Challenges of Our Students
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Transcript Challenges of Our Students
A brief overview of laws, services, and
accommodations
Our Mission
Serve the needs of qualified student with
disabilities by providing equal access to
quality education, services, and activities;
Serve as a resource for faculty and staff to
increase awareness and expertise in the area
of disabilities;
Work with and support other local agencies
that provide services to students with
disabilities
Provide community education regarding
program services and disability issues.
Our Students
FY 2014 Breakdown:
159 active students (FY 2009-83 active, FY2010-123,
FY2011-139, FY 2012-152, FY 2013 - 160)
LD-43% (38% last year)
ADHD–19% (21% last year)
Mental Health-21% (18% last year)
Limited numbers of students with
mobility, hearing, vision, Autism, TBI
Disability Definition Under
ADA-AA (2008)
Someone who has a physical or mental impairment which
substantially limits one or more major life activities including:
self-care, walking, seeing, hearing, speaking, breathing,
learning, working, eating, sleeping, standing, lifting, reading,
bending, concentrating, thinking, or communicating. The
definition has also broaden to major bodily functions (digestive,
cell growth, circulatory, etc…)
Those who have conditions that corrective measures (medication,
glasses, etc..) would ameliorate are now considered disabled
Who has a record of such impairment, or
Is regarded as having such an impairment
Section 504 of the
Rehabilitation Act - 1973
This law was designed to ensure that any program or
activity receiving federal financial assistance does not
discriminate on the basis of disability for otherwise
qualified persons (Section 504 of the Rehabilitation
Act of 1973).
Americans With Disabilities Act Amendments Act of 2008
Extended the ideas of section 504 to public and
private companies/agencies that don’t receive
federal funding
No otherwise qualified individual with disabilities
shall, solely by reason of their disabilities, be
excluded from the participation in, be denied the
benefits of the services, programs, or activities of
a public entity, or be subjected to discrimination
by any such entity, or be subjected to
discrimination in these programs (Americans
With Disabilities Act-Amendments Act, 2008)
An individual with a disability is qualified if, with or
without reasonable accommodation, meets standards
requisite to admission or participation
A word of caution regarding students who may be
“not otherwise qualified.”
Reasonable
Accommodation
Our office, in conjunction with faculty, determine
whether an accommodation is reasonable or
unreasonable.
We determine “reasonableness” via case law from
Office of Civil Rights rulings, and by the few
exceptions that have already been determined.
An accommodation is NOT reasonable if:
It would pose a direct threat to the health and safety of others
Making the accommodation means making a substantial change in an essential
element of the curriculum (from an educational standpoint)
It poses an undue financial or administrative burden on the
business/agency/entity
Curriculum Essentials
How do you determine which parts of the curriculum
are essential?
Extensions on assignments (occasional vs. ongoing –
journalism vs. psychology)
Attendance- (in syllabus vs. not in syllabus – discussion
based class vs. no discussion)
OCR generally cites in favor of the school
Eligibility Determination
Student Intake/Evaluation of Documentation
Review of existing materials
Forms for gaining documentation
Limited testing
Determination of substantial limitation in a certain life
area
Discuss label of disability vs. limitation – just because you
have one doesn’t necessarily mean you have the other
Authorizing
Accommodations
When disability/substantial limitation has been
established, based on documentation and intake
form, we determine reasonable accommodations
Accommodation form filled out and given to student
Student advised to inform instructor of disability
(confidentiality) and accommodations
Faculty Responsibilities
•
View, sign, and return form
•
Provide accommodations as documented on the
form in collaboration with our office, unless you
feel there’s a substantial alteration of essential
curriculum
•
Seek out note taker assistance
•
Provide a copy of lecture notes
•
Enlarge materials
•
Send testing materials to Assessment Center
•
Allow for tape recording lectures *
•
Arrange for physical accommodations
•
Allow extensions on tests or assignments
Faculty Rights
You have the right to:
Deny accommodations if you can prove they are an
essential part of your curriculum
Fail a student with a disability
Ask a student who is tape recording to turn off the
recorder when personal information is being shared
Follow conduct guidelines
Discuss accommodations with the Disability Services
Coordinator (*note regarding waiver)
General Guidelines for
Accommodations
You do not need to provide accommodations if an
accommodation letter is not presented to you
When sending tests to the Assessment Center or
Disability Services, please include clear instructions,
accommodations, and information on the return
method (Disability Services)
If a student refuses an accommodation they’ve
requested, please note it on the Documentation of
Testing Accommodations form, if you’d like.
Extended Test Time
Your Responsibilities:
Discuss and approve testing logistics with the student
Get testing materials, along with any accommodation information
needed, to the Assessment Center prior to the day of the test
Student Responsibilities
Provide you with a letter of accommodation
Discuss testing logistics
Remind you to send testing materials to the Assessment Center at least
2-3 days in advance of test
Test Readers
Your Responsibilities:
Discuss and approve testing logistics with the student
Get testing materials, along with any accommodation information
needed, to the Disability Services Office 1-2 days prior to the day of the
test if possible
Send 2 copies of the test – one for the student, one for the reader
If the test is being sent digitally, please send it to both Tina Hardy and
Judy Mika
If there are passwords or special instructions, please let Disability
Services know
Test Readers - Student
Student Responsibilities
Discuss testing logistics with instructor
Remind instructor to send test to Disability Services at
least 2-3 days in advance of test
Schedule testing time with Disability Services as soon
as test date is set
Discuss re-test date options with instructor prior to a
reschedule with Disability Services
Note Takers
Discuss options for gaining lecture information, i.e. whether course
notes/Power Points are available
Make general, confidential announcement regarding need for note taker as
soon as possible after receiving accommodation letter indicating that need
Refer any note takers to Disability Services – Tina usually handles note
takers
Assess note taker notes/capability if needed
Keep student and Disability Services appraised of note takers status
Approach a capable student if no one volunteers
Discuss options with Disability Services (Tina) if you cannot find a note
taker
Alternate Text
If you notice that a student has “Alternate Text” as an
accommodation you do not need to anything,
generally. Judy Mika in Disability Services handles
and processes the request.
We may need text-related information from you
occasionally
Behavioral Issues
Discuss course expectations with all students
All students are subject to the code of conduct
Contact Disability Services to determine if the student has
signed a release that would allow them to share any
information with you regarding the behavioral needs of the
student, or whether they have any advice for working with
the student
In certain cases where the above interventions haven’t
worked, it may be important to document all behaviors
and report them to administration
Learning Disabilities
•
Note taking assistance
•
Lecture outlines – ahead of time is most helpful
•
Extended test time
•
Test readers
•
Texts in alternate formats
•
Tutors/Writing Center
•
Information shared in a multisensory format
•
Check for understanding
Flexible attendance within reason
Note takers
Extended test time
Alternate testing site
Assignments in electronic format
Deficit/Hyperactivity
Disorder
Note taking Assistance
Lecture outline
Alternate testing site
Extended test time
Course schedule, syllabus, notes, etc… online as a
backup
Use of an organizer – demonstration of how to
effectively use this as it pertains to your class
Hearing Impairments
Interpreters, note takers
Face student when speaking
Course information in electronic format
Visual aids
Repeat statements/questions from
other students
Captioning of videos
Adaptive equipment for specialized
tasks (ex. blood pressure cuff )
Low Vision
Large print materials
Preferential seating
Course information in electronic format
Seating where lighting is best/additional lighting
Testing accommodations (V-Tek)
Blindness
Audio tape lectures, Braille materials or electronic
lecture notes
Describe visual aids
Adaptive equipment (talking calculator or
thermometer, use of JAWS optical character reader)
Mobility Impairments
Adjustable tables/work spaces
Note takers
Class materials in electronic format
Extended test time
Universal
Accommodations
Class materials in accessible electronic format
Multi-sensory presentation of course information
Lecture outlines
Use of library, peer tutoring and writing center
Job Accommodation Network – overview of
ADAA and lists of accommodations by
disability in A-Z index
http://www.jan.wvu.edu/links/adaaa.htm
University of Washington – DO-IT – a variety of
resources regarding specific accommodations,
rights and responsibilities for faculty
http://www.washington.edu/doit/Faculty/
IVCC’s Disability Services Page – There are
sections for forms, additional resources, and
faculty information
www.ivcc.edu/disability