Transcript Academic Accommodations & Auxiliary Aids & Documentation

Academic Accommodations &
Auxiliary Aids & Documentation for
Students with Disabilities at
SCCCD
Presented by:
Disabled Students Programs and Services
State Center Community College District
p/trina/academic
accommodations/2007
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Legal Jurisdiction
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Title II of the Americans with
Disabilities Act of 1990
Section 504 of the Rehabilitation
Act of 1973
Title V California Education Code
Section 508 Rehabilitation Act 1998
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Section 504
No otherwise qualified individual
with a disability in the United
States…shall, solely by reason of her
or his disability, be excluded from
participation in, be denied the
benefits of, or be subjected to
discrimination under any program or
activity receiving Federal financial
assistance….
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Section 504
“Program or activity” means all of the
operations of –
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(b)(2)(A) a college, university, or
other postsecondary institution, or a
public system of higher education;
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Title II of the ADA
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Prohibits discrimination on the basis
of disability by public entities,
including community colleges, state
colleges and universities, regardless
of whether they receive Federal
financial assistance.
Section 504 and Title II of the ADA
have similar compliance standards.
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Person with a disability
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Has a physical or mental
impairment that substantially limits
a major life activity
or
Has a record of such an impairment
or
Is regarded as having such an
impairment.
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Academic Adjustments
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College must make modifications to
academic requirements necessary to
ensure requirements do not discriminate
on the basis of disability against a
qualified person with a disability.
Examples of possible modifications are:
▫ change in length of time to complete an activity or
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program
substitution or waiver of courses
adaptation of manner in which courses are
conducted
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What Is Not Required
College is not required to change
academic requirements that are
essential to
▫ The instruction being pursued by the student; or
▫ Any directly related licensing requirements.
○ College is not required to alter the
fundamental nature of its program.
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Auxiliary Aids
Colleges must take such steps as are
necessary to ensure that no student with a
disability is denied the benefits of, excluded
from participation in, or otherwise subjected
to discrimination because of the absence of
educational auxiliary aids for students with
impaired sensory, manual, or speaking
skills.
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Examples of Possible Auxiliary Aids
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Taped or electronic texts
Notetakers
Interpreters for Deaf/Hearing Impaired
Readers For Blind
Adapted classroom equipment
Braille versions of written materials
Adjustable Tables
Mobility Assistance on Campus
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What Is Not Required
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College is not required to provide
auxiliary aids or services that it can
demonstrate would result in
▫ A fundamental alteration in the nature of its
program; or
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Undue financial or administrative burdens
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What Is Not Required
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Colleges are not required to provide
devices or services of a personal nature.
Examples:
▫ Attendants
▫ Individually prescribed devices
▫ Readers for personal use, homework or study
▫ Hearing Aides
▫ Wheel Chairs, Walkers, etc.
▫ Personal Communication Devices
▫ Personal computers and software
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Accessible Communications & Auxiliary
Aids (ADA)
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Communications must be “as effective as”
communications with non-disabled
persons.
College must furnish “appropriate”
auxiliary aids and services where
necessary for equal opportunity.
College must give “primary consideration”
to requests of person with disability but is
not required to honor preference if
effective alternative available.
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Tests & Examinations
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Test format and administration should
measure a student’s achievement, not the
student’s impaired sensory, manual, or
speaking skills (except where such skills
are the factors the test purports to
measure).
Examples:
▫ tape vs. print
▫ extended time
▫ reader
▫ writer
▫ computer vs. print
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Basic Principles – Academic
Accommodations, Auxiliary Aids, and
Testing
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If a college student wants an academic
adjustment or auxiliary aid or service, the
student is responsible for notifying DSP&S
of his or her disability and need for
academic accommodations or auxiliary
aids or services.
Academic accommodations and auxiliary
aids and services must be provided in a
timely manner.
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Initiating the Process
If a student wants an academic
accommodation, he or she has the
initial obligation to provide notice of a
disability and need for academic
accommodation or auxiliary aid or
services.
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Documentation
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SCCCD/DSP&S has established
reasonable standards for
documentation.
Some colleges require more
documentation than others.
The following list identifies the type
of documentation SCCCD requires.
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Documentation
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Diagnosis of physical or mental
impairment.
Evaluation by a qualified professional.
The name, title, and professional
credentials of the evaluator, including
information about license or certification
as well as the area of specialization,
employment, and state in which the
individual practices.
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Documentation cont’d
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Current testing and evaluation data.
Documentation demonstrating
existing disability. While some
disabilities may be life-long,
documentation may be required to
demonstrate the current impact of
those disabilities.
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Documentation cont’d
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Demonstration of the need for
services based on the individual’s
functional limitations and current
level of functioning in the
educational setting.
Comprehensive, complete and up to
date documentation.
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3 C’s of Documentation
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Students should attempt to provide
documentation that is:
▫ Current
▫ Comprehensive
▫ Complete
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Paying for Evaluation
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SCCCD is not required to conduct or pay for a
new evaluation to document a student’s need for
an academic adjustment. This may mean the
student must pay or find funding to pay an
appropriate professional to do it.
An institution may choose to conduct its own
evaluation at its own cost. Student does not have
to pay.
In order to clarify the documentation and obtain
needed information, SCCCD/DSP&S may talk to
the student’s diagnostician “with the student’s
permission”.
