Transcript Student Disability Resources

WELCOME EVERYONE!!!
Steven Moats, Director
Student Disability Resources
1076 Student Services Building
Phone:
515-294-7220
Email:
[email protected]
Webpage: www.dso/iastate.edu/dr
DSO-- HERE FOR STUDENTS… AND YOU
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STUDENT DISABILITY RESOURCES (“SDR”)
• Location: 1076 Student Services Building
• Phone: 515. 294. 7220
• Email :
[email protected]
• Website: http://new.dso.iastate.edu/dr/doc
STUDENT DISABILITY RESOURCES OFFICE
• Also known as ‘SDR’
• A unit in the Dean of Students Office (DSO)
• SDR staff work exclusively with current ISU students
who have been identified as ‘disabled’ while in high
school and ISU students with newly documented
disabilities
• Determine eligibility for services and accommodations
in college--these are very different than in high school
• Coordinate reasonable academic adjustments/
accommodations with Professors and Instructors
(cont’d)
WHAT IS A ‘DISABILITY’?
(A) a physical or mental impairment that
substantially limits one or more major life
activities of an individual; or
(B) having a record of such an impairment; or
(C) being ‘regarded as’ having such an
impairment
http://www.access-board.gov/about/laws/ada-amendments.htm
WHAT ARE ‘MAJOR LIFE ACTIVITIES’?
In general, major life activities include, but are not limited to:
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•
•
caring for oneself
working
eating
walking
lifting
 performing manual tasks
 breathing
 sleeping
 standing
 bending
•
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•
speaking
learning
concentrating
communicating
 reading
 thinking
 seeing
 hearing
Common ‘in-class’
impact here
DEPARTMENTAL DISABILITY LIAISONS
Each academic department has a designated liaison to assist with
questions and services related to your work with students
needing accommodations (ie. exam spaces, etc.).
See “Instructor Resources” on SDR webpages for more information.
Departmental Disability Liaisons
http://www.dso.iastate.edu/dr/staff/deptliaisons.html
IMPLEMENT ‘UNIVERSAL DESIGN’ FOR DIVERSE
LEARNERS IN ALL OF YOUR COURSES
• Universal Design for Learning (UDL) is
broadly defined as creation and use of
instructional methods, materials, and
assessments that benefit students with
diverse learning styles and abilities.
BASIC LEARNING STYLES
1) Kinesthetic–physical/motor involvement of large muscle groups real-life
examples/experiences, filed trips
2) Tactile/Tactual-- group discussions, journaling/writing, fine motor activity (ie. handling
of small objects), peer interactions, independent research
3) Auditory– verbal discussion that follow lectures, speeches/dialogue, reading aloud,
debates
4) Visual– reading assignments, demonstrations and observations; ‘mind mapping’,
computer graphics, movies
**Most people have a preference for one of the above styles. But many have successfully
adapted to one or more styles.
http://www.plsweb.com/Products-Resources/The-Benefits-of-Learning-Styles/SensoryPreferences-and-Learning-Styles
‘UNIVERSAL DESIGN IN LEARNING’
• Delineates a strategy for compliance with laws
regarding students with disabilities.
• Benefits students with diverse learning styles
and abilities.
• Outlines a set of principles for curriculum
development.
• Provides a framework for creating instructional
goals, methods, materials, and assessments
UNIVERSAL DESIGN FOR LEARNING (CONT’D)
Examples of UDL Strategies to promote learning by all students-•
Interactive discussion (ie. small groups) coupled with lecture, films,
research, etc.
•
Advanced provision of a written ‘framework’ for lectures (ie.
availability of notes and/or PowerPoint presentations before the
lecture so diverse learners can
•
Assessments that include traditional ‘paper/pencil’ exams with
adequate time
•
Consideration of take-home exams or projects allowing students to
demonstrate their knowledge /competency
•
Oral presentations to demonstrate competency
UNIVERSAL DESIGN RESOURCES
Center for Applied Special Technology (CAST) http://www.cast.org
“Do-It” website (www.washington.edu/doit/) —this is a site created by folks at the
University of Washington supported by a Federal Grant. Broadly, this site is a
repository of resources related to strategies and practices to assist people with
disabilities.
