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Frequently Asked Questions (FAQs)

Frequently Asked Questions about Tutoring and the Learning Center
Frequently Asked Questions about the Mock Basic Skills Test
Frequently Asked Questions for Students
Frequently Asked Questions for Faculty

Tutoring and the Learning Center

How much does tutoring cost?

Tutoring services at the Learning Center are absolutely free of charge for currently enrolled SXU students. LCDS does not offer tutoring services to the public.

How long are tutoring sessions?

Tutoring sessions are scheduled in half hour increments. The LCDS recommends a half hour appointment for a 1-3 page paper, a hour appointment for a 3-6 page paper, and a hour and a half appointment for a paper longer than 6 pages.

Can I schedule two appointments in a row?

No, not usually. If you have two different assignments to work through, then two appointments are usually okay. Our tutoring services are in high demand, so we discourage students from making two back-to-back appointments with the same tutor. Instead, get as much done as you can in the first appointment, and schedule a follow-up for a day or two later. Remember, other students need our tutors’ time as much as you do.

Should I make an appointment, or can I just drop by?

You should make an appointment. Tutoring appointments can be hard to come by at busy times in the semester, so schedule early and keep your appointment. Making an appointment guarantees you a spot with the tutor, as long as you are on time. You can drop in anytime, but you are not guaranteed an appointment with a tutor. The only exception to the appointment rule is math tutoring. Most of our math tutoring is done on a drop-in basis, so if you have any questions about whether or not you should make an appointment, ask a member of the Learning Center staff.

What do I need to bring to my tutoring appointment?

Consider bringing anything that might be helpful to you and the tutor when working together. This can include: your textbook, the syllabus, the description of the assignment, any work you have completed for the assignment so far, your class notes and any tools that might be helpful, such as a calculator for math homework or a periodic table for chemistry assignments.

Tutoring is just for students who are struggling, right?

No, anyone can use the services at the Learning Center. In fact, a lot of our regular attendees are successful students. Any student can benefit from working through his or her ideas with the help of someone else, no matter how good the student is at a particular subject. Even the best writers have reviewers and editors to help make their books better. If you are struggling in a course and need some help, stop by. We are here to help everyone.

Can a writing tutor proofread my paper for me?

No. Writing tutors spend most of their sessions helping students to develop their writing. Developing and revising an essay are important skills, and our tutors are very helpful in these areas. Once your essay says everything you need it to say, our tutors can help you make sure your essay is grammatically correct. Think of proofreading as the last step before turning in your essay.

What can I expect to accomplish in a tutoring appointment?

This depends on what you are working on and where you are in your process. Writing tutors spend a lot of their time working with students on developing ideas and writing good paragraphs. Subject area tutors help clarify ideas for students and help students work through problems. Each tutoring session is different, so come prepared with ideas about what you need to work on and how the tutor can help you.

What should I do if I need to cancel an appointment?

Call or stop by the Learning Center at least THREE HOURS in advance to notify us of the change in appointment time. If you scheduled a morning tutoring time, please notify us by 5 p.m. the day before the appointment.”

The only tutor who works with my subject area has hours when I am in class. What can I do to get help in this subject?

Although our content area tutors have a scheduled tutoring times, they can also schedule additional sessions by appointment. Stop by the front desk and ask for the contact information of your tutor; you can personally make an appointment at a time convenient to both you and the tutor.

Can a tutor help me with my homework?

It depends. Our tutors are great at helping you work through the concepts of your assignment, but some may not feel comfortable working the actual problems on a homework assignment you have not turned in yet. They might, instead, have you work a problem on the board and help you with tough concepts along the way, or they might work problems like the ones in your assignment (but not actual assignment questions) with you. Just remember that the tutor is available to answer questions, clarify ideas and cheer you along, but the tutor is not there to do the problem for you.

Can a classmate come with me to my tutoring appointment?

Sure, as long as it is okay with both you and your classmate. Also, make sure you ask the tutor before you get started. Working in small groups can be really helpful because of what you can teach each other, so if you and a classmate are both working on something that you think a tutor could help with, feel free to make an appointment together.

I am a student with a disability, and my disability may affect my work with my tutor or the work I bring in to the tutor. Should I talk about my disability with the tutor?

