Policies and Disclaimers
Reader/Scribe for testing
If a student arrives more than 15 minutes after the scheduled test start time, a reader/scribe may not be available. In such instances, SAS staff will contact the professor to inform of your late arrival for the exam and to discuss possible arrangements for the exam. The decision to reschedule a test is at the professor’s discretion.
| Type | Definition |
|---|---|
| Reader | A reader is assigned by SAS to read the questions for exams and quizzes to a student who is unable to read the material independently. Most students will be provided with an electronic version of the test. However, a reader can be provided by SAS in those circumstances where an electronic version is unavailable or would be ineffective. |
| Scribe |
A scribe is provided by SAS for students in need of assistance with writing responses on exams and quizzes. Typically, the need for a scribe is due to a physical condition that limits the student’s ability to independently write or use a computer keyboard to record exam responses.
A reader or scribe cannot be a tutor, volunteer note-taker, another student in the course, a relative, or other person who might potentially impact the test results. |
Policy on academic or scholastic dishonesty
All students testing at SAS are monitored via video and audio. The SAS Testing Center follows all standards of conduct expected of students enrolled at the University, including scholastic dishonesty and the Vaquero Honor Code, which are specified by the Student Conduct Code. (http://www.utrgv.edu/hop/policies/stu-02-100.pdf)
Suspected dishonesty during testing at the SAS Testing center will result in the videotape, screen shot or other evidence being submitted to the instructor. The incident will also be reported to Student Rights and Responsibilities. The instructor will determine whether the student is/is not engaging in dishonest behavior during testing and will proceed accordingly.
Scholastic dishonesty includes but is not limited to: cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. Please refer to the Student Conduct Code for additional information.
Failure to comply with the Student Conduct Code may result in the student being referred to the Student Rights and Responsibilities office.
School of Medicine (SOM) testing
SOM students who are eligible for accommodated testing will take tests at the SOM. Accommodation letters are provided by SAS to the SOM Assistant Dean for Assessment, Evaluation, and Quality Improvement, who oversees and coordinates SOM accommodated testing. Accommodation letters are also provided by SAS to the SOM Associate Dean for Student Affairs. SOM students should communicate in a timely manner with the SOM Assistant Dean for Assessment, Evaluation, and Quality Improvement regarding their testing accommodations. Any questions regarding accommodated testing may also be directed to SAStesting@utrgv.edu.
Study abroad
Students with disabilities can and do study abroad. If you are a student with a disability and interested in studying abroad, inform Student Accessibility Services and the Office of Global Engagement (which oversees International Programs and Partnerships) early on so that accommodations can be considered. If a student with a disability is not currently registered with SAS, please see Registering for Services.
Due to the changes in diet and living conditions in a foreign setting, some conditions may worsen while abroad. For example, students with respiratory problems may discover that the quality of the air in certain cities or a change in altitude affects them adversely. Likewise, students with a history of mental health conditions may find that adjusting to a new environment may exacerbate symptoms.
It is important to keep in mind that many foreign countries do not have the same accessibility laws as those in the United States. Therefore, it is imperative that you inform the study abroad office of your needs and/or concerns so that they can be of assistance. Depending on the accommodations needed, it may take a considerable amount of time to arrange them. Therefore, it is strongly recommended that students contact SAS and the Office of Global Engagement regarding accommodations during the application process to study abroad.
Quick tips for students with disabilities traveling abroad:
- Disclose your disability needs to program staff well in advance of travel, so appropriate arrangements can be made in a timely manner.
- Please have your list of medications and dosages available in case it is needed.
- Remember that other cultures may provide disability access in a different way--learn about what types of accommodation are typically provided in your host country, and be flexible and open to different ways of accommodating your disability.
- Before you go, find out as much as you can about your host culture and how they view disability by reading, talking to other students, and attending pre-departure orientation sessions. The more you know, the better prepared you will be for the interaction between your disability and the new environment.
The Office of Global Engagement encourages all students to plan ahead while remembering that even with good planning, students could well encounter unanticipated challenges. Students may not like to talk about the “what if,” but those who have traveled abroad know how important it is to plan ahead. The more information an adviser can share with the host school, the better. The process can take many months. It is recommended for the student to set aside 9–12 months for planning starting the conversation in early fall, for example, for the following summer. If the accommodation includes a service dog, students must abide by the laws of the host country for bringing an animal. Some countries have a six-month quarantine requirement necessitating many preparatory steps over a long period.