Minot State University UD Links
http://www.minotstateu.edu/disability_services/pdf/fast_universal_design.pdf
National Center on Universal Design for Learning http://www.udlcenter.org
Tincani, M. (2004). Improving outcomes for college students with disabilities: Ten
strategies for instructors. College Teaching, 52(4), 128-132.
WebAIM http://webaim.org
World Wide Web Consortium (W3C) Web Accessibility Initiative (WAI)
http://www.w3.org/WAI
Some students will require additional assistance
in the form of ‘reasonable accommodations’
so they can—
• Access/obtain information
• demonstrate
knowledge/competency
WHY DO YOU HAVE TO PROVIDE REASONABLE
ACCOMMODATIONS?
 Various laws (ADA, ADAAA, etc.) and university policy support the
notion that colleges must provide ‘access’. High Schools provide
‘success’ services leading to graduation.
Rehabilitation Act of 1973
Americans with Disabilities Act of 1990
Amendment to the ADA (became enforceable 3/15/11)
 Set up a ‘welcome appointment’ with SDR staff
HOW DO I KNOW IF A STUDENT IS ‘QUALIFIED’
TO RECEIVE ACCOMMODATIONS IN MY CLASS?
 SDR staff meets with each student to determine
eligibilty and possible reasonable accommodations.
This involves:
 Discussion regarding their condition and impact
 Understanding of current functional impact is key
 Review of valid, recent documentation from a
qualified provider (usually within last 3-5 years)
 Documentation must be provided to SDR by the
student
 Professors/Instructors should not ask to see
evidence of disability (ie. ‘documentation’)
HOW DO I KNOW IF A STUDENT IS ‘QUALIFIED’
TO RECEIVE ACCOMMODATIONS IN MY CLASS?
• SDR staff and student complete a Student Academic
Accommodation Request form (aka ‘SAAR form’) to each
Professor/Instructor if they are determined to be eligible for
accommodations.
• Student must present the SAAR form to
Professor/Instructor to request accommodations
• Professor/Instructor must review, discuss, and sign the
SAAR form if they agree to provide the indicated
accommodations
• SEE SAMPLE SAAR FORM
WHAT HAPPENS IF A PROFESSOR DOESN’T
SIGN THE SAAR FORM?
-Professor/Instructor should discuss the ‘why not’ and
alternatives with his/her student
-Professor/Instructor must contact SDR within 48 hours if
signature is not provided
-Possible intervention of department liaison or Chair if needed
-Possible intervention from ISU EOD and/or Dept. of Civil
Rights and/or Deptartment of Education
-Possible inquiry by ISU Faculty Senate
HOW DOES A PROFESSOR/INSTRUCTOR USE
THE SAAR FORM?
-Meet with your student in a
private location to review and
discuss the SAAR form
 We recommend an ‘Office hours’ meeting vs. ‘after
class’ for a confidential discussion
-Confirm with the student your intent to provide the indicated
accommodations (ie. provide notes/PowerPoints, make
exam accommodation arrangements, etc.)
-Sign and date the SAAR form as indicated (at the bottom of
the page) and retain the PINK copy for your records
HOW DOES THE PROFESSOR/INSTRUCTOR USE
THE SAAR FORM?
-Make note of the accommodations that your student
needs so you can work with him/her to provide them
(ie. notes/PP, exam accommodations, etc.)
-Retain the PINK page of the signed SAAR document for
your records (you will need it later)
-You may want to consider creating a Spreadsheet to
organize and track student accommodations by term
-Deliver the accommodations you have agreed to provide
BOTTOM LINE…
ISU and its Professors/Instructors must :
provide access for students with qualifying
documented disabilities if they:
 a) self-disclose, and
 b) meet eligibility, and
 c) request reasonable accommodations
with a Student Academic Accommodation
Request (SAAR) form
WHAT HAPPENS IF A STUDENT REQUESTS
ACCOMMODATIONS BUT DOES NOT HAVE A
SAAR FORM?
