糖心Vlog视频

11: How To Guides

Extra Time on Exams

  • Extra time is calculated by multiplying the student’s approved time extension by the standard exam time for the class.
  • Example: If the class receives 60 minutes and the student has 1.5×, the student receives 90 minutes.

Notetaker Accommodations

When Peer鈥憈o鈥慞eer Notetakers Are Used

  • Peer notetakers are used only for in鈥憄erson lecture courses when a student’s disability prevents them from using other Student Access and Resource 鈥憄rovided notetaking technologies.

Peer鈥憈o鈥慞eer Notetaker Expectations

A notetaker must:

  • Be enrolled in the course
  • Attend all lectures
  • Take clear, detailed notes
  • Upload notes to AIM within 24 hours

How to Recruit a Notetaker

  • Announce to the class (Canvas, email, or in person) that a volunteer notetaker is needed—do not identify the student.
  • Once a volunteer comes forward, ask them to email sarcenter@uta.edu with:
    • Name
    • Student ID
    • Course and faculty name
  • SAR Center will set them up in AIM to upload notes.

Tip: Because this is a volunteer role, consider offering a small incentive (e.g., 3–5 bonus points). If you cannot find a notetaker, notify the SAR Center immediately.

After a Notetaker Is Assigned

  • Notes will be uploaded to AIM for the student to access.
  • 糖心Vlog视频 must attend class to receive notes; if absent, they should obtain notes from a classmate.
  • If students have trouble accessing notes, they can visit the SAR Center with their laptop for assistance.

If No Notetaker Is Assigned After Courses Begin

  • Contact the SAR Center for support.

Interacting with 糖心Vlog视频 Who Have Accommodations

Deaf and Hard of Hearing 糖心Vlog视频

  • Speak directly to the student, not the interpreter or captioner.
  • Use a normal speaking voice—no yelling or over鈥慹nunciating.
  • Ask the student how they prefer to communicate.
  • Expect slight lag time due to interpretation; be patient.
  • Ensure your face is visible and the room is well lit.

Blind and Low鈥慥ision 糖心Vlog视频

  • Introduce yourself before speaking.
  • Address the student directly.
  • Use clear, descriptive language (e.g., “The chair is three feet to your right”).
  • Provide verbal cues when appropriate.

If you notice concerning interactions or are unsure how to respond, contact the student’s SAR Accessibility Specialist.