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Interactive Process
The school and student engage in an
interactive process to determine
whether an academic accommodation
is required and, if so, what academic
accommodation is appropriate.
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Faculty Responsibilities
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Include the Disability Statement on all syllabi
“If you have a verified need for an academic
accommodation or materials in alternate media
(i.e.: Braille, large print, electronic text, etc.) per
the Americans with Disabilities Act or Section 504
of the Rehabilitation Act, please contact your
instructor as soon as possible.”
Respect the confidentiality of disability
information (HIPAA). Students should not be
required to disclose their diagnoses to you.
Refer students to DSP&S to determine eligibility
for accommodations.
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Faculty Responsibilities Con’t
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Require a Special Needs Form from any
student requesting academic
accommodations.
Discuss/Plan accommodations privately
with the student.
Identify testing allowances (time and
half/double time) on form and sign.
Provide accommodations or request
support from DSP&S
Provide a copy of test prior to the date of
the test if DSP&S will be proctoring the
test.
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Faculty Responsibilities Con’t
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DSP&S will determine appropriate
accommodations for students with
documented disabilities.
The interaction of the disability with each
course’s content and format is
considered.
Accommodations do not require the
alteration of the “essential elements” of
the curriculum.
DSP&S is a support to instructors.
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Faculty Responsibilities Con’t
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Students must request all
accommodations in a “timely
manner” and follow established
procedures.
Retroactive accommodations are
not mandated.
Students cannot be required to
request or to use accommodations
or to waive their rights.
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Disabilities and Specific Academic
Accommodations
Person With……
○ Learning Disabilities
○ Physical Disabilities
○ Deaf and Hearing Disabilities
○ Blind and Visual Disabilities
○ Psychological Disabilities
○ Health Disabilities
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Learning Disabilities
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Notetakers and/or audio-taped class
sessions
Extra exam time; alternative testing
arrangements
Visual, aural, and tactile demonstrations
incorporated into instruction
Course and lecture outlines
Computers with voice output, spelling
checkers, grammar checkers
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Physical Disabilities
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Group assignments, notetakers/scribes, lab
assistants
Extra exam time, alternative testing
arrangements
Classrooms, labs, field trips in accessible
locations
Adjustable tables, lab equipment located
within reach
Class materials in electronic formats
Computers with special input devices (e.g.,
voice, Morse code, alternative keyboards)
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Deaf/Hearing Disabilities
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Interpreters, real-time captions, FM
systems, notetakers
Face student when speaking
Written assignments, lab instructions,
demonstration summaries
Visual aids, visual warning systems for
lab emergencies
Repeat questions and statements from
other students
Electronic mail
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Blind and Visual Disabilities
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Audio-tape, Braille, or electronic lecture
notes, handouts, texts
Describe visual aids
Raised-line drawings and tactile models of
graphic materials
Adaptive lab equipment (e.g., tactile
timers, talking thermometers, calculators,
light probes)
Computers with optical character readers,
voice output, Braille screen displays,
printers
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Blind and Visual Disabilities Con’t.
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Large print handouts, signs,
equipment labels
TV monitor connected to
microscope to enlarge images
Class assignments in electronic
format
Computer with enlarged screen
images
Seating where the lighting is best
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Psychological Disabilities
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Quiet, distraction free testing area
Extended time for exams
Notetakers or tape recorders in class
Extensions, incompletes or late withdrawals
in the event of prolonged illness
Modifications of seating arrangements
(near the door or at the back of the
classroom)
Beverages allowed in class due to
medications which may cause extreme
thirst
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Health Disabilities
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Notetakers, audio-taped class
sessions
Flexible attendance requirements
Extra exam time, alternative testing
arrangements
Assignments in electronic formats
Electronic mail
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General Suggestions
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Syllabus statement
Talk with student
Select materials early
Materials in electronic formats
Alternative testing arrangements
Use DSP&S services
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Recommended Techniques for
Addressing a Variety of Needs:
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Visual, aural, and tactile demonstrations
incorporated into instruction
Course and lecture outlines
Alternative testing arrangements
Addressing behavioral concerns in a nonjudgmental way
Repeat questions and statements from
other students
Group assignments and labs
Flexible attendance requirements
Stay consistent with your guidelines
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Resources
DSP&S Brochures and Documents
 DSP&S Faculty Manual
 FCC Academic Accommodations Policy
(pg 39 in DSP&S Faculty Manual)
○ FAQ (pg 25 DSP&S Faculty Manual)
○ Instructor Referral Form
(pg 51 DSP&S Faculty Manual)
○ DSP&S classes
(Appendix D: DSP&S Faculty Manual)
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The Language of Disabilities
“Positive language empowers. When
writing or speaking about people with
disabilities it is important to put the
person first.”
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For Additional Information
Please Contact
Disabled Students Programs and Services
Voice / TDD (559) 442-8237
Fresno City College
1101 E. University Ave.
Fresno, CA 93741
Reedley College
995 North Reed Ave.
Reedley, CA 93654
Madera Center
30277 Avenue 12
Madera, CA 93638
Oakhurst Center
40241 Highway 41
Oakhurst, CA 93644
Clovis Center
390 W. Fir Ave.
Clovis, CA 93611
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