Faculty FAQs

Faculty Frequently Asked Questions

DSP Faculty FAQ: Frequently Asked Questions

Introduction

There are more than 5,500 students with disabilities (both undergraduate and graduate students) at UC Berkeley today approved for disability accommodations via the Disabled Students' Program (DSP). Under the Americans with Disabilities Act, students with disabilities have a right to full access to all of UC Berkeley’s academic environments. 

DSP is the campus department that has the responsibility of determining which accommodations, services, and adjustments each disabled student needs to address barriers that exist based on the impact of a student's disability in the academic environment at UC Berkeley.  We do this by reviewing medical, psychological, and educational documentation and interviewing the student regarding their current and past disability and educational experiences.

We hope that the information below answers many of your questions about DSP, accommodating students with disabilities, and implementing inclusive practices in your courses.  If you have additional questions, please contact the Disability Specialist assigned to the student whose accommodation is of concern to you (contact information is at the end of each student's Letter of Accommodation) or email dsp@berkeley.edu to have your email routed to the appropriate DSP unit. A list of DSP Supervisors and Managers is available on the DSP Staff Page.

Questions About DSP

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I have a timely question. What is the quickest way to connect with DSP staff?

Begin by consulting the student’s Letter of Accommodation (LOA).

DSP is comprised of multiple units, each with its own Supervisor and staff. If you have a question about a specific accommodation, you may find that the LOA provides an email address to directly contact the unit that processes that accommodation. In addition, each LOA concludes with the name and email of the student’s assigned Disability Specialist, who may also be of assistance.

If you have questions or concerns about the logistics of implementing students' proctoring,...

I have been teaching at Berkeley for some time, and the number of students with disabilities in my classes seems to increase every semester. Are more students with disabilities attending Berkeley and receiving accommodations?

In 2008, the Americans with Disabilities Act was amended, broadening the definition of disability to include more persons with non-apparent disabilities (for example, chronic health conditions and psychological disabilities). In addition, IDEA, the law that governs K-12 services for students with disabilities, has provided greater opportunity for students with disabilities to excel academically, graduate high school, and successfully matriculate to higher education.

Universities nationwide are continuing to experience growth in the numbers of...

I would like the GSI for my course to review student Letters of Accommodation and to let me know which students have approved accommodations. Can the GSI have access to AIM?

The instructor of record for a course can authorize proxy access for GSIs in AIM.

When logged into the AIM Faculty Portal, you will find on the furthest right-hand corner of the page an “Add Instructor” link. Clicking this button will allow you to request to add a GSI to those with instructor access to your course.

After you submit a request to have a GSI added as a proxy for your course, the person you selected will receive an email that will require them to CalNet authenticate in order for your request to be processed. You can...

Is there a way that we could arrange to have DSP visit our departmental meetings, GSI training seminars, or committee meetings?

Yes! Members of the DSP team are happy to visit with departments, courses, and committees to share information about our work, answer questions about academic access at UC Berkeley, and to pursue opportunities to collaborate to serve our shared students and work together toward a more accessible and inclusive campus. You can email your request for a visit and/or presentation from DSP to dsp@berkeley.edu, and your request will be directed to an appropriate team member to follow up with you.

What is AIM?

AIM stands for Accessible Information Management, and it is the platform that DSP utilizes to store student records and to facilitate the provision of accommodations. While AIM is integrated with the campus’s SIS and CalCentral systems, the platform both allows for student medical information to be retained separately from student academic records, and it also allows for facilitating the accommodation process. Every semester, students need to request their Letters of Accommodation and approved services via AIM, and instructors need to review students’ Letters of Accommodation and submit...

What should I do to access student information in AIM?

An illustrated guide for accessing student information in AIM is available that includes directions for creating a list of students with accommodations in your course and for downloading Letters of Accommodation.

Where can I find data about the students DSP serves and the services that DSP provides?

DSP's Annual Report and Data Dashboard provides a high-level view of DSP's service units from the past five years. It includes a full academic year (Fall, Spring, and Summer) and demonstrates unique, non-duplicative counts illustrating the scale and scope of DSP's work.

Questions about General Accommodations Policies and Procedures

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A peer note taker has reached out to me and asked for permission to use their laptop. I do not allow students to use technology in class. What should I do?

Some students have specific accommodations from DSP to receive typewritten notes from a student note taker in their class. If this is the case, the note taker should be allowed to use their laptop in the classroom after they have identified themselves to you.

A student has asked me to provide disability accommodations, but they have not yet had accommodations approved by DSP. What should I do?

Instructors are not required to provide any disability accommodations in the absence of a Letter of Accommodation (LOA) from DSP. Faculty should refer students to DSP rather than provide informal accommodations. Informal accommodations may not meet a student’s disability-related access needs.

If a student is not yet active in DSP and has an immediate concern, instructors can provide the same consideration for extenuating circumstances that they would provide for students without disabilities. For instance, if a student breaks their hand the...

A student in my class is struggling academically, and I think they may have a disability and need accommodation, but I’m not sure. What is the most appropriate way for me to make sure that a student knows about DSP and applying for accommodations?