Flexibility is another factor that is key to success. Advisers and others in the Office of Global Engagement shun the notion of discouraging students with disabilities. The attitude all bring to the enterprise is a will to make it work. This includes recognizing there may be some programs that are not appropriate for some individuals. The advisers do not encourage or discourage, but explain the reality of participating in a particular program in concrete terms and guide students to consider a range of options.
Service animals
Under the Americans with Disabilities Act (ADA), a Service Animal is defined as...
28 C.F.R. § 35.104 and 28 C.F.R. § 36.104
"...any dog that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability. Other species of animals, whether wild or domestic, trained or untrained, are not service animals for the purposes of this definition. The work or tasks performed by a service animal must be directly related to the individual's disability..."
Animals other than dogs are not considered Service Animals (although in some instances, miniature horses may be used), nor are animals that provide emotional support, comfort or companionship. To qualify as a Service Animal, the dog must be trained to do work or perform tasks which are directly related to the individual's disability. Examples of work or tasks include but are not limited to:
- Guiding individuals who are blind or low vision
- Alerting people who are deaf or hard of hearing
- Stabilizing/calming a person with anxiety or Posttraumatic Stress Disorder during a panic attack or flashback
- Assisting an individual in a wheelchair
Service animals must be permitted to accompany a person with a disability anywhere on or off campus (e.g. classes, meetings, events, internships, field work, etc.). In compliance with the ADA, service animals are welcome in all buildings on campus. However, if admitting service animals would fundamentally alter the nature of a service or program or if there are environmental hazards or risks (e.g. sterile environments, labs with hazardous materials, etc.), service animals may be prohibited. For example, a service animal could be restricted from a specific area of a residence hall reserved specifically for students with allergies to dog dander. Although it is not required, it is strongly recommended that any student with a disability who utilizes a service animal on campus consider registering with Student Accessibility Services (see registration and accommodation procedures).
When it is not obvious what service or task an animal provides, only limited inquiries are allowed (two questions):
- Is the animal required because of a disability?
- What work or task has the animal been trained to perform?
- The service animal is not housebroken.
- The service animal is out of control and the handler does not take effective action to control it.
The owners of disruptive or aggressive Service Animals may be asked to remove them from university facilities. If the improper behavior happens repeatedly, the owner may be told not to bring the Service Animal into any facility until they take significant steps to mitigate the behavior. Cleanliness of the Service Animal is mandatory. Daily grooming and occasional baths should keep service dog odor to a minimum. Flea control is essential and adequate preventative measures should be taken. If a flea problem develops, it should be dealt with immediately and in an effective manner.
When there is a legitimate reason to ask that a service animal be removed, other accommodations will be offered to provide the individual with the disability equal access to services and/or programs without the animal's presence.
Emotional support animals
Emotional Support Animals (ESAs) are animals that work, provide assistance or perform tasks for the benefit of a person with a disability, or provide emotional support that alleviates one or more identified symptoms or effects of a person’s disability. While ESAs are often used as part of a medical treatment plan as therapy animals, they are not considered Service Animals under the Americans with Disabilities Act. However, they are viewed as a “reasonable accommodation” under the Fair Housing Act (FHA) in those housing communities that have a “no pets” rule. In other words, just as a wheelchair provides a person with a physical limitation the equal opportunity to use and enjoy a dwelling, an ESA provides a person with a mental or physical health condition the same opportunity to live independently and would be seen as a reasonable accommodation for a person with such a disability. An ESA is not a pet.
To qualify for an ESA in UTRGV housing, a student must meet the federal definition of having a disability. Individuals with disabilities who are requesting an ESA in UTRGV housing must provide appropriate documentation to the Student Accessibility Services that meets the following guidelines:
- Documentation must be from a qualified professional such as, a physician, psychiatrist, social worker, or other mental health professional.
- The student should have an established, ongoing relationship with the qualified professional.
- Documentation must articulate the need for the ESA based upon the student’s medical and/or mental health condition.
- Documentation must indicate how the ESA alleviates one or more of the identified symptoms or effects of an existing disability.
What is the difference between a Service Animal and an Emotional Support Animal?
Service animals are defined as dogs (or miniature horses) that are individually trained to do work or perform tasks for people with disabilities. The work or task a service dog does must be directly related to the person's disability. Service dogs (or miniature horses) may accompany persons with disabilities into places that the public normally goes.