You are under no obligation to disclose your disability to the tutor. If you think it would be helpful to you and the tutor to talk about what your disability is and how it does or might impact your work, feel free to talk to the tutor about your situation. You should only provide as much information as you feel comfortable sharing.

Can I check my e-mail on one of the computers in the Learning Center?

Yes. The computers are available for student use for e-mail, research, writing and other academic needs. Please sign in at the front desk when you come in to use a computer. The same goes for the printer—the printer is available for general academic use by any student.

Can I bring food or drink into the Learning Center?

Yes. Drinks are allowed, as long as you are careful around the computers and books. Snacks are allowed as well, but meals should be eaten in the Diner.

Can I borrow reference books?

No, but you can come in and use any of the books on the bookshelf for as long as you would like in the Learning Center. The books need to be available to all students at all times, so they cannot be checked out by students.

Can I make photocopies in the Learning Center?

No, the photocopier is for staff use only. You can make photocopies at various other locations around campus, including just outside the Diner and in the library.

I don't have a tutoring appointment, but I would like to come in and study in the Learning Center. Is that okay?

Of course! Students are always welcome to come in and study in the Learning Center, whether or not they have appointments with tutors.

What should I do if there are no available appointments?

If the tutoring schedule is completely booked, you can ask to be placed on the waiting list. We will call you if a tutoring time becomes available.

What happens if I cancel my appointment with less than 3 hours notice, or if I do not show up for my appointment?

Late cancellations and no-shows are problematic because they limit the tutoring opportunity for other potential clients. In order to serve as many students as possible and to limit “squatting” of times, the Learning Center keeps records of students who cancel at the last minute and/or do not keep their appointments. Repeated violations of the policy will result in suspension of tutoring privileges. Below is the Learning Center’s Cancellation/No-Show policy: 2 No-Shows = 8 week restriction of scheduled tutoring 2 Late Cancellations equal one No-Show Violation

The Mock Basic Skills Test

What is the Mock Basic Skills test?

Education majors take the Illinois Test of Basic Skills sometime prior to student teaching. This test is one of the requirements for certification. The Mock Basic Skills test is a test given that simulates the actual Basic Skills test. Students work through actual Basic Skills questions in the same amount of time they would have to complete the actual test. After taking the test, students meet twice a week with tutors to work through the different sections to help improve the students’ scores on the actual test. When students take the mock test, they will know whether or not their scores would be passing scores on the actual test.

Do I need to take the mock test to go through the Basic Skills tutoring sessions?

Yes. Because the tutors work through questions and problems specific to the test, you should take the test and then go through the workshops with the tutors.

How much does it cost to take the mock test?

The mock test is free for all currently enrolled students at SXU. (Unfortunately, the mock test and review are not available to the public.) The actual Illinois Test of Basic Skills does have a fee, though, so you should consult the registration booklet for specific information on fees and registration deadlines.

When should I take the Mock Test?

You need to have passing scores on the actual Basic Skills test submitted to the School of Education to proceed with your methods coursework, so it is a good idea to start thinking about the Basic Skills test early. Some students take the test during their freshmen or sophomore years. This exam tests your knowledge of subjects like math and English, so plan to take the test when these things are still fresh in your mind, like not long after high school.

Where do I go to get information on the actual Basic Skills test?

You can get information and talk to someone about the actual Basic Skills test in the Office of Teacher Education, WAC G-200. You can also find information online at Illinois Certification Testing System.

Do you offer a mock test for the various content-area educational certification tests?

No, the Learning Center only offers a program for the Basic Skills test. For each certification test, you can work through sample problems in the registration guides. If you need help with a content-area exam, you should contact the Merwick Academy at (773) 298-3180. They have recently started study groups for various content-area exams, and their program includes a fee for materials.

I’m taking the real Basic Skills test a few days after the mock test is scheduled. Should I take the mock test anyway?

Sure. The mock test is free, so the only commitment you are making is to give up a few hours of your time. You can benefit from seeing what the test is really like, and you will have the opportunity to work through any test anxiety you might have over the types of questions on the exam. If you do not feel satisfied after taking the actual Basic Skills test (even though you took the mock test a few days before), stay with the tutoring workshops and plan to retake the actual test the next time it is offered.

How often is the mock test offered?

Once each semester.

Who runs the tutoring sessions for the Basic Skills?

