Accommodating Accommodating Students with Students with

DisabilitiesDisabilities

Adapted for use atAdapted for use at

Baker CollegeBaker College

Developed by Utah State University. Project supported by a grant Developed by Utah State University. Project supported by a grant from U.S. Department of Education Office of Post Secondary from U.S. Department of Education Office of Post Secondary Education. P33A990006Education. P33A990006

Before we start . . .Before we start . . .

Pick a partner and make Pick a partner and make an outline or concept an outline or concept map of what you know map of what you know about Special Needs about Special Needs Services at Baker CollegeServices at Baker College

Discuss your experiences Discuss your experiences with Special Needs with Special Needs studentsstudents

You have five minutesYou have five minutes

Workshop OverviewWorkshop Overview

Special Special needs―definedneeds―defined

Workshop introductionWorkshop introduction The law The law The accommodation The accommodation

processprocess Video panelVideo panel Wrap-up Wrap-up

Open Slide 1

Special Needs—A Working Special Needs—A Working DefinitionDefinition

““a physical or mental impairment that a physical or mental impairment that substantially limits one or more major life substantially limits one or more major life activities”activities”11

Examples of major life activities areExamples of major life activities are Caring for oneselfCaring for oneself Performing manual tasksPerforming manual tasks Walking, seeing, hearing, speakingWalking, seeing, hearing, speaking Working or learningWorking or learning

11According to the 1992 American with Disabilities ActAccording to the 1992 American with Disabilities Act

Special Needs Defined (con’t)Special Needs Defined (con’t)

Ability in an area of a major life skill must Ability in an area of a major life skill must be “significantly” less than the average be “significantly” less than the average person in the population.person in the population.

Students must be “otherwise qualified” to Students must be “otherwise qualified” to participate in their selected program.participate in their selected program.

Study of Incoming Freshmen Study of Incoming Freshmen

National Growth in Students with DisabilitiesNational Growth in Students with Disabilities

1978 19881978 1988 19981998 Percentage of Percentage of

freshmen with freshmen with 2.6 2.6 7.0 7.0 9.4 9.4disabilitiesdisabilities

As reported in the HEATH Resource Center 1999 Statistical Profile.As reported in the HEATH Resource Center 1999 Statistical Profile. Intro Slide 1

Types of DisabilitiesTypes of Disabilities

Learning 27% Learning 27%

Orthopedic Orthopedic 21%21%

HearingHearing 15% 15%

VisualVisual 15% 15%

SpeechSpeech 3% 3%

OtherOther 19% 19%

As reported in the HEATH Resource Center 1999 Statistical Profile.As reported in the HEATH Resource Center 1999 Statistical Profile.Intro Slide 2 opt

Outcome DataOutcome Data

For those who For those who graduate, students graduate, students with and without with and without disabilities are: disabilities are: equally likely to be equally likely to be

employedemployed earn similar earn similar

compensationcompensation equally likely to equally likely to

attend graduate attend graduate schoolschool Intro Slide 3

What Students with Disabilities What Students with Disabilities Think About FacultyThink About Faculty

Instructors’ willingness to make Instructors’ willingness to make accommodations averaged good to accommodations averaged good to excellentexcellent

Generally, faculty were sensitive, Generally, faculty were sensitive, positive, and willing to accommodatepositive, and willing to accommodate

There were exceptions; not all faculty There were exceptions; not all faculty were perceived positivelywere perceived positively

Higher proportion of students with Higher proportion of students with “invisible” disabilities reported “invisible” disabilities reported negative experiences with facultynegative experiences with faculty Intro Slide 4 Opt

Invisible disabilities—not Invisible disabilities—not always apparent or always apparent or

observableobservable Learning disabilitiesLearning disabilities Attention deficit disorderAttention deficit disorder Psychological disabilitiesPsychological disabilities Medical/chronic health Medical/chronic health

impairmentimpairment Traumatic brain injuryTraumatic brain injury Visual impairmentsVisual impairments Hearing impairmentsHearing impairments

Invisible disabilities—things Invisible disabilities—things you may need to knowyou may need to know

Many students who receive Many students who receive accommodations have invisible accommodations have invisible disabilitiesdisabilities