An ESA generally provides assistance and/or emotional support to persons with disabilities who have a disability-related need for such support. While dogs are the most common type of ESA, other animals can also be ESAs. The animal does not need to be specifically trained to perform tasks for a person diagnosed with a mental health or medical disability. Unlike a service animal, an ESA is not granted access to all places of public accommodation. As noted above, under the FHA, an ESA is viewed as a "reasonable accommodation" in a housing unit.
Personal care attendants
Students with disabilities who need assistance with daily living activities or nursing care should retain the services of a Personal Care Attendant (PCA). A PCA provides personal care or assistance in daily living activities, such as dressing, transferring to and from a wheelchair, feeding, personal hygiene and navigating the campus. PCA services may facilitate higher levels of independent access and participation in UTRGV programs, services and activities. UTRGV does not provide, coordinate or assume financial responsibility for PCA services.
The services of a PCA can play an important role in a student's quality of life. Students who require personal attendant services must make arrangements to secure a PCA and must follow the policies, procedures and guidelines set forth below.
Student's Responsibility (related to PCA)
- Follow all applicable UTRGV policies, rules, regulations and procedures.
- Register with Student Accessibility Services (SAS) and provide appropriate verification that supports the need for a PCA. The PCA should obtain a UTRGV identification card which is to be worn at all times while providing assistance to the student.
- Secure an agency-affiliated or private PCA prior to attending any university-related activity (i.e. placement testing, enrollment, class attendance). UTRGV will not be responsible for providing a PCA on an interim basis.
- Provide the PCA’s name and contact information to SAS. If you hire an additional or other PCA, provide updated information.
- Direct the activities of the PCA while at UTRGV. The student is solely responsible for ensuring that the PCA is fulfilling his/her responsibilities for the student's care.
- Develop an alternative plan of action should the regularly assigned PCA not be available to work.
PCA Role in the Classroom
The PCA is in attendance solely for mobility issues related to the student. The PCA will follow all instructions related to classroom management example outlined by the instructor (i.e. noise control, seating arrangements, and emergency evacuation).The PCA will not participate in the learning process or provide verbal or non-verbal feedback on learning material to the student, other classmates or instructor (i.e. raising hand to answer questions, speaking out, commenting to other students, approving or disapproving gestures). The PCA will not act as an assistant to the instructor or other students (i.e. sharing texts with other students, proctoring for exams, running errands).
PCA Role in Campus Life:
- The PCA assisting a student with a disability on campus is required to follow all applicable UTRGV policies, rules, regulations and procedures.
- The PCA may assist the student before and after class as needed, but should wait outside the classroom unless assistance during class is deemed appropriate or necessary and approved by Student Accessibility Services.
- It is generally not appropriate for the PCA to have contact with or ask questions of faculty, staff or others on behalf of the student with a disability; it is not within the scope of the PCA's responsibilities to be involved in the student's academic life on campus.
- The PCA should respect the dignity and privacy of the student with a disability and refrain from discussing confidential information about the student with faculty, staff or other students.
- The PCA will only be allowed to access the student's residence hall while the student is in residence.
- If the PCA violates UTRGV policies, rules, regulations or procedures, Student Accessibility Services may determine, in conjunction with the Dean of Students, that the PCA may no longer assist the student on UTRGV’s campus. If this occurs, it is the student's responsibility to secure the services of another PCA.
PCA Appeals Process
If a student’s personal care attendant is asked to leave campus for a violation of the PCA policy, the student receiving services may file an appeal and request a review of the alleged violation in accordance with the following procedures.
- Appeals under the Personal Care Attendant Policy must be made in writing and submitted to the Director of Student Accessibility Services within ten (10) working days from the date of the alleged violation.
- Appeals must contain the name, address, phone and email of the person(s) filing it.
- Briefly describe the circumstances and argument in defense of allowing the PCA to return to campus.
- An investigation conducted by the Director of SAS and the Director of Residential Life, when appropriate, shall follow the filing of an appeal. The investigation shall be informal but thorough, and it should afford all interested persons and their representatives, if any, an opportunity to submit evidence relevant to the appeal.
- A written determination of the resolution shall be issued by either Director and/or a staff representative and forwarded to the student within ten (10) working days after the written appeal and all supporting evidence are submitted.
- Student Accessibility Services shall maintain files and records relating to appeals for a period of three (3) years.
- Appeals should be submitted to the Director of Student Accessibility Services.