The mock test workshops are conducted by Learning Center tutors. These tutors are experienced with the test because they have taken it themselves. They will be able to offer you clarification on problems and tips for taking the actual test.

When do I get my mock test scores?

The first workshop session, which will include a review of your scores and of the schedule for the test workshops over the next few weeks, will be held the week after the mock test. Make sure you listen to the announcement of the time and date for this scheduled workshop when you attend on the test date. Scores are only given to students at this time, and when you are given your scores, you will also be instructed on what they mean.

When are the mock test workshops?

These are usually in the evenings or on Saturdays for a few weeks following the mock test. Make sure you listen to the announcement of workshop times and dates when you sit for the mock test.

I received passing scores in everything but math. Do I need to go to the English/writing workshops, too, or can I just go to the math workshops?

You can just attend the math workshops. Be sure to check with the tutors as to what time your particular workshops will be held—math and English are usually held on the same day, back to back.

I am a student with a disability, and I will need a testing accommodation to take the mock test. What do I need to do to set up my accommodation?

Like setting up a testing accommodation for any course, you will need to make arrangements with the director of the Learning Center. To receive accommodations for a disability, you must have documentation on file with the Learning Center staff. More information on test accommodations and other services for students with disabilities can be found on the Disability Services portion of the Learning Center Web page.

Frequently Asked Questions (FAQs) for Students

General Information

Where is the Learning Center and Disability Services (LCDS)? What is the best way to make an appointment with the LCDS?

The LCDS is located within the Warde Academic Center, Room L-109B. You may stop by the office, call at 773-298-3308, or send an email to Julie Ashley, Director of the Learning Center and Disability Services at ashley@sxu.edu.

Eligibility & Application Process

Who is eligible to receive services through the LCDS?

Any student with an appropriately documented disability is eligible for services. The LCDS serves students with permanent disabilities including psychological, medical, physical, visual, hearing and learning disabilities, including ADHD/ADD.

When can I request accommodations?

Self-disclosure and submission of documentation can be initiated any time during the year. However, reasonable time must be allowed before this student can expect accommodations to be in place. Self-disclosure and documentation are required only if students plan to request accommodations.

I'm a new student. How much time will it take to determine my eligibility for accommodations?

Students should provide appropriate documentation at a reasonably early date to allow time to determine eligibility. Certain accommodations may take several weeks to arrange, so the sooner we hear from students, the better.

I have a documented disability. What do I do?

College differs from high school because you are responsible for self-disclosing to any university, including SXU, your diagnosed disability. You do not need to contact anyone regarding your disability because you are an adult. If you wish to determine what services are available, you will need to contact the LCDS. You will need to correspond with the Director of the LCDS, provide appropriate documentation, complete paperwork, discuss appropriate accommodations, understand services available to you, and learn about the roles of you, your professors, and the LCDS in obtaining the accommodations that are appropriate for you.

What is an appropriate accommodation/service?

All requests for accommodations are determined on a case-by-case basis per the documentation provided by the student. Reasonable accommodations may include academic modifications, exam modifications, and auxiliary services. Accommodations that fundamentally alter the nature of coursework or the materials assigned, or are unduly burdensome financially or administratively will not be provided. Faculty/staff should only provide accommodations granted by the LCDS. Students should bring problems with accommodations to the attention of the faculty member providing the accommodations and/or the LCDS staff.

I had an Individual Education Plan (IEP) in high school. Can I use the IEP as documentation for a disability?

No. The law requires us to begin with an evaluation of your disability by a licensed professional, so we cannot use your IEP or 504.

As an incoming freshman, will I receive the same accommodations I received in high school?

Not necessarily. High-school special education programs are required by law to provide whatever service or accommodation a student needs to be successful. Federal law has different requirements for universities. Universities are required by law to provide equal access to education through programs and facilities. We provide this access by using accommodations, not necessarily by providing services or extra help. Access is provided through reasonable and appropriate accommodations.

Does the LCDS provide accommodations for students with temporary disabilities?

Sometimes. The LCDS may be able to provide accommodations for students with temporary disabilities—e.g., a broken arm or leg, recent surgery. Such students will need to self-disclose to LCDS and will be required to provide documentation of the disability according to our usual guidelines. (For example, a medical provider will need to fill out and submit a Disability Verification Form.) Upon receipt of proper documentation, LCDS will work to arrange any necessary accommodations.