Students may struggle with coursework for many reasons, including needing but not receiving appropriate disability accommodations, but also including balancing employment and school, balancing parenthood and school, having concerns about access to basic needs like housing and food, and navigating personal emergencies.

If you have concerns about a student’s personal or academic well-being, it can be helpful to submit a Care Report to the Center for Support and Intervention, so that a Case...

A student with a disability is enrolled in my class. What adjustments or other accommodations must I make?

If the student is being served by DSP, you will receive a Letter of Accommodation (LOA) that specifically describes the accommodations to which a student is entitled to ensure their equal access to your course. If a student requests accommodations on the basis of disability and you have not yet received an LOA, then you should ask the student to log in to their DSP account via the DSP website to request that a Letter of Accommodation from DSP is sent to you. Once you have been sent the electronic copy of the LOA, you are then required to provide the accommodations described...

A student with accommodations has not attended my class for several weeks and is not responding to my emails. What should I do?

If you have a significant concern about the well-being of any student in your class, please file a Care Report with the campus’s Center for Support and Intervention (CSI). Filing a Care Report allows a CSI Case Manager to evaluate the concern and to offer appropriate support to the student.

If you have an immediate concern about any...

A student with no accommodations emailed me to let me know they missed a week and a half of my class because they were sick. Should I refer them to DSP to get accommodations for the class time that they missed?

DSP serves students with disabilities. Short-term illnesses such as colds and flu, COVID, or mono are not in themselves disabilities.

Additionally, accommodations are not retroactive, and any approved accommodations would be valid from the issuance of a student’s Letter of Accommodation forward.

If a student has experienced a short-term illness that has resulted in a disability (such as long COVID), DSP is an appropriate office to determine any needed accommodations. However, if the short-term illness simply takes...

A student’s Letter of Accommodation states that they may need to wear sunglasses in class and may alternate between sitting and standing. Is there any action I am supposed to take to implement these accommodations?

There is nothing that you need to do to implement these accommodations. Some accommodations listed on the Letter of Accommodation are there to provide context to the manner in which a student may participate or be present in class. Some students may need to wear sunglasses or a hat with a brim to address the impact of sensitivity to classroom lighting, and including this accommodation in the letter is intended to prevent instructors from interpreting such actions as disrespectful or distracting. Similarly, some students may be unable to remain seated for the duration of a...

Are students required to speak with faculty to initiate accommodations?

We do encourage students to have a conversation with their instructors about their accommodations. These conversations can be helpful for both parties. DSP Disability Specialists can also help facilitate these conversations and assist faculty with setting up an agreement with students about accommodations (for example, Disability Specialists can help instructors and students confirm the parameters for acceptable numbers of absences or timelines for assignment extensions). However, we cannot require students to have a conversation about their accommodations with their...

Are there ways for students to receive approval of or support for academic accommodations other than through DSP?

Yes. Students may request accommodations through other processes and offices, including the Title IX office (OPHD), Path to Care, and the Center for Support and Intervention. For questions about formal accommodation requests you receive for reasons other than disability, please reach out to the referring office with questions. More information is available at the ...

Can I provide DSP exam accommodations myself and proctor my own exams?

Yes. Instructors should plan to provide common exam accommodations such as 150% time and a reduced distraction environment whenever possible.

The DSP Proctoring Office prioritizes proctoring for accommodations that may be more challenging to implement, such as 200% and greater extended time, room-alone, and use of technology such as screen readers and speech-to-text.

Instructors may provide proctoring for any student as long as each student is provided with the accommodations outlined on their individual Letter of...

Can I send a single email to all of my students with DSP accommodations (for instance, outlining procedures for participating in an exam that I am proctoring myself)?

Yes, you can, but you must protect each student’s privacy. Be sure to address the message to yourself and to place students’ emails on the “BCC” line, and do not name students in the content of the email message.

Does DSP ever deny a student’s request for a specific accommodation?

Yes. The outcome of a student and their Disability Specialist’s engagement in the interactive process may be a denial of the accommodation that the student requested.

Reasons for denying a student’s request for a specific accommodation include:

The Disability Specialist has not identified a disability-related need for the requested accommodation.

The Disability Specialist has identified a more appropriate way to address the disability-related barrier that the student’s request is...

How does DSP decide how much extended time students should have when taking timed exams?

All accommodations are approved to address barriers that students experience based on the impact of their disability in the context of a particular academic space, task, or requirement.

In order to determine the appropriate amount of extended exam time a student may be approved for, a Disability Specialist will review the student’s medical documentation to understand how the student’s disability may impact them in a typical timed exam setting. In addition, Disability Specialists interview students about their own experiences when taking exams...

How does DSP decide that remote participation is an appropriate accommodation?

When a student requests the accommodation of remote participation, the Disability Specialist reviews the student’s medical information and self-report of their disability impacts to determine whether or not it is appropriate for the student to attend one or more of their classes remotely.

If the student’s medical documentation and experience do not indicate that the student cannot attend a course in person due to the impact of their disability, the Disability Specialist may request additional medical documentation and may also contact (with the student’s...

