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Service Provider Guidelines

As a service provider, you have a very important responsibility.  You become the hands and in many cases, the ears and eyes of the student in class. 


General Guidelines

  1. All information (personal, academic and disability related) regarding the student with disabilities is strictly confidential.

  2. Disability Services will match the student with a provider and give the time and location needed. Disability Services will give name and phone number to each. Service providers are instructed to contact the student to discuss the assignment details.

  3. It is vital that providers notify Disability Services immediately of any change in personal or academic information as well as any changes that occur with an assignment. Such changes may include: address, telephone number, add/drop of class, section number change, classroom number change, instructor change, and student's use of services.

  4. The image others have of Disability Services is directly related to their impression of our staff. While there are no official dress code requirements, providers are expected to dress appropriate to a campus office environment. Acceptable dress for work may include jeans, walking shorts and skirts that are knee-length. Suggestive or distasteful clothing is not permitted.

  5. Provider may not participate in class, answer student's questions, engage in conversations with the student (or anyone else) during class, or discuss the student's progress or grades with anyone.

  6. Provider should turn off any electronic devices before entering the classroom or assignment location (i.e. cell phones, portable audio players, etc.) Use of such devices while on assignment is considered disrespectful and disruptive to the learning environment. Use of such devices while working can result in removal from the assignment.

  7. If the student is not satisfied, or if you feel that the task is too difficult, you must contact the Coordinator of Support Services or Director of Disability Services as soon as possible.

  8. Neither the provider nor the student may permanently replace the provider on his/her own.

  9. In an emergency, the student should notify the service provider in advance that he/she will not be in class. Disability Services will notify the provider, in advance, if the provider is to attend class in the student’s absence.

  10. In a non-emergency situation, if the student does not contact provider and fails to show up for class or keep an appointment arranged between the student and the provider, the provider will wait 15 minutes and then leave. Provider is required to complete a green no-show form as soon as possible. The provider counts that class time on his/her time sheet and will get paid for the entire class period. If advance notice is given that the class will not meet or that the student will not be in class or cancellation of an appointment, the provider may not count that class time on the time sheet.

  11. Equipment checked out from Disability Services (i.e. laptop, etc.) is the responsibility of the provider.

  12. The provider will notify the student in advance if he/she will not be in class or is unable to keep a scheduled meeting with student. The provider must find a substitute for the assignment and submit a sub-request form online. As much notice as possible must be given.

  13. If a parking permit is needed, providers are expected to purchase commuter parking permits at regular rates. Special parking privileges are not provided.

  14. Providers may not perform personal attendant duties for a student while on duty. (i.e. providing rides, laundry, running errands, making phone calls, reading mail, etc.) Providers may not take students in their personal cars on or off campus while on duty.

  15. The provider should complete a time sheet for each separate pay period and have the student sign it upon completion of the job. One time sheet must be completed for each student for whom service was provided. The provider cannot sign time sheets for students unless Disability Services has notified the provider that the student has authorized others to sign for them. Time sheets turned in by or before the due date (scheduled dates provided) will be processed for payment on the next pay period. The university requests that all employees use direct deposit; you may make these arrangements by completing the Direct Deposit Authorization form. Prior to setting up direct deposit, initial checks must be picked up at the Business Office; you will need your picture ID. Paychecks are one pay period behind to allow processing time.

  16. Providers must reapply every semester by submitting a provider application with your current schedule.

  17. Providers must accept that Disability Services has no control over students adding, dropping, or withdrawing from classes. Scheduled hours could change at any time – no hours are guaranteed.

  18. If an assignment is schedule for less than an hour, the minimum of one (1) hour is still charged on the time sheet for each assignment.

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Note Taker's Guidelines

  1. Note taker should inform the instructor that you are a note taker and not considered a participant of the class.  Note taker needs to make sure the instructor understands.

  2. Discuss with the student how to make the notes helpful.  As a note taker, you are taking notes intended to enhance the student’s knowledge and understanding, and the student may be able to give you specific tips that will help him/her.

  3. Make your notes as detailed as possible, because the student gets critical information from class notes.  Avoid shorthand or abbreviations that may have meaning to the note taker, but not to the student.  If the note taker is also a class member, Disability Services has two-part NCR paper that can be used.

  4. If the note taker must miss a class, he/she should give the Assistant Director of Disability Services adequate notice in order to notify a substitute so that the student will have notes for the class.

  5. Note taker may read exams or quizzes to the student, if that is an accommodation that is approved through Disability Services and the instructor agrees.

  6. Occasionally, a note taker could be assigned as a “lab assistant.”  For this position, take direction from the student and only do or see what the student is unable to do or see for him/herself. 

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Readers/Scribe's Guidelines

For tests you may be assigned as a “reader” or a “scribe” or both “reader/scribe”.

  1. Readers should read with even inflection throughout particularly when reading a test so that the student does not receive any cues by the way the information is read.  The role of the reader is simply to read, not interpret, what is presented.  Interpretation of test questions is inappropriate and could jeopardize the student’s academic status and your credibility.

  2. Read information at a rate that is conducive to the student.  You may have to repeat the information several times.  Be patient and courteous.  The student may be very frustrated.  Try not to rush.