Do I have to renew my accommodations each semester?

Yes. Students must notify the LCDS of any accommodation needs each semester. Once a student has an accommodation letter, it is his/her responsibility to notify the LCDS of any changes to their schedule. Accommodations are not retroactive and begin once the student provides the accommodation letter to their instructor.

Is a doctor's statement on a prescription note sufficient documentation?

No. A prescription note is not a comprehensive evaluation of a student's disability.

I have a medical disability (mobility, visual, hearing, health, developmental, TBI, etc.). What type of documentation do I need?

Each student's situation and relevant documentation is evaluated on a case-by-case basis. In general, for students with medical disabilities, documentation that meets the following standard is helpful:

Diagnosis by a qualified professional.
Date when diagnosed and, if applicable, expected change or progression of disability.
Tests and assessments used to make the diagnosis.
Current functional limitations and effect on individual’s educational performance
Recommended academic accommodations
Current medication plan, if any

You will be asked to present your physician with a Disabilities Verification Form, which has been created by the LCDS. This form constitutes necessary documentation for students with medical disabilities in most cases. For more information, please speak with the LCDS Director.

I have a psychological disability. What type of documentation do I need?

Each student's situation and relevant documentation is evaluated on a case-bycase basis. In general, for students with a psychological disability, documentation that meets the following standard is helpful:

Diagnosis by a qualified professional per the DSM-IV of the APA
Date when diagnosed
Tests and assessments used to make the diagnosis
Current functional limitations and effect on individual’s educational performance
Recommended academic accommodations
Current medication plan, if any
Recommended re-evaluation time period

You will be asked to present your physician with a Disabilities Verification Form, which has been created by the LCDS. This form constitutes necessary documentation for students with psychological disabilities in most cases. For more information, please speak with the LCDS Director.

I have a learning disability. What type of documentation do I need?

Each student's situation and relevant documentation is evaluated on a case-bycase basis. In general, for students with a learning disability, documentation that meets the following standard is helpful:

Diagnosis by a qualified professional
Date when diagnosed
Tests and assessments used to make the diagnosis
Current functional limitations and effect on individual’s educational performance
Recommended academic accommodations

You will be asked to present your physician with a Disabilities Verification Form, which has been created by the LCDS. This form constitutes necessary documentation for students with learning disabilities in most cases. For more information, please speak with the LCDS Director.

I have ADD/ADHD. What type of documentation do I need?

Each student's situation and relevant documentation is evaluated on a case-bycase basis. In general, for students with ADD/ADHD, documentation that meets the following standard is helpful:

Diagnosis by a qualified professional
Date when diagnosed
Tests and assessments used to make the diagnosis
Current functional limitations and effect on individual’s educational performance
Recommended academic accommodations
Current medication plan, if any

You will be asked to present your physician with a Disabilities Verification Form, which has been created by the LCDS. This form constitutes necessary documentation for students with ADD/ADHD in most cases. For more information, please speak with the LCDS Director.

How current must the documentation be?

For all students, the documentation/evaluation must be dated within three years.

What are my responsibilities as a SXU student with a documented disability?

Self-disclose medically diagnosed disability to the LCDS and do so within a timely manner prior to the need of an accommodation

Meet essential aspects of course requirements along with academic, technical, and behavioral standards that exist both within a program and at Saint Xavier University
Provide the appropriate documentation based on diagnosed disability; provide the LCDS office with most up-to-date medical documentation when necessary
After registering with the LCDS, student must speak with professors to arrange the approved accommodations for those classes where the need for accommodations exist
Contact the LCDS if difficulty arises when arranging necessary accommodations
Speak with professors if a class is a struggle; may choose to speak with the LCDS first to get advice on how to approach professors
Contact the LCDS if a feeling exists that the accommodations are not working or if a professor is not being helpful
Advocate for needs throughout campus; do not wait for services to come to you; utilize other resources as necessary, especially when you sense you are running into difficulties

Take charge of your everyday performance! Ultimately, you determine your level of success in college. In choosing to attend college classes, you choose to accept the responsibilities of a student, which is about more than just attending classes and getting grades. You are responsible for orchestrating everything (using resources and meeting with others) that makes getting the grades possible. Speaking with LCDS is a great place to start.