How far in advance must students with disabilities inform an instructor about needed accommodations?

Students who work with DSP are strongly urged to request and send Letters of Accommodation as soon as they register for a course or become eligible for accommodations. However, the University must make an effort to accommodate students, regardless of the timing of the notice of a student's need for accommodations. DSP may be able to assist with late requests. Please contact the Disability Specialist who sent the student’s Letter of Accommodation if you need assistance.

How is the decision made that a student needs accommodations? How does a student become eligible for DSP services?

Not every student with a disability attending UC Berkeley is utilizing DSP services. The decision to connect with DSP is an individual choice for students with disabilities. If a disabled student believes that they will require accommodations to have equal access to participate in their academic program at UC Berkeley, they need to take the formal step of applying for accommodations.

Students first apply online to create an account with DSP that will allow DSP to keep their disability records separate from their academic and other campus...

I have questions about the Letter of Accommodation that I received for a student in my class. Who should I contact?

Each Letter of Accommodation lists the name and email address of the Disability Specialist assigned to work with the student for whom the letter was issued. The assigned Disability Specialist is your best first point of contact in addressing questions and concerns you may have about an individual student’s Letter of Accommodation.

If I receive a late Letter of Accommodation, do I need to accommodate for past weeks in the semester?

Accommodations are not retroactive, so you are not responsible for provision of accommodations prior to the date that the Letter of Accommodation is issued. You do have the discretion to retroactively accommodate a student if you would like to. For instance, if a student becomes active in DSP in the middle of the semester and their Letter of Accommodation requires flexibility with assignment deadlines, you have the discretion to accept their late work from earlier in the semester. However, you are not required to do so. If you have any concerns about the...

Is my communication with DSP private?

As a compliance office, DSP is required to document correspondence from parties engaging in the interactive process and the fundamental alteration process. If you are engaging in email correspondence with a Disability Specialist regarding implementing a student’s accommodations, your messages will be saved in the staff notes module of that student’s AIM file. This module is not directly available to students in AIM. However, all student records at UC Berkeley, including staff case notes, are subpoenable if the student is engaged in a grievance or legal process, and all...

The location of my classroom was changed to accommodate a student with a disability. How could a change of classroom location serve as a disability accommodation?

Sometimes a student with disabilities may need to have a classroom location changed in order to have full access to your course. Most frequently, this is because an assigned classroom was not fully accessible for a student who is using a wheelchair for mobility, because the building is in a campus location that the student has significant difficulty physically travelling to and from because of the impact of their disability, or because the classroom lacks the technology needed for real-time captioning. If you have any concerns about the change, please contact ...

There’s been a lot of discussion about online access recently. Can you explain the difference between the accessibility standard for websites and accommodations for online classes?

UC Berkeley is required to ensure that anything posted in public forums (for example, University websites or YouTube Channels) is fully accessible to persons with disabilities and can be accessed using assistive technology ( i.e. screen readers) and also includes video captions. Any information that is posted in your official university capacity that is visible to any member of the public must meet this accessibility standard.

Online courses or websites that are only accessible to registered students must provide accommodations as described in...

What are accommodations?

An accommodation is an adjustment to a practice or policy that removes a barrier that exists based on the impact of an individual’s disability in the context of the practice or policy. Academic accommodations allow for disabled students to have equal access to participate in their academic programs at UC Berkeley. While in elementary and secondary school settings it is permissible for accommodations to change the goals and standards of the curriculum, in the postsecondary setting, instructors are not required to fundamentally alter their course goals or standards in order...

What does "fundamental alteration" mean?

The Americans With Disabilities Act (ADA) notes that "reasonable modifications in policies, practices, or procedures shall be required, unless an entity can demonstrate that making such modifications in policies, practices, or procedures, including academic requirements in postsecondary education, would fundamentally alter the nature of the goods, services, facilities, privileges, advantages, or accommodations involved."

UC Berkeley's...

What if I disagree with an accommodation that is listed in a student’s Letter of Accommodation?

Contact the Disability Specialist listed at the end of the Letter of Accommodation to address any logistical or other concerns you may have. Many concerns can be addressed and resolved directly and informally through timely communication between faculty and DSP.

While students have the right to receive disability accommodations that remove or mitigate barriers to their equal access to participate in their academic programs, instructors are not required to fundamentally alter their course goals or standards in order to accommodate disabled...

What is UC Berkeley’s fundamental alteration process?

UC Berkeley’s fundamental alteration process is the way that our campus has implemented the fundamental alteration guidance that was shared by the UC Office of the President (UCOP) in July 2023.

In short, if an instructor believes that...

When I am proctoring my own exam, can I relocate students during the administration of the exam?

When you are proctoring your own exam, you should secure a space that allows students to complete the full exam in the same setting. Moving students during the exam can be very disruptive to students who need exam accommodations.

Relocating students during exams should only occur if the chosen space is no longer appropriate because of unanticipated background noise or disruptions. If a relocation happens in these instances and a student reports that the relocation interfered with successful implementation of their exam accommodations, please...

