Course instructors are responsible for providing testing accommodations, in collaboration with their appropriate administrative unit(s) (colleges, departments, schools and/or programs), and in consultation with students and RCPD specialists.
Instructors should engage students in individualized planning about their accommodation needs and take the following actions depending on context:
For clinical and field settings, students should consult with their Access Specialist and department to consider testing options. An Accommodation Letter Addendum may be created to facilitate these unique situations. Please see information about Accommodation Letter Addendums on the Student Accommodations page.
Questions about scheduling an assessment with accommodations can be directed to the Testing Center: testingcenter@msu.edu
Students are responsible for sharing their Accommodation Letter with instructors with enough time to implement accommodations (timelines below). Both students and instructors are responsible for discussing how testing accommodations will apply to the specific course and making a plan for each individual assessment.
No matter the accommodations or testing location, students are still expected to show up on time for assessments.
Student can choose to provide and wear ear plugs and/or noise cancelling headphones during course assessments.
White Noise/Music/Approved Playlists: If a student’s accommodation specifies, they may use white noise, music or a playlist approved by the instructor.
Note: some headphones need to connect to facilitate noise cancellation; students may need to leave their phone in plain sight while being proctored, or with the proctor. Phone should be placed on Do Not Disturb.
Concerns regarding the use of AI should be referred to MSU AI Guidelines.
Concerns regarding academic dishonesty should be referred to the Student Conduct System. The Office of Student Support and Accountability (OSSA) offers resources and processes for handling code of conduct concerns.
Student is responsible for providing headphones/earplugs.
If approval is needed for a playlist, share music with instructor prior to exam with time for them to review. The playlist should be no longer than the length of the exam.
Playlists should be submitted to instructor prior to exam (at least 7 days in advance, 14 days for finals).
Any noise in headphones will not be loud enough to disrupt others.
If specific technology is required by the unit (e.g. non-electronic headphones), unit must provide these. Otherwise, student will provide.
If approval is needed for a playlist, review the playlist shared by the student.
Student and instructor will work together to determine location for device during exam.
RCPD works directly with instructors to coordinate the provision of these testing formats. Advance notice is critical for successful production of braille or large print tests. These formats may require the use of a scribe for recording answers.
Instructors should contact RCPD to arrange delivery of the standard print assessment for enlarging. In many cases, the most effective solution involves RCPD providing the instructor with a small amount of instruction on producing large print via a standard copy machine or laser printer. In this case, the student should inform the instructor about the specifics of needed enlargement.
If a student needs braille for a test, RCPD will work directly with instructors to arrange production. In most cases, braille testing also involves a need for the student to schedule a scribe for recording answers.
Accommodations for high stakes tests such as the GRE, LSAT, MCAT, GMAT, USMLE, etc. are applied for separately from RCPD and MSU. Most high stakes testing bodies have different documentation standards for verifying your disability; the documentation you used to register with RCPD may or may not be sufficient.
To find out how to apply for accommodations and what documentation is needed, visit the website for your specific test. Your RCPD Access Specialist may be able to assist you in applying for accommodations, depending on what is needed by the testing body. Your Specialist can share the documentation on file with RCPD, verify your registration date and accommodations, and provide other needed support (filling required forms, etc.).
Student may use an instructor-approved memory aid during course assessments. Student and instructor must review the memory aid policy on the RCPD website to ensure equitable implementation.
Students with documented disabilities that impact memory and recall may be approved for a memory aid accommodation. This is determined through an individualized process and will not be appropriate for every student.
Memory aids are documents containing cues that trigger a student’s memory of previously learned information. They are created by the student and approved by the instructor in advance of an assessment.
The instructor is the expert on the course and knows what information would compromise the integrity of the assessment.
Memory aids may be appropriate in some classes but not others depending on the assessment format and learning objectives. Instructors must consult with RCPD if they don't believe an aid is appropriate for an assessment.
Memory aids should be formatted on one single-sided 8.5x11” page, handwritten or typed in 12-point font size
Adjustments may need to be made for instances of mobility or visual disability impacts or significant amounts of course content.
Memory aids are NOT intended to reduce academic requirements, alter essential functions of the assessment, or alter academic performance standards. They will not be approved for use in a specific class if they cause a fundamental alteration to the class or academic/program standards.
What can memory aids include?
Information that supports a student’s memory and recall of content:
Formulas, diagrams/charts (may or may not be labeled depending on how content is assessed). m
Terms, definitions written in student’s own words, acronyms, short phrases, pictures, mind maps, names, definitions, tables, mnemonics, etc.
What should NOT be included in a memory aid?
Information that would compromise the integrity of the assessment as determined by the instructor/department. For example: answers to questions, full course notes or all information that is being assessed, specific examples of problems, etc.
Information that is deemed an essential learning objective. For example: If the learning objective is to know a formula, it should not be allowed on the memory aid. If the learning objective is to apply the formula, then the formula itself could be allowed on the memory aid.
Distribute your Accommodation Letter to your instructors as early as you can in the semester and discuss use of your accommodations. See RCPD’s website for more guidelines.
It is important to have this conversation as early as possible: at least 7-14 days before the accommodation will be used.
If your instructor has concerns about the use of this accommodation, contact your RCPD Specialist immediately.
You are responsible for:
Learning the course materials and studying for the assessment
Determining what material will require memory cues and developing those cues in accordance with the guidelines listed above.
You must send the proposed aid to your instructor at least 48 hours prior to the assessment. RCPD recommends earlier if possible.
If the memory aid is not shared according to these guidelines, there is no guarantee that it will be approved for use.
If you disagree with your instructor’s determination:
Request an explanation (if not already provided) and copy your RCPD Specialist on the email. Notify your specialist as soon as possible.
Your specialist may not be able to intervene with short notice prior to the exam.
Your specialist can initiate a conversation with the instructor but may not be able to determine whether the aid compromises the integrity of the assessment.
When turned in according to “Student Guidelines,” review memory aid and return to student at least 24 hours prior to the assessment. Instructors may re-check the memory aid when the student arrives to the assessment to ensure additional information was not added and/or collect the memory aid after the assessment (but must return it to the student if requested).
Ways to provide memory aid feedback:
Approve as is
Approve partial content: remove information that interferes with course integrity (in accordance with the guidelines provided)
Disapprove all content: all content interferes with course integrity
Copy the RCPD Specialist on email communications with student.
Concerns about the Memory Aid accommodation should be addressed to the RCPD Specialist noted on the Accommodation Letter or a dispute can be filed with RCPD.
Please see RCPD’s policy related to the accommodation for use of a formula sheet.
A memory aid can be used for any class (where reasonable) and may contain more details than a formula sheet because it is a document containing cues that trigger a student’s memory of previously learned information.