Faculty may provide accommodations Faculty may provide accommodations and never know the student’s disabilityand never know the student’s disability

It is the student’s right of It is the student’s right of confidentiality to choose whether to confidentiality to choose whether to disclose informationdisclose information

Faculty ReportFaculty Report

Being willing to Being willing to accommodate students accommodate students with disabilities (80%)with disabilities (80%)

Feeling unfamiliar with Feeling unfamiliar with campus resources and campus resources and services (55%)services (55%)

Have had little or no Have had little or no training (82%)training (82%)

Intro Slide 5 Opt

A Few ImplicationsA Few Implications We should expect to have We should expect to have

students with disabilities students with disabilities in our classesin our classes

When students with When students with disabilities graduate, they disabilities graduate, they will develop the same will develop the same array of careersarray of careers

Students with disabilities Students with disabilities need the same curriculum need the same curriculum and standardsand standards Intro Slide 6

Laws That Apply to Higher Laws That Apply to Higher EducationEducation

Section 504 of the Rehabilitation Act Section 504 of the Rehabilitation Act of 1973of 1973

Americans with Disabilities Act of Americans with Disabilities Act of 1990 1990

These laws are civil rights statutes These laws are civil rights statutes designed to protect the rights of designed to protect the rights of students with disabilities.students with disabilities.

Law Slide 1

Four Implications of the LawsFour Implications of the Laws

Students otherwise qualified for admission Students otherwise qualified for admission have a right to be herehave a right to be here

Once admitted, students have a right to Once admitted, students have a right to access academic and nonacademic access academic and nonacademic programsprograms

Qualified students are eligible to receive Qualified students are eligible to receive reasonable accommodations that relate to reasonable accommodations that relate to their disabilitytheir disability

Students have a right to confidentiality of Students have a right to confidentiality of all disability-related informationall disability-related information Law Slide 2

Accommodation DefinedAccommodation Defined Reasonable accommodations:Reasonable accommodations:

adaptations aimed at lessening adaptations aimed at lessening the impact of a disabilitythe impact of a disability

Accommodations are Accommodations are designed to be:designed to be:

Focused on mitigating the Focused on mitigating the limitations caused by the limitations caused by the disabilitydisability

Individualized for each person and Individualized for each person and each courseeach course

Law Slide 3

Contact Information for the Contact Information for the Special Needs Coordinator Special Needs Coordinator

The name of the Special Needs Coordinator on The name of the Special Needs Coordinator on this campus is:this campus is:

________________________________________________________________________

Location: Location: ________________________________________ Phone: Phone: ________________________________________

Law Slide 4

The Special Needs Coordinator The Special Needs Coordinator Oversees a Variety of ServicesOversees a Variety of Services

Advocating for the rights of students with Advocating for the rights of students with disabilitiesdisabilities

Evaluating eligibility for accommodationsEvaluating eligibility for accommodations Recommending and coordinating Recommending and coordinating

accommodationsaccommodations Providing accommodationsProviding accommodations Providing training and support to faculty Providing training and support to faculty

and studentsand students Law Slide 5

Quiz TimeQuiz Time

Each person take Each person take the “Famous the “Famous People with People with Disabilities” quiz.Disabilities” quiz.

Check your Check your answers with a answers with a different partner.different partner.

Steps in the Accommodation Steps in the Accommodation ProcessProcess

1.1. Request services through the Special Request services through the Special Needs CoordinatorNeeds Coordinator

2.2. Meet the eligibility requirements and Meet the eligibility requirements and provide adequate documentation.provide adequate documentation.

3.3. Decide on specific accommodationsDecide on specific accommodations

4.4. Implement the accommodation plan Implement the accommodation plan

5.5. Revise the accommodation plan Revise the accommodation plan Process Slide 1

Step 1: Request services through Step 1: Request services through the Special Needs Coordinatorthe Special Needs Coordinator

Referred prior to enrollment by Referred prior to enrollment by parents or a high school counselorparents or a high school counselor

Discloses need to Admissions AdvisorDiscloses need to Admissions Advisor Faculty referral Faculty referral

Process Slide 2

Step 2: Meet Eligibility Step 2: Meet Eligibility RequirementsRequirements

Student requests accommodation Student requests accommodation Student provides documentation of Student provides documentation of