Where can I read the University’s guidelines for nondiscrimination on the basis of students’ disabilities?

UC Policy PACAOS 140 "Guidelines Applying to Nondiscrimination on the Basis of Disability" describes the University’s responsibility to ensure that students do not experience discrimination on the basis of their disabilities and provides definitions and and policy and procedural guidance on a number of topics related to academic, employment, and campus access.

Who is responsible for ensuring accessibility standards are met in online courses? What resources and training are available for faculty?

Faculty are responsible for making their own websites accessible and providing accommodations for students with disabilities in an online course. There are many campus resources to assist faculty with this.

Resources for building accessible websites can be found here: https://webaccess.berkeley.edu/home

Resources for online instruction: ...

Why do we receive late Letters of Accommodation? Can you set a deadline for students to apply for accommodations each semester?

DSP does not have a deadline by which students can apply for services. Students can be diagnosed with or acquire disabilities at any time, and the process of obtaining disability documentation can also take time. Sometimes students who already have a disability identity will wait to seek services until they have first tried participating at Berkeley without formal accommodations. Students may also find that the impact of their disability has changed during the semester and that they need additional support in accessing their program of study due to this change...

Why doesn’t my student’s Letter of Accommodation state what their disability is? How can I verify that their accommodation request in my class is related to their disability?

Students with disabilities have a right to privacy regarding their medical diagnoses and medical documentation. For this reason, we ask faculty not to request medical documentation from students with disabilities. If you feel that it is necessary to verify that a student’s request is disability-related, you can contact the student’s assigned Disability Specialist, whose name and contact information is provided at the end of the student’s Letter of Accommodation. The Disability Specialist can review the student’s documentation on file and consult with the...

Questions about Implementing Specific Accommodations

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Absences: A student is approved for disability related absences. How many absences is it reasonable for a student to have?

The answer to this question will differ depending on the role that synchronous attendance plays in fulfilling the academic goals and performance standards of the course.

For instance, if the student is in a lecture course with 500 students enrolled, and the instructor of the course delivers a weekly lecture that is recorded and posted after class, a student may be able to miss a significant number of classes without impacting their ability to access, engage with, and apply the content of the course. However, if the student is in a 3-person...

Absences: A student is approved for disability-related absences. How can I know whether a specific absence from class is disability-related?

If you have any concerns about whether a student’s absence from class is disability-related, please contact the student’s assigned Disability Specialist, listed at the end of the student’s Letter of Accommodation, for guidance. Instructors should not ask students to provide disability documentation or medical records. If the student has disability documentation or medical records to share, they should provide that information to their assigned Disability Specialist directly.

Audio Recording: A student’s accommodation letter states that they are approved to use an audio recording device during my class, but I do not permit students to record my lectures. What should I do?

According to UC policy and disability law, students with disabilities must be permitted to audio-record when doing so is approved as a disability accommodation.

UC Policy PACAOS 140, "Guidelines Applying to Nondiscrimination on the Basis of Disability" page 8 specifically states:

Any prohibition against the use of tape recorders or braillers in classrooms, or dog guides and service dogs in campus...

Extended Exam Time: Does this apply to pop quizzes in class, too?

Extended time for in-class exams and quizzes applies to pop quizzes in class.

Choosing assessments that are designed to be accessible reduces the need for accommodations and proctoring. Traditional timed pop-quizzes often present access barriers to disabled students who require exam accommodations such as extended time, reduced distraction testing environments, and use of technology such as speech to text software.

In 2001, Ruth Fink, PhD, (Learning Disabilities Specialist, Language Disorders Specialist, Retired...

Extended Exam Time: How do I determine how long a student with extended time should have for their exam?

The amount of time a student with an extended time accommodation should be provided must be calculated in comparison to the amount of time provided to students without disability accommodations.

For instance, if students without extended time accommodations are given 1 hour to complete an exam, a student in the class with a 150% extended time accommodation should be given 1 hour and 30 minutes.

If you create an exam that you think will take students an hour to complete, and you give the full class three hours to...

Extended Exam Time: How does extended time work for a take home essay exam that should require 4-5 hours of writing and is due in one week?

For our class midterm, I am giving the class an essay exam that I expect will take most students four or five hours to complete, and I am giving them the prompt in this week’s class meeting, and requiring them to submit their responses before next week’s class meeting. Since students without accommodations will have seven days to complete the exam, am I required to give students with 150% time accommodations ten days to complete the exam?

Generally speaking, the 150% time accommodation for timed exams and quizzes applies to exams with a short window to complete, typically exams with less than a 24-48 hour window for completion. It would be fair to let your students know that you wrote the exam expecting that it would take students without accommodations four to five hours to complete, and that the class should plan their writing time accordingly over the course of the week to ensure that they meet 7-day deadline to hand in their work.

If a student has accommodations for...

Extended Exam Time: How does extended time work for a timed online exam that students have one week to log in and complete?

