Faculty & Staff Resources

Faculty and Staff written over flowers

Accessibility Statement

In accordance with the Americans with Disabilities Act of 1990 as amended and Sections 504 and 508 of the Rehabilitation Act, students with a documented disability and a need for accommodations, are encouraged to register with the Learning Access Program (LAP). Registration for support services is strictly voluntary and on a confidential basis. Support services provided by LAP are meant to help students devise strategies for meeting the University’s educational demands and to foster independence, responsibility, and self-advocacy. The Learning Access Program can be found on campus in room J-204 or online at www.stockton.edu/LAP.  Please call 609-652-4988 or send an email to LAP@stockton.edu for more information. Once you have received an accommodation letter from LAP, please contact your instructor to privately discuss your needs as soon as practical to ensure that reasonable accommodations are implemented.

Faculty and Staff Training Opportunities

Salome Heyward Best Practice Series 11

Salome Heyward Webinar 1: Accommodation Determinations: The Key to Avoiding Common Mistakes

Tuesday, November 5, 2019
1:30pm - 3:30pm

Salome Heyward Webinar 2: When Striking the Balance Becomes Difficult, How Should Events that are Disruptive to the Educational Process be Managed

Tuesday, February 11, 2020
1:30pm - 3:30pm

Salome Heyward Webinar 3: Legal Updates
Tuesday, April 7, 2020
1:30pm - 3:30pm

Previous Trainings

Beyond Basic Academic Adjustments... It's not just about notetakers and extended time

During this webinar we discussed important compliance imperatives regarding:

  • Fashioning unique accommodations
  • Determining whether students are qualified to participate
  • Making health and safety determinations
  • Controlling disruptive behavior
  • Responding to emergencies

Documentation Nightmares: Combating false claims, over-stated needs and unreasonable requests

In this webinar we discussed the strategies and approaches that must be employed to satisfy an institution's compliance obligations.

  • The proper manner in which to support a determination that documentation is insufficient.
  • How disputes or conflicts regarding documentation must be addressed.
  • The circumstances under which an institution is obligated to seek the input of medical experts or evaluators.
  • Key elements to include in any denial decision.
  • What OCR says is the proper way to question and ultimately place restrictions on the use of a service animal.

Legal Updates
This session included a review of the important court decisions, settlement agreements and agency rulings of the year. We focused on the issues and concerns that continue to generate the majority of complaints and lawsuits, i.e., the proper role of faculty, the responsibility of students, identifying essential academic requirements, and the adoption of compliant grievance policies and procedures. We also discussed significant OCR and DOJ pronouncements regarding accommodation practices and procedures.

Working with Students with Autism Spectrum Disorders

The Autism Spectrum Disorder Fact Sheet provides a brief overview of autism spectrum disorder and some strategies to assist faculty in the classroom.
For a screen reader accessible version please use this Autism Spectrum Disorder Document.


Font Face and Color Choice:  General Recommendations

There are four basic font groups: those with serifs, those without serifs, scripts and decorative styles. When creating reading material, sans-serif fonts (e.g. Arial, Calibri, Verdana, etc.) are more legible than serif fonts (Times New Roman), scripts and decorative styles. For more information and references on font choices please visit the site below:  


When adding colored text to a document, picking the right color combination is important for students who or colorblind or have sensitivity. Traditional black/white or blue/white is the recommended color scheme. Color combinations to avoid include: green/red, blue/purple, and green/black to name a few. For more information and resources, please visit the sites below: 


Faculty and Staff Handbook, Part One: Policies and Procedures for Students with Disabilities
This handbook is designed to assist faculty with documentation guidelines, reasonable accommodations, and the rights and responsibilities of the student, faculty and staff.
Faculty and Staff Handbook, Part Two: Policies and Procedures for Students with Disabilities
Disabilities: Conditions, Accommodations and Instructional Strategies
This handbook is designed to provide faculty with information about several disabilities they may encounter, conditions of the disability, and accommodations and/or instructional strategies that may assist them in the classroom.  

Sign Language Interpreters in the Classroom

The role of the interpreter in the classroom is to effectively facilitate communication between deaf individuals and those who are hearing.  Below are two documents from the National Deaf Center on Postsecondary Outcomes to help explain what interpreting entails and the role of an interpreter in the classroom. 

Sign Language Interpreters: An Introduction

Sign Language Interpreters in the Classroom