If my documentation from my physician states that I need a certain accommodation, is the LCDS is required to give it to me?

The purpose of documentation is to verify that a diagnosed disability does exist and has been recorded as such. Good documentation will also provide enough information to support the Director of the LCDS in determining fair and reasonable accommodations. A doctor or psychologist may even offer recommended accommodations. However, the LCDS Director, after reviewing documentation, discussing academic needs with you, and, in some cases, discussing situations with faculty will make the final determination as to what accommodations are reasonable for your situation. Recommendations provided by medical personnel to the LCDS can be helpful in determining accommodations, but the recommendations are not binding to the extent that the accommodation will be automatically granted. The LCDS will use all collected information to make a decision appropriate to the student, the specific situation, and other guidelines.

What if I am diagnosed with a disability midway through the semester?

It is not uncommon for a student to be diagnosed with a disability well into a semester or after starting college because the higher education environment is so different from previous academic experiences. In this situation, you will need to follow the same process as for a student with a known diagnosed disability from the beginning of the semester. Refer to the question: "I have a documented disability. What do I do?"

I am a student with a mobility disability, and I’m concerned about needing help in case of a fire or an emergency. Does the college have any official procedures or plans in place?

Yes, SXU has an emergency evacuation plan for students with mobility disabilities. After your self-disclosure, the LCDS will discuss preparation and add you to the confidential list of disabled persons with mobility issues to ensure that, in case of evacuation, emergency personnel are aware of your location. We will also make certain that instructors and staff whom you see regularly are aware of Saint Xavier’s Emergency Evacuation Procedures. Please see the following brochure for specific procedural information: Emergency Procedures Brochure (PDF)

I think I have a learning disability. Where can I go to get tested?

Although the LCDS does not offer testing for learning disabilities, staff can provide a referral list of providers in the Chicago area who are qualified professionals to administer any needed testing. This list is available upon request. At the university level, it is the student's responsibility to provide appropriate and official documentation of his/her disability that meets the LCDS guidelines. SXU does not provide, fund or, administer testing for any student.

Privacy

I have a disability but I do not want to self-disclose to anyone on campus. Is that okay?

Not self-disclosing is your legal right because you are an adult. By not selfdisclosing, you will not receive any accommodations. You have the option of selfdisclosing at any point in the semester, but the accommodations process only begins from the day you speak with the LCDS staff and provide necessary documentation to initiate services. You will not have the option of redoing work done prior to your self-disclosure. Based on when you self-disclose, there may not be enough time to provide accommodations. Furthermore, why you elected to self-disclose when you did will need to be considered.

Will the LCDS speak with my parent or guardian regarding my disability or progress?

Because you are an adult learner, you make the choice as to how involved your parent(s) or guardian(s) will be with the LCDS in the process. In most situations, it is appropriate for you, the student, to speak directly with LCDS staff and then convey the information to your parent or guardian as you deem appropriate. If, in a special circumstance, you would like LCDS to share information directly with your parent, you will be given a waiver release and will indicate your approval on the signed waiver form. If you would not like the LCDS to speak with your parent(s) or guardian(s), then do not provide your approval by signing this release.

If I seek accommodation through the LCDS, will everyone know about my disability and accommodations?

Confidentiality is of the utmost importance to the LCDS staff and the students we serve. Students must sign a release of information form in order for the LCDS staff to communicate with anyone regarding a student's disability. The student must designate with whom the LCDS can share information. The LCDS will not disclose any information regarding the specific nature of the disability without the student’s knowledge and expressed consent. Accommodation letters list the accommodations only and only identify the specific disability to the degree that the student desires. It is the student's choice to share information regarding his/her disability when he/she feels it is appropriate.

Is a student required to submit any documentation regarding his/her disability to faculty and staff other than the LCDS?

No. Only the LCDS should have documentation regarding any disability on file. Any other university personnel needing information about your disability can speak with us to confirm the existence of a documented disability; however, no further information will be provided unless you sign a release form.

Frequently Asked Questions (FAQs) for Faculty

Contact Information

Where is the Learning Center and Disability Services?

The LCDS is located in the Warde Academic Center, Room L-109B.

How do I contact the Learning Center and Disability Services?

