Information for Faculty

Federal laws define disability as a mental or physical impairment that substantially limits one or more major life activities, such as walking, hearing, seeing, learning, and working. Individuals with disabilities must be qualified for an educational program or job in order to be eligible for "reasonable accommodations" that ensure equal opportunity.

Rensselaer notifies all incoming freshmen, transfer and graduate students that if they have a physical, psychological or learning related disability (such as dyslexia or attention deficit disorder) they should contact Disability Services for Students in the Dean of Students Office. Students must provide documentation to Disability Services to substantiate any special assistance they request. It is important to note that student disability information should be treated confidentially and only shared on a "need-to-know" basis.

If a student requests assistance from you such as extra time to take exams, or other disability-related requests, they should also present to you a memorandum from Disability Services verifying their request. This assures you that their disability has been documented and their request is consistent with federal equal opportunity regulations. If a student does not show you a memo authorizing assistance, you should refer them to Disability Services.

If you have any questions about providing assistance to a student with a disability, contact Disability Services for Students, Dean of Students Office, at 276-2746 or email dss@rpi.edu.

Most students with disabilities at Rensselaer have a learning-related disability such as dyslexia or attention deficit. These students are equally intelligent as their classroom peers, but may process information differently or a bit more slowly. Generally, extra test time is the most useful accommodation to give them a “level playing field.” You might find it helpful to consult Helpful Tips for Faculty or Why is extra time necessary?

Two federal laws, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) of 1990, require that all institutions of higher education provide reasonable accommodations to qualified students with disabilities.

Additional examples of reasonable accommodations in the classroom, for students with various disabilities, might include special seating, sign language interpreters, FM assistive listening systems, adapted laboratory or computer equipment, large print exams, notetakers, and a non-distracting test environment. Because people with similar disabilities may require different kinds of assistance, each student's needs must be treated individually.