For our class midterm, I am requiring the class to take a timed online exam. The students are able to choose any time this week to log in and take the 3-hour exam, and they are required to complete the exam this week–the exam portal will close after seven days. Am I required to give students with 150% time accommodations ten days to complete the exam?

If you are using a platform that allows all students to engage with the exam for a set amount of time (three hours), then the settings in the platform should be adjusted for students with 150% time accommodations to allow them four and a half hours to take the exam. The student with the extended time accommodation can then choose when during the week to log in and take their exam, and while taking the exam, will be provided with the additional time they require, in relation to their peers without extended time accommodations.

Furniture: A student in my class told me that they need an adjustable desk. What should I do when students tell me they need accessible furniture?

If the student is active in DSP, ask the student to contact their assigned Disability Specialist. If the student is approved for an accessible furniture accommodation, DSP will coordinate the placement of the furniture in your classroom or will inform the student of appropriate already-accessible classroom seating areas.

If the student is not a disabled student or approved for DSP accommodations, you can submit this Classroom Hotline form to request...

Leave and reenter room: A student is approved for the accommodation of leaving and reentering the room during class and exams. I have a policy that students can’t leave class during the administration of an exam to ensure exam integrity. What should I do?

Students may be approved for this accommodation for a number of reasons. Most students approved for this accommodation may need to engage in disability management techniques or interventions that can be distracting to their peers or that need to be addressed in privacy. Students approved for this accommodation should be permitted to leave and reenter the room as needed.

Students with and without disabilities may require use of a restroom during the administration of an exam, and having a policy that allows students to step out if needed will...

Make-up Exams: Can I refuse a disability-related request for a make-up exam and instead drop the exam and add the points to a future exam (sometimes known as clobber policies)?

Faculty may offer this as an option to students. However, if the student has a disability-related need for a make-up exam (the student's assigned Disability Specialist can verify if needed), then the student has a right to take a make-up exam.

You can choose to administer the same exam to the student as the exam the class has already taken. Some instructors ask students to sign an academic integrity agreement verifying that the student has not accessed the already-administered exam or discussed it with others...

Make-up Exams: In my class, all students are allowed to drop their lowest exam score. Do I still have to let a student take a make-up exam if they miss an exam due to the impact of their disability? Or can I just require them to drop that exam?

While you can offer the student the option of dropping the missed exam as their lowest score, you cannot require a student with the accommodation of make-up exams to drop a missed exam if they would rather take a make-up exam. If the student has an accommodation allowing for them to make up exams that they missed due to the impact of their disability, they need to be provided with this option.

Make-up Exams: Is it okay for me to give the student a grade of Incomplete and ask them to take the final exam with next semester’s class?

The day of my final exam, a student in my class had a disability-related absence. The student now wants me to provide them with a make-up exam, which their accommodation letter allows for. Is it okay for me to give the student a grade of Incomplete and ask them to take the final exam with next semester’s class?

If the student is in good standing in your class at the time of the missed final, you can offer the student the option of an incomplete grade to allow them to take a make-up exam when they are well enough to do so. However, you cannot require a student to wait a full semester to take the final exam with another class if the student requests to take the exam earlier. In most cases, if a student has missed an exam due to a flare in the impact of their disability, the student will be able to take the exam within days of the flare subsiding. If this is the case, it would not provide...

Providing PowerPoints/Slides: A student’s LOA states that they need to have an electronic copy of my PowerPoints in advance of class. I don’t share my PowerPoints with any students. Do I have to share them with this student?

Yes, you need to share your PowerPoints/Slides with students who have this accommodation listed on their Letters of Accommodation (LOAs).

There are a number of reasons why students may have this accommodation. To accommodate the impacts of their disabilities, some students are using their personal screenreading technology in order to convert the text in the slides to speech so they can hear the information on the slides; some students are using technology to support their independent note taking that allows them to integrate their personal...

Reader/Scribe and Room alone: A student in my class is approved for a scribe and a private room for the exams. Who is responsible for arranging this?

While instructors may choose to provide any exam accommodations if they have access to the resources to do so, the DSP Proctoring Office prioritizes implementing exam accommodations that can be challenging to arrange, including private rooms, scribes and readers, and access to specific technology (such as screen readers or speech to text programs). It is a recommended practice for instructors to submit a Testing Agreement to the DSP Proctoring Office at...

Remote Participation: I received an email from a DSP Disability Specialist stating that a student in my class is approved for remote participation, but I don’t see this accommodation listed on any students’ accommodation letters. What should I do?

Each semester, DSP approves a very small number of students for the accommodation of remote participation. In Fall 2025, 22 of the over 5,500 students that DSP serves were approved for the accommodation of remote participation.

Because this accommodation has a higher likelihood than most other accommodations of creating a fundamental alteration concern, and because instructors often require guidance and/or assistance in implementing this accommodation, every time that a student requests to utilize the accommodation, the student’s assigned...

Scantrons: What should I do for a student who has the accommodation of an alternative to Scantrons?

If a student cannot fill in the bubbles on a Scantron sheet due to disability, having the student write the letter of their response on a piece of paper or type the letter of their response on a laptop or tablet would be appropriate in most cases. If you require alternatives to this approach, contact the student’s assigned Disability Specialist directly to determine an appropriate alternative accommodation.