  3. Scribes should fill in scantron and/or write what the student dictates, not read the test.  At all times, the scribe must write only what the student dictates and never make corrections to words or sentence structure. The scribe should ask for the spelling of commonly misspelled words and homonyms such as "to, two, and too," or "there, their, and they're." If the student uses a word that is unfamiliar to the scribe or a word that the scribe does not know how to spell, the scribe should ask the student to spell it.  The student should indicate all sentence/paragraph formation and placement of punctuation.

  4. Reader services are appropriate for course related text material such as books, handouts, class notes, etc. which does not include personal material.

  5. All reading sessions must be mutually acceptable to both reader and student requesting reader regarding time of day/night and location.

  6. Reader’s names and telephone numbers will be provided to students requiring reader services. 

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Tutor's Guidelines

The goal of tutoring is to help students learn how to learn, making them more independent.  Each person is a unique individual and learns at a different rate and through different styles.  There is no one method of learning that is best.  The most success will be derived from methods that you develop as you work with your student.  Flexibility, commitment, concern, confidentiality, friendliness, and patience are all important traits that contribute to successful tutoring. The tips listed below will serve as a guide to help you become a successful tutor:

  1. Respect the student as an individual, appreciating the student's interests and accepting the student as is.

  2. Be positive; focus on the student's strengths and potential rather than on limitations.

  3. Be consistent, kind, and firm.

  4. Be encouraging with praise for progress and careful about criticism of mistakes.

  5. Go from the known to the unknown; the simple to the complex.  Start each session with material that the student knows.  This will provide an atmosphere of success and build the student's confidence.

  6. Reduce distractions (minimize noise and clutter) as much as possible in the tutoring area.

  7. Try to help the student learn to learn.  Question, suggest, prod and guide rather than tell, lecture (they get that in class), or recite facts.  Encourage critical thinking by discussing ideas and opinions about the subject.  Draw out the student's ideas.

  8. Do not talk down to the student.  Do not talk too much or the student might tune you out.

  9. Use analogies as often as possible.  Relating an abstract to everyday life makes it more understandable.  Use the student's interest as a learning tool.

  10. Provide much repetition and practice.  Memory and learning are closely related.


  12. Use open-ended questions; not those that can be answered with a "yes" or "no".

  13. Do not take sides in any dispute that the student has with the instructor.  Advise him to see the Director of Disability Services.

  14. Treat personal matters with confidentiality.  Do not try to counsel the student on his personal problems.

  15. Be patient; do not rush.  Be confident that the student will learn.

  16. Do not blame yourself if the student does not succeed.  If the student does not succeed and you have put forth your best effort, do not waste time feeling guilty.

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Interpreter's Guidelines

The interpreter's role is to facilitate communication between the student with a hearing impairment and the hearing person(s) in his/her educational environment.  The interpreter's goal is to provide these students with the same opportunities to succeed, based on their own abilities, as other students have.  Interpreters should keep in mind that independence is the final goal for the student with a hearing impairment, and should help to promote independence at every opportunity.

  1. It is preferable that interpreters have State or National Certification.  It is recommended for those who are not certified to have had Interpreter Training courses.

  2. Be prepared for assignments.  Read handouts from the instructor.  Read the textbook.  If it is necessary to talk with the instructor and/or student do so before or after class.  Should you need any assistance in subject-relatedvocabulary, please contact staff interpreter.

  3. Only assignments that are scheduled through Disability Services will be paid.  A student may ask an interpreter of his/her availability, but the interpreter must be given the assignment through Disability Services.

  4. Interpreters are expected to adhere to the RID Code of Ethics.  They are to provide interpreting services to the best of their ability and not allow personal feelings to interfere in the interpreting process.  When interpreters socialize with students outside of the classroom, remember to keep all information regarding interpreting assignments confidential, regardless of how inconsequential the information may seem.

  5. Interpreters will not have conversations with the student who is deaf or other students during class time.  Visitation should be done before and after the class.  If a student (non-deaf) asks for information about what interpreters are doing, the interpreters should let the student know they are not able to discuss it during class, but could answer any questions before or after the class.  When answering questions about interpreting (from faculty and other students), the interpreter should keep in mind confidentiality regarding the student who is deaf.

  6. When in a team interpreting situation, the responsibility of the “on deck” interpreter is to assist the “at bat” interpreter.  Interpreters should not take care of personal business at this time.  An interpreter may do other things if the student is taking a test, or in a lab situation where students are working on his/her own, and there is no interpretable communication happening.

  7. When in a team interpreting situation, it is only necessary for one interpreter to be present on days of testing.  The interpreters should work out between them how they want to cover this, e.g., alternating days or one interpreter taking all test days.  If no decision can be made, the staff interpreter will make the final decision.  In cases where the staff interpreter is one of the team interpreters, the staff interpreter will interpret on test days unless otherwise arranged.

  8. While team interpreting, interpreters are expected to stay and assist their team member until the end of the allotted time.

  9. Although there is no formal dress code for interpreters at SFASU, the RID Code of Ethics, which interpreters must follow, does discuss appropriate dress.  An interpreter should wear clothes that contrast skin color and are not distracting to the student.  Also, while shorts and skirts are permitted, mini shorts and mini skirts should not be worn.

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