-
If the student indicates they have a ‘disability’ and they seek
accommodations, explain that they have to work with SDR
to establish eligibility and that a SAAR form will provided.
-Assist the student in making contact with SDR
• 1076 Student Service Building
• 515. 294.7220
• [email protected]
• www.iastate.edu/dr
WHAT HAPPENS IF A STUDENT REQUESTS
ACCOMMODATIONS BUT DOES NOT HAVE A
SAAR FORM?
--Professors/Instructors may choose to provide
academic assistance to any student
--Academic assistance is not the same as
‘reasonable accommodations’
EXAMPLES OF COMMON *ACCOMMODATIONS-• Access to lecture notes/PP
• Specific seating (ie, front)
 Exam accommodations
(ie. extended time and
location)
• Option to record lectures
 Reader/taped exam
• Captioned films/videos
 Alternative text
• Sign language interpreter
 Captionist
• Absences
*As listed on the SAAR form
FAILURE TO PROVIDE REASONABLE
ACCOMMODATIONS INDICATED ON A SIGNED
SAAR FORM IS—
-A VIOLATION OF THE ADA & STUDENT RIGHTS
-A VIOLATION OF ISU POLICY AND PRACTICES
-AN IMPEDIMENT TO STUDENT PARTICIPATION
& ACADEMIC PROGRESS
EXAM ACCOMMODATIONS
• Will be indicated on the signed SAAR form (by )
• Professor/Instructor is responsible for making timely and
appropriate exam accommodation arrangements with the
student. Either, in:
a) Departmental room, office, etc. (arranged and
proctored by Professor/Instructor) OR
b) Exam Accommodation Center (referred by Instructor)
HOW DO PROFESSORS REFER TO THE EXAM
ACCOMMODATION CENTER?
-Simply complete the online Exam Accommodation Referral form (EAR
form) located at:
* http:// www.dso.iastate.edu/dr/staff/examaccom
• Complete the EAR form 1 week (5 business days in advance of exams)
• One EAR form/student can be completed for all exams for the term
• Use the SAAR form to assist in completing the EAR form
• Your exam must be provided to the EAC at least 2 business days
before the exam
EXAM ACCOMMODATION REFERRALS TO EAC
• EAC staff will contact the Professor/Instructor
and student with instructions after the Exam
Accommodation Referral form is provided
• It is essential that Professor/Instructor’s have
his/her exam in the EAC at least 2 business
days in advance of the exam
WHY DOES THE ‘EAC’ NEED A REFERRAL FORM?
-To confirm date, time, location of the exam
-To facilitate scheduling and communication with your
student
-To confirm expectations with regard to special
‘permissions’ for the exam
(ie. note sheet, calculator, etc.)
-To schedule proctors
-To schedule equipment
-To confirm accommodations granted
-To know Professor/Instructor’s requested method of
exam delivery and return
HOW DO STUDENTS REQUEST
ACCOMMODATIONS FOR YOUR COURSE?
Eligible students will present a ‘Student Academic
Accommodation Request form (aka “SAAR form) to
Professor/Instructors for review and signature which
identifies reasonable accommodations needed
Professor/Instructor is to review the SAAR form with
your student in private (preferably during office
hours)
Discussion and SAAR forms are confidential
Your students are not obligated to:
-Provide a copy of their disability documentation to a
Professor/Instructor
-Share a ‘diagnosis’ or discuss their disability
-Utilize accommodations if they choose not to do so
REASONABLE ACCOMMODATIONS ARE NOT…
Reasonable accommodations don’t give an
unfair advantage
Reasonable accommodations don’t lower
academic standards
Reasonable accommodations are not an
‘undue burden’
‘REASONABLE ACCOMMODATIONS’ (CONT’D)
Reasonable Accommodations are:
A modification or adjustment to the environment
or typical protocol that gives an individual with a
disability an equal opportunity to participate.