Seat in specific area of classroom: A student’s accommodation letter notes that they need a seat in the front of my classroom. How can I successfully implement this accommodation?

A student’s accommodation letter may note that the student requires a seat in a specific area of the classroom, such as the front, back, or aisle, or near a door, window, or source of sound. Most students are able to secure an appropriate seat independently. If the student asks you for assistance, it can be helpful to have the student identify seats that meet their access needs, and then to have the first staff member to enter the room for each class meeting place a piece of paper with RESERVED written on it on the student’s chosen seat. If another student sits in that seat...

Technology Accommodations: A student’s Letter of Accommodation states that they need to use a laptop during class, and I do not allow personal technology, including laptops, in my classroom. Can I ask the student not to use their laptop in my class?

Some students use assistive technology on a laptop or tablet to assist them with note taking, while others require screen-reading technology on their laptops or tablets to engage with course materials, including their textbooks, during class. If a disabled student has an accommodation for the use of a laptop or tablet in class for disability-related reasons, the instructor should allow the student to use their technology

When students are using a laptop or tablet as an approved disability accommodation, they should not be required...

Questions about Inclusive Instructional Practices

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Are there any resources available if I want to teach parts of my course online?

Yes, Research Teaching and Learning (RTL) provides a thorough set of resources that allows you to bring more of your teaching online. Please visit: https://rtl.berkeley.edu/get-started

As I’m planning my class, is there anything I can do to make my class more accessible so students require fewer accommodations to participate in my class?

We’re so glad you asked! The more accessible your class is for students with disabilities, the fewer accommodations students will require to participate in your class. As an additional benefit, when your class is more accessible for students with disabilities, it will be more accessible for students without disabilities, too!

The paradigm of Universal Design recognizes that disability is just one facet of an individual’s identity and that disability is neither negative nor an inherent barrier to access. Universal Design asks us to consider for...

How can I check if the documents that I am using in my class are accessible to students who are blind or who use assistive technology?

Use the accessibility checker for the format of your document.

Google Docs: Use the GrackleDocs Add-on

PDF Documents: Adobe Acrobat Pro Accessibility Checker and the Make Accessible Action Wizard

MS Word Documents: ...

How can I create accessible materials for my class?

OCR Scanners

Before you scan a document for use in your class, first check if the document is already available electronically through one of the Library’s subscriptions. If the book is in the public domain, you can also check for electronic copies at Project Gutenberg

If you cannot locate an electronic version of a text and...

How can I prepare my classes so that they are accessible to students who use alternative media (braille, large print, e-Text)?

Adopt your textbooks and prepare your course reader based on the students' Accommodations. (Click to learn more)

If you are using a print shop for a course reader, retain a digital copy of the course reader files. DSP may need to request the digital version of your course reader for conversion purposes.

Create accessible versions of class...

Where can I learn more about technologies that would allow students to participate remotely in my in-person class?

I would like to have options available for any students who may not be able to attend a class meeting in person, whether due to disability impacts or due to experiencing non-disability-related circumstances such as personal emergencies or communicable illnesses. Where can I learn more about technologies that would allow students to participate remotely in my in-person class?

UC Berkeley’s Research, Teaching, & Learning (RTL) has a number of resources to support instructors in utilizing technology in their classrooms. These resources include the following:

Classroom Technology Support

...

Auxiliary Services: Proctoring FAQ for Faculty

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Can DSP Proctoring proctor exams at night?

Due to staffing considerations, we are unable to proctor evening exams. All regular-semester exams must end by 4:30 pm, Monday-Friday. All final exams must end no later than 6 pm. Please call our office at (510) 643-4691 or email proctoring@berkeley.edu to discuss your needs.

Can DSP Proctoring proctor exams during RRR week?

University policy prohibits administering any final assessments during RRR week. For further clarification, please consult the Committee on Courses of Instruction (COCI) Handbook, section 2.1.12 Reading, Review, and Recitation (RRR) Week Guidelines

Can DSP Proctoring proctor online exams?

We are unable to proctor online exams at this time. For assistance with online exams, please contact Digital Learning Services or email: bcourseshelp@berkeley.edu

Can students being proctored by DSP schedule their exam to be taken at a different day and/or time than the class?

Students can only schedule their exams on the dates entered by the instructor in the Testing Agreement. However, the system will allow students to schedule their exams at any time between the hours of 8:30 AM - 4:30 PM for regular-semester exams. If you want your students to schedule their exams at a specific time it is your responsibility to notify your students to schedule their exams at the time determined by you.

For final exams, students are restricted to...

Do I need to fill out a new request for each individual exam?

Faculty need to submit a testing agreement for each class for which they are requesting exams. Once the testing agreement is submitted, students will be responsible for requesting and scheduling their own exams through their DSP Student Portal.

How can I communicate changes or errors in the exam to my students while they are taking their exam with DSP Proctoring?

