students who need accommodations by ensuring that they are responsible for how they maintain the content of your course, however this is a standard that other students do not have. This means, any student in your course can record (through audio/notes) any content stated in your course and there is no formal process the institution can engage in with these cases to ensure these things are not shared outside of your classroom. Moreover, California law does not supersede Federal law and the need to render accommodations. This has been cited over decades both through the Department of Education and the Office of Civil Rights. Lastly, the instructor’s right to privacy or concern over copyright does not override the student’s right to accommodation. It is the responsibility of the AARS to see that the instructor’s concern for privacy and protection of copyright is respected and addressed while still assuring the availability of accommodation for the student.