For general questions about tutoring or academic support, stop by the office or call the Learning Center’s front desk at 773-298-3956. For specific questions about tutoring, or to arrange tutoring for a course you are teaching, contact Amanda Gann, Assistant Director of the Learning Center and Disability Services, at 773-298-3763 or gann@sxu.edu. For questions about disability services or concerns about accommodating a student with disabilities, contact Julie Ashley, Director of the Learning Center and Disability Services at 773-298-3308 or ashley@sxu.edu.

What does the LCDS do?

The Learning Center and Disability Services is the heart of academic support for the students of Saint Xavier University. Whether a student is excited by a new subject and wants to know more, needs assistance with an assignment or paper, or is having trouble mastering course content of a subject, the Learning Center is available to provide assistance. The LC offers academic workshops, special advising, strategy and skill instruction, tutoring, and a quiet, distractionreduced environment for study and learning. In addition, the LC provides Supplemental Instruction for traditionally difficult courses and a Mock Basic Skills Test program to aid in successful completion of the Illinois Basic Skills Test. The LCDS also coordinates and ensures services and accommodations for registered students with disabilities as mandated by the Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973. These services provide equal educational opportunities to students by minimizing the impact of functional limitations upon their academic lives.

Who is eligible to receive services through the LCDS?

The services of the LCDS are provided free of charge to students of SXU. Any student with an appropriately documented disability is eligible for disability services. The LCDS serves students with disabilities including psychological, medical, physical, visual, hearing and learning disabilities, including ADHD/ADD.

Roles of Faculty, Student, and Learning Center & Disability Services

What is the role of faculty in the disabilities process?

Wait for student to present an accommodations plan letter from the LCDS and then discuss the appropriate accommodations with the student
Create an environment where the student feels comfortable discussing a potentially difficult topic
Provide accommodations as requested in the letter; remain flexible in exactly how certain accommodations are accomplished
If the requested accommodations do not seem reasonable, or would prevent the student from performing the essential functions and components of the course, suggest alternate accommodations and/or collaborate with the student and Learning Center staff to devise an accommodation more appropriate for the course
If proctoring an extended-time exam outside the Learning Center, limit the extended time to 1.5 of the usual time given to complete the test—or to the time specified on the accommodations plan letter. (In the rare instances when a student should receive double the testing time, this will be clearly indicated in the accommodations plan.)
Once accommodations are provided, treat the student in the same way as all other students with respect to attendance, assignments, test content, grading, etc.
Contact the LCDS with questions about accommodations or student performance
If professors have not received a letter from LCDS but a student presents medical documentation while making an accommodation request, refer the student to LCDS as the appropriate first step in the accommodation process
Know what aspects of the course are essential functions and components (ie: what must the student be able to demonstrate in terms of skill, knowledge, and participation in order to pass the course) and maintain these functions and components along with overall course standards, regardless of accommodations provided What is the role of the student in the disabilities process?
Self-disclose medically diagnosed disability to the LCDS office and do so within a timely manner prior to the need of an accommodation
Meet essential aspects of a course along with academic, technical, and behavioral standards that exist both within each program and at Saint Xavier University
Provide the appropriate documentation based on diagnosed disability
After registering through the LCDS, student must speak with professors to arrange the approved accommodations for those classes where the need for accommodations exist
Contact the LCDS if difficulty arises in arranging necessary accommodations
If receiving testing accommodations, provide professor with a testing accommodation form before the exam (preferably at least one week); do not assume the professor remembers your particular needs from one exam to another
Notify the LCDS at least one week in advance of an exam if the student is granted the accommodation to take his or her exams in the LCDS
Speak with professors if a class is a struggle; may choose to speak with LCDS first to get advice on how to approach professors
Contact LCDS office if a feeling exists that the accommodations are not working or if a professor is not being helpful

What is the role of Disabilities Services in the disabilities process?

Ensure that no student is discriminated against on the basis of disability by providing accommodations deemed fair and reasonable; the purpose of accommodations is to allow for equal access to opportunities at SXU.
Determine appropriateness of medical documentation presented and request additional documentation as necessary
Explain to students the range of services available and how to receive the services
Support students and faculty in their individual efforts to arrange the necessary accommodations
Respond to student requests, concerns, and complaints over the course of the semester
Refer students to other campus resources as necessary; ensure that other campus offices are prepared to serve students with disabilities
Provide testing space and proctoring for students who are eligible to take tests in the LCDS
Keep faculty informed of current processes
Maintain LCDS website

How do I know if a student is registered with the LCDS?