To communicate any changes to your exam while the exam is taking place, please call the DSP Proctoring Center at (510) 643-4691. We will notify your students of the changes. Please keep in mind that your students may be located in different buildings, and reaching all of your students may take time.

How do I request proctoring services for exams?

To request proctoring services for your class, log in to your DSP Faculty Portal and click on the Proctoring module on the left side of the page. Click on the Testing Agreement and answer all questions in that form. Once you have submitted the testing agreement, students will be responsible for scheduling their own exams. Space is limited and we may not be able to seat all your students. We will give priority to students with complex accommodations...

If a student is late to their exam, do they receive their full amount of time?

If a student is late for their exam, they will not be granted any additional time. If they are more than 30 minutes late, they will not be allowed to start their exam unless we get approval from the instructor. We will call the contact number submitted on the proctoring request form for approval.

If a student misses their exam, can they reschedule with DSP Proctoring?

If an instructor would like us to reschedule a student’s exam, please email our office at proctoring@berkeley.edu. We will be happy to reschedule the exam at the instructor’s request. Please do not have students contact us directly to reschedule an exam. Exams can only be scheduled with faculty approval.

What measures are taken to promote academic integrity?

DSP Proctoring takes academic integrity very seriously. All of our proctors are well trained and are constantly monitoring exams in our testing locations. Students must show a photo ID when they arrive and agree to all conditions before an exam begins. Cell phones and smart watches must be turned off in front of the proctor and stowed away for the duration of the exam. Students are asked to sign in/out when using the bathroom, and proctors are continually walking the floor to deter any potential for cheating. Any suspicious activity is logged and reported to the instructor...

When can I pick up completed exams from the DSP Proctoring office?

Exams must be picked up in person in our office beginning at 8:30 am the day after the exam. Pick-up hours are Monday-Friday, 8:30 am - 4:30 pm.

When should I drop off exams to the DSP Proctoring office?

Exams must be delivered to us in one of the following ways:

Email the exam in an attachment to proctoring@berkeley.edu no later than 4:30 PM 2 BUSINESS DAYS prior to the date of the exam. Please include the Department and course number in the subject line. Upload exams through your Faculty Portal no later than 4:30 PM 2 BUSINESS DAYS prior to the date of the exam. Hand-delivered in person at the Proctoring Center no later than 4:30 pm one business day before the date of the exam.

Will DSP Proctoring notify me of my student's DSP proctoring details?

When a student's exam is approved you will receive an email thread notifying you of your students' scheduled exams, including all relevant details. You will receive a separate email for each student in one email thread.

Auxiliary Services: Communication Services FAQ for Faculty

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What is the difference between My Media and Media Gallery?

My Media is the place on bCourses where all of your recordings and Zoom lectures are uploaded and housed. All of this content is unique and viewable only to you.

Media Gallery is for videos that are viewable by those with access to the bCourses site.

...

Can a student with an ASL Interpreting accommodation participate in Zoom group work/breakout rooms?

Yes, the student is able to participate in group work. When a class is held in-person, an ASL Interpreter is present and often sits with the group in order to hear the speakers clearly. Remote classes are handled similarly in that the interpreter will be present in the same breakout room/group component as the student.

We encourage students to discuss their accommodations with their professors, and they may reach out to you with what works best for them in your particular class.

How will I know if an ASL Interpreter is present in my Zoom meeting?

The ASL Interpreter will be named “Interpreter” in your Zoom participant list.

What are the ASL Interpreting Best Practices for courses presented via Zoom?

Zoom lectures need to end at the scheduled end time, as both the students and the interpreters may have other obligations immediately following your class.

Speak clearly, in a normal tone, and at a moderate rate. Do not rush through a lecture. If the interpreter does not understand or hear what was said, the interpreter may communicate with the instructor through the Zoom chat window. Please monitor your chat window for questions or requests from the interpreter.

...

How do I assign an ASL Interpreter to a Zoom breakout room?

When assigning an ASL Interpreter to the student during breakout sessions, please look for the Interpreter as a participant (Interpreter). Please ensure the Interpreter is in the same breakout room as the student receiving the accommodation.

Breakout Room Instructions

How do I share a captioned video or other captioned media with my students through bCourses/Kaltura?

You can choose to share your captioned media with all of your students by placing it in your Media Gallery, or you may keep it private in your My Media folder on bCourses. Here's how to share a video from your My Media folder on bCourses with your students: Berkeley Service Now How to Share My Media

For further...

How do I submit a video to AIM for captioning?

1. Log into AIM

2. Click the “Deaf and Hard of Hearing” tab on the left side.

The Views and Tools Tab opens to the Deaf and Hard of Hearing Tab

3...

Can a student with a Realtime Captioning accommodation participate in Zoom group work/breakout rooms?

Yes, the student is able to participate in group work. When a class is held in-person, a captioner is present and often sits with the group in order to hear the speakers clearly. Remote classes are handled similarly in that the captioner will be present in the same breakout room/group component as the student.

A student may also speak with the DSP Captioning Coordinator if they wish to omit captioning from any portion of their course. In the event a student elects to omit captioning from a component...

