Disability Services by E55vHG

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									   Disability Services

Chickasaw Building Room 410
Dean B. Ellis Library, Room 242
            972-3964
             Thank You!
Dr. Jenifer Rice-Mason,
Director of Disability
Services
– The purpose of this session
  is to provide information
  that will assist you in
  accommodating students
  with disabilities.
Disability Services Web Address
 Please visit the Disability Services website
 at: www.astate.edu
 – Use the drop-down box to scroll down to:
     Disability Services
   Disability Services Staff
Christina Laurentia, Computer Support Specialist,
Assistant Director
Leo Glover, Learning Disability Specialist
Jane Coburn, Administrative Assistant
Lori Moore, Notetaking Coordinator
Debbie Jernigan, Special Testing Program
Assistant
Vaneta Harvey, Physical Accommodations &
Disability Parking
      What is a Disability?
Definition
– A person with a disability is an individual
  who has a physical or mental impairment
  that substantially limits one or more of
  his/her major life activities.
What Are Major Life Activities?
Major life activities are those that an average
person can perform with little or no difficulty.
–   Walking
–   Speaking
–   Breathing
–   Performing manual tasks
–   Seeing
–   Hearing
–   Learning
–   Caring for oneself
–   Working
 Three Factors to Consider
In determining whether a person’s
impairment substantially limits a major life
activity:
– It’s nature and severity
– How long it will last or is expected to last
– It’s permanent or long term impact or expected
  impact
      Population Served
Attention Deficit Disorder – 11%
Cognitive – 2%
Dyslexia – 8%
Hearing – 7%
Learning Disability – 11%
Physical Dexterity – 6%
Physical Mobility – 23%
Psychological – 10%
Visual – 8%
Other disabilities (comprises many
small groups) – 14%
     What is the DS Process?
Students must have documentation from a
licensed professional that verifies their
disability
–   Student completes DS registration form
–   Conference with DS Counselor
–   Documentation is reviewed
–   Discussion on appropriate accommodations
–   Student meets DS support staff
–   Accommodation card given to student
–   OR letter sent to faculty
                 Example
John Doe has provided appropriate
documentation to the DS office and has
requested accommodations.

– The DS office has determined, based on his
  documentation, that John should have double
  time for exams and a notetaker in class.
– A letter is prepared by DS that will be sent to each
  faculty member indicating that John has a
  documented disability and needs the
  accommodations listed in the letter.
          Example Cont.
The faculty member’s actions in providing
accommodations will not change with the
knowledge about the disability;
 therefore he/she does not need to know
what the disability is,
 only that the appropriate documentation has
been provided to DS
 and the accommodation is necessary to
fulfill the mandate for equal access under
ADA/504.
    Should a Student with a
    Disability Self-Identify?
If students choose not to self-identify
and/or request protection, he/she is not
considered a person with a disability.
– This is the only federal civil rights law
  that acknowledges the right of the
  individual not to be included within the
  protected class.
      Commitment to ASU
ASU is committed to achieving equal
educational opportunity and full participation
for persons with disabilities.
– It is the University’s policy that no qualified person
  be excluded from participating in any University
  program or activity, be denied the benefits of any
  University program or activity, or otherwise be
  subjected to discrimination with regard to any
  University program or activity.
      Commitment (Cont.)
A person with a disability must be ensured
the same access to programs, opportunities,
and activities at the University as all others.
Existing barriers, whether physical,
programmatic or attitudinal must
be removed.
        Services Offered
Testing
Notetaking
Reader Services
Transcription
Technology Assistance
Demonstration of technology to classes
Physical Accommodations
Disability Parking
            Special Testing
           Accommodations
Students who qualify for this
accommodation may be eligible for the
following:
–   Extended time for exams & assignments
–   Low distracting testing environment
–   Scribe and/or reader for exams
–   Use of computer for exams
–   Alternate format for exams
      Notetaking Services
Volunteer notetakers are recruited from the
class.
Volunteers take notes on NCR paper and give
them to the student with a disability after
class.
Volunteers take notes and return them to the
DS Office.
The student with a disability picks up his/her
notes from DS.
   Transcription Services
Typically utilized by students who are deaf
or hard of hearing –Tips for Faculty----
– Preferential seating-allow student to sit
  close to front of class.
– Faculty member should try to avoid talking
  with their back to the class.
– Explain what is being written on the board.
– When questions are asked in class, it is
  helpful to repeat the questions before
  giving the answer.
 Reader Services
Typically, the students who utilize this
service are blind, visually impaired, learning
disabled or have dyslexia.
– Many texts are available on tape through RFB&D.
– If texts are unavailable through RFB&D, DS
  makes arrangements to have the text read onto
  tape.
– Four-track tape recorders can be checked out
  through DS.
    Technology Available
Accessible workstations are currently
available in various locations across the
ASU campus.
– A complete list of the technology available and
  the location of the accessible labs are in your
  handout “Assistive Technology”.
Physical Accommodations
DS works closely with Facilities
Management to make sure the
appropriate physical
accommodations are in place.
– Students request physical
  accommodations in his/her
  conference with the Director of DS.
  Examples of physical
  accommodations:
    Desk to accommodate wheelchair
    Special chair and/or table
    Modifications of facilities and grounds
   Campus Access Guide
A copy of the Guide is in your packet of
information; however, due to current
construction, the Guide is not up-to-date.
– The Guide contains:
    Accessible Entrances
    Accessible Restrooms & Water Fountains
    Accessible Elevators & Telephones
    Accessible Routes
    Wheelchair Barriers
               Parking
DS works closely with Parking Services to
make sure students & visitors to campus
have adequate access to events, activities
and parking.
Faculty, staff and students may get their
ASU hangtag from DS or Parking Services
and “Tier 1” stickers from DS only.
Tier 1-allows parking
in disabled/faculty
staff & commuter parking.
Student’s Rights
Every student with a documented disability
has the following rights:
 – Equal access to courses, programs, services,
   jobs, activities, and facilities available through
   the University.
 – Reasonable and/or auxiliary aids determined on
   a case-by-case basis.
 – Appropriate confidentiality of all information
   pertaining to his/her disability with the choice of
   to whom to disclose their disability, except as
   required by law.
 Student’s Responsibilities
Every student with a disability has the
responsibility to:
– Meet the University’s qualifications and
  essential technical, academic and
  institutional standards
– Register with Disability Services
– Self-identify in a timely manner
– Provide appropriate documentation
  Responsibilities of Faculty
Discuss with the DS contact person any
concerns related to the accommodations or
arrangements requested by the student.
Provide appropriate accommodations, either
personally or by making arrangements with
DS.
Ensure the confidentiality of information
regarding students with disabilities.
   Tips for Faculty
If a student with a disability does
not approach you, approach the student to
find out what accommodations will be helpful.
Talk to students about possible course
concerns during the term and encourage
them to stay in touch.
Do not discourage students from taking your
course. If you foresee problems, discuss
them, but let students make their own
decisions.
Tips for Faculty (cont.)

When speaking to a deaf student
with an interpreter, talk directly to
the student, not the interpreter.
Do not delve into the student’s medical
history or inquire about his/her diagnosis.
Treat the student with a disability as you
would all other students in situations where
disability is not an issue.
Do not overcompensate by doing things for
students with disabilities.
Questions & Answers

Why are some faculty letters from DS sent at the
beginning of the term and some not until much later
in the term?

Why would two students with the same disability
have different accommodations?

Sometimes, there are students with obvious
physical disabilities that do not have a special desk.
Why is this?
   We appreciate your willingness to
work with students with disabilities and to
 provide accommodations to students in
              the classroom.

								
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