REASONABLE ACCOMMODATIONS ARE…
In the post-secondary setting, that may mean:
Access to a building, facility, or activity
Access to alternative ways toobtain information
perform a task
demonstrate competency
TO REFER TO THE EXAM ACCOMMODATION
CENTER (‘EAC’—LOCATED IN 1200 HLSSC)
•
Professor/Instructor must complete a simple ‘Exam Accommodation
Referral form’ providing pertinent information (see
http://www.dso.iastate.edu/dr/staff/examaccom)
•
Submit Exam Accommodation Referral form atleast one (1) in advance
of exam to ensure appropriate scheduling and exam supervision is
available
•
NOTE: All exams for one student can be arranged by completing the
Exam Accommodation Referral form
•
EAC staff will be in contact with the Professor/Instructor and your
student after receiving a properly completed Referral form
EXAM ACCOMMODATION CENTER (CONT’D)
• Professor/Instructor must provide the exam itself to
EAC staff no later than 2 business days before the
exam so appropriate processes can be made (ie. ‘text
conversion’, proctors, readers, etc.)
• Completed exams and answer sheets will be returned
to Professor/Instructor by email (via a scanned copy)
EXAM ACCOMMODATION CENTER (CONT’D)
• Exams can be provided to EAC in a number of ways—
1) Email ([email protected])
2) Fax (294-6813)
3) Uploaded to Blackboard (provide a
PASSWORD to EAC Coordinator)
WHAT IF A STUDENT REQUESTS ACCOMMODATIONS
FOR A DISABILITY BUT THEY DO NOT PRESENT A
SAAR FORM???
• Refer your student to SDR (1076 SSB) so they can
schedule a “Welcome Meeting” with SDR staff
Encourage your student to contact SDR by phone or email
Call SDR with the student to facilitate the referral
Walk with them to SDR
 PLEASE NOTE: Professors/Instructors can provide temporary academic
assistance to their students as they deem appropriate. However, these are not
‘disability accommodations’ unless a SAAR form is presented.
INTERPRETERS AND CAPTIONISTS
-Some
students utilize Interpreters or captionists as an
accommodation for communication in the classroom.
-This is usually for students with hearing impairment.
Allow the Interpreter or Captionist to sit/stand in a location that
is most appropriate for your student. These professionals
will communicate directly with your student providing the
accommodation (ie. sign language or type-written
transcript).
LIVE VS. REMOTE INTERPRETING/CAPTIONING
• Technology has improved/changed
dramatically over the last several years. This
allows effective use of the internet for some
interpreting and/or captioning.
• SDR staff will work with you and your student
on determining the most effective strategy for
provision of these accommodations.
INTERPRETING IN THE CLASSROOM
• The Interpreter may ‘’Voice’ on behalf of the student .
Respond to the student (not the Interpreter) as it is
the student who is asking the question or making
comment.
• The Interpreter may ask for clarification from the
Professor/Instructor so they may accurately
transliterate for the student (ie. content clarification,
etc.)
OTHER IMPORTANT CONSIDERATIONS
•
Syllabus Statements are available and must be included in your syllabus
• See SDR webpages (“Instructor Resources) for samples
•
Review the syllabus statement at the start of classes (Day 1) and again before
mid-term exams
•
Utilize ‘Universal Design in Learning’ strategies to maximize opportunities for all
students and positively impact learning
Many ‘accommodations’ can be eliminated with UDL
o
•
Arrangement and delivery of exam accommodations is the responsibility of the
Professor/Instructor. PLAN AHEAD and BE ORGANIZED.
• SDR Exam Accommodation Center requires-•
•
a) Timely completion of the Exam Accommodation Referral form, and
b) Timely provision of the exam
STUDENT DISABILITY RESOURCES (SDR)
• Location: 1076 Student Services Building
• Phone: 515. 294. 7220
• Email :
[email protected]
• Website: http://new.dso.iastate.edu/dr/doc