How will I know if a Realtime Captioner is present in my Zoom meeting?

The captioner will be named “Captioner” in your Zoom participant list.

Does Realtime Captioning require the use of technology, such as mobile phones or laptops, in my classroom?

Yes, Realtime Captioning provides an instant translation of spoken English into written English text that is displayed on a laptop, tablet, or cell phone.

If a student has a DSP accommodation for the use of a laptop, tablet, or cell phone for disability-related reasons, please allow the student to use their device. It is also important to allow the student to sit where they choose, as the student may need to sit near the front as an accommodation for their disability as well. ...

Do I need to do anything differently when an ASL Interpreter is present for an in-person class?

When using an interpreter to speak with a person who is D/deaf or hard of hearing, remember to speak directly to the person, not to the interpreter. The interpreter is not part of the conversation and is not permitted to voice personal opinions or enter into the conversation.

Face the person who is D/deaf or hard of hearing and speak to them in a normal manner. Do not make comments to the interpreter that you do not intend to have interpreted to the D/deaf or hard-of-hearing person, even if the person...

Where will the interpreter stand?

The interpreter will generally stand near the speaker so the student can pick up on facial expressions and body language from the speaker.

How do I get my media captioned?

Submit captioning requests to DSP Captioning via the DSP portal (AIM). This includes all media including, but not limited to, bCourses videos, video and voiceover content, narrated embedded PowerPoint videos, videos listed on your syllabus, YouTube, TED Talks, Zoom lectures,...

How do I assign the captioner to a Zoom breakout room?

When assigning a captioner to the student during breakout sessions, please look for the captioner as a participant (Captioner). Please ensure the captioner is in the same breakout room as the student receiving the accommodation.

Breakout Room Instructions

How do I communicate with the captioner during a Zoom lecture?

You can communicate with the captioner in the Zoom chat. The captioner will be listed in the participant list as “Captioner.”

The captioners are captioning and monitoring multiple screens, so they will respond as they are able.

Where can I go to find an already captioned version of the film/video I want to play?

Media Resource Center (MRC)

DSP-Captioning YouTube account

DCMP Video Archives

Kanopy Streaming Service

**If you are unsure whether a video has proper captioning, please submit your media to the Captioned Media department for review...

What if the media I plan to use is from YouTube?

There are two options to have YouTube media captioned: Submit YouTube media and request captioning through the DSP portal AIM. Submit public and unlisted YouTube links via bCourses Submit YouTube media and request captioning through AIM

If the material is on YouTube, you should check to see if it’s appropriately captioned. If...

How long does it take to get media captioned?

For shorter videos of ten minutes or less, please allow 10 business days. For longer videos, please allow 15 business days. For last-minute media captioning requests, please submit your request via the DSP Portal (AIM) and indicate your desired turnaround time. Please plan accordingly. If videos are not captioned, they may not be shown in class or be required to view outside of class time.

Is a transcript of a video sufficient?

If the media has audio and video, it needs to have professional captions. A transcript is not sufficient to meet the captioned Media accommodation.

Auxiliary Services: Note Taking FAQ for Faculty

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What sort of note-taking technologies does DSP provide for students who are approved for the accommodation of note-taking technology?

At this time, the DSP Note-Taking Services Office can provide students with three options for note-taking technology: Genio Notes, Messenger Pigeon, and Otter.

Genio Notes:

Students utilize the recording feature in Genio to capture lecture material, transcribe and bookmark the recording, and annotate any lecture slides that they have uploaded into the program. Each of these features aid students in synthesizing the information in their notes....

Do the note-taking technologies provided by DSP use AI?

Yes, each of the note-taking technologies that DSP provides for students utilizes AI to some extent.

Genio Notes:

AI is used for realtime captions and subtitles and for transcription. The program does have an AI outline feature, but this feature is not part of students’ disability accommodation. When they attend their note-taking assessment meeting with Note-Taking Services Office staff, students are told that use of the AI outline feature is not...

A student in my class told me that they have an accommodation to receive notes. Am I required to find the student a note taker?

No action is required on your part. DSP’s Note-Taking Services office will coordinate recruitment of notetakers and delivery of notes to the student. In certain cases, DSP may contact you directly for assistance in recruiting a note taker.

A student in my class says they are not receiving notes. What should I do?

Instruct the student to contact dspnotes@berkeley.edu, and we will follow up with the student.

Auxiliary Services: Alternative Media FAQ for Faculty

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My student needs an alternative format of my exam. What do I do?

If you are a faculty member or GSI who needs to convert an exam into an alternative format, please send an email to dspamc@berkeley.edu in which you share with us the following information:

Student name

Student ID

Class name

Professor name

CCN

Exam date

In your email, you can share with us your...

A student in my class receives alternative media. What do I do?

If you know that a student is registered with the Disabled Students' Program, please feel free to contact the Alternative Media Unit of DSP for help.

It is best practice to create an accessible version of your course before you are notified that a student has an accommodation. See the "Questions about Inclusive Instructional Practices" section of this FAQ for information about how to do this.