Any registered student interested in seeking accommodations for the current semester should present you with a current accommodation letter from the LCDS that specifies the accommodations he/she is allowed.

When is a student required to notify me of a need for accommodations?

A student can register with the LCDS or present an accommodation letter to you at any time during the semester. The LCDS encourages registered students to meet with you at the beginning of each semester to discuss their accommodation letters, but they are not required to do so.

Am I allowed to request disability documentation from a student for any reason?

No. Documentation describing a student's disability is confidential information. The LCDS collects documentation for students who register with the LCDS. In order to share a student's documentation with other staff and faculty, LCDS must receive a signed release form from that student.

A student is having difficulty in my class, and I think he/she may have a disability. What can I do to help?

Privately discuss your observations with the student. Do not assume that he/she has a disability. After discussing the situation, refer the student to the appropriate campus resources.

A student with a documented disability is currently failing my class. May I fail him/her?

Students with disabilities have the same rights as other students, including the right to fail. Work produced by a student with a disability should be equivalent to the work of his/her peers. Provision of accommodations is no guarantee of academic success. A student has informed me that he/she has a disability and requires accommodations. He/she did not give me an accommodation letter.

Should I provide accommodations?

No. Please DO NOT provide accommodations for a student unless he/she gives you a current accommodation letter from the LCDS.

Does providing accommodations for disabled students give them an advantage over other students in my class?

No. Providing approved academic accommodations merely levels the playing field. Accommodations provide disabled students with the same opportunities as their peers to demonstrate their academic mastery.

Testing Accommodations & Procedure

Does the LCDS provide testing services for all SXU students?

No. The LCDS only provides testing accommodations for eligible students with disabilities. The LCDS does not serve as a testing facility for students who need to make up an exam.

How do I know if a student in my class is eligible for testing accommodations?

A registered student should present you with a current accommodation letter from the LCDS that states what testing accommodations he/she is allowed.

What is the procedure for testing accommodations through the LCDS?

Student will provide documentation demonstrating the need for testing accommodations
Student will schedule all tests and quizzes to be proctored by the LCDS staff at least one week prior to the actual test date.
Student will obtain a Testing Accommodation Form from the LCDS. He/she will complete Part 1 and then deliver the form to the faculty member at least one week prior to the actual test date. Every test or quiz proctored by LCDS staff must have an attached and completed testing accommodation form. Without the properly signed accommodation form, the test or quiz will not be proctored in the LCDS.
The faculty member should complete Part 2 of the Testing Accommodation Form, attach the test/ quiz/ instructions, and send or deliver both to the LCDS in L-109B. The LCDS kindly requests that this information be delivered at least 24 hours prior to the actual test date. All tests are kept in a locked cabinet in the LCDS.
After the student has taken the exam, the LCDS staff will complete Part 3 of the Testing Accommodation Form. If the instructor would like the exam delivered to his/her office, the LCDS will send the completed exam and a copy of the Testing Accommodation Form in a sealed envelope. If the instructor would rather pick up the exam, the LCDS will keep both the form and exam in a locked cabinet.

Confidentiality

I have a student with a disability in my class but he/she does not want to self-disclose to anyone on campus. Is that okay?

Not self-disclosing is an individual’s legal right because he/she is an adult. By not self-disclosing, he/she will not receive any accommodations. He/she has the option of self-disclosing at any point in the semester, but the accommodations process only begins from the day he/she speaks with the LCDS staff and provides necessary documentation to initiate services. He/she will not have the option of redoing work done prior to self-disclosure.

Will the LCDS speak with me regarding a registered student’s disability or progress?

No. If, in a special circumstance, the student would like LCDS to share information directly with you, you will be given a waiver release and will indicate your approval on the signed waiver form.

Is a student required to submit any documentation regarding his/her disability to faculty and staff other than the LCDS?

No. Only the LCDS should have documentation regarding any disability on file. Any other university personnel needing information about a student’s disability can speak with us to confirm the existence of a documented disability; however, no further information will be provided unless the student signs a release form.