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