You are here

Faculty and Staff Resources

In collaboration with faculty and staff, SAS maintains a commitment to ensure equal access to the Trinity experience by all students. We support faculty and staff in developing creative and effective ways of establishing an accessible community through an understanding of disability as a valued part of diversity.

Rights and Responsibilities

In supporting students with disabilities, it is important to understand your rights and responsibilities, as well as those of the student and SAS.

Universal Design

Universal Design is the process of creating an environment so that it can be accessed, understood, and used to the greatest extent possible by all individuals regardless of ability. By implementing a Universal Design approach, the need for adaptation and specialized design is minimized. 

Consider applying Universal Design concepts in the classroom and campus events.

For more information on Universal Design, follow the links below:

Universal Design for Faculty

Universal Design for Staff

The Accommodation Process

Students register for services with SAS. After approval, SAS will send out letters of accommodation to professors via email. Students are asked to meet with professors to discuss their accommodation plan; however, professors are encouraged to invite students to start these conversations.

Syllabus Statement

Trinity is committed to providing equal access and support to all qualified students through the provision of reasonable accommodations so that each student may fully participate in the Trinity experience. If you have a disability or suspect that you may have a disability that may require reasonable accommodations, it is the policy of the University for students with disabilities to register with Student Accessibility Services (SAS). Please contact the SAS office at sas [at] trinity.edu or 210-999-8528 to make an appointment with an SAS representative to determine reasonable accommodations. Once registered wtih SAS, the office will provide the student with an accommodation letter. Faculty are not obligated to implement accommodations prior to receiving documentation from SAS. Students are expected to meet with faculty as soon as possible to discuss how accommodations will be implemented in the classroom. All discussions will remain confidential. Please be aware that accommodations cannot be enacted retroactively, making timeliness a critical aspect for their provision.

Understanding and Implementing Common Accommodations

While these are common accommodations, it is important to note that this is not an exhaustive list of accommodations you may encounter. Our students are diverse and have individual needs and we try to meet them where they are and address condition-specific needs with accommodations as necessary.

If you have questions or concerns about how to create a more accessible learning environment, please contact us. We are always happy to collaborate!

Extended Time

Purpose: Extra time allows students who have the knowledge to successfully complete the assessment but face barriers due to the assessment’s format and require additional time to convey their understandings and to be assessed appropriately.

Implementation: Scheduling students to start exams or quizzes early or to stay later is often the easiest way to implement this accommodation. Another option is to offer extended time to everyone. It is also possible to schedule exams in the Accommodated Testing Center.

Reduced Distraction Environment

Purpose: For some individuals, the testing environment itself can be a barrier - constant noise/activity creates a distraction. A reduced distraction environment allows th estudent to be assessed in a quiet, separate location with minimal distractions.

Implementation: Reduced distraction environments can be created by having students take exams/quizzes in an empty room near your class, during office hours, in a departmental room, scheduled with the Accommodated Testing Center.

Laptop Use

Purpose: Access to laptop use supports students who face barriers created by assesment format. Allowing students to take notes via laptop promotes independent note taking strategies. Laptops are also used for written portions of exams.

Implementation: Some students may be able to use a personal laptop in the classroom for notes or for exams. Laptops are also available for use in the Accommodated Testing Center. 

Notes Assistance

Purpose: Providing students with notes assistance during lectures, minimizes barriers that may exist in a lecture format class. Notes assistance grants students access to lecture information that may be missed.

Implementation: Notes assistance can be carried out in a number of ways: making powerpoint/presentation slides and notes available prior to class, have a class student volunteer to submit notes on the TigerPaws page, enourage students to record lectures (create contracts with them asking them to delete the material after the semester if that is a concern) - these all create a community of support for all students.

Alternative Text

Purpose: Alternative text format provides supports to student in reading text.

Implementation: Alternative texts can be provided by offering students the publishers' information of course textbooks. The Accessibility Specialist can also help teach students how to convert texts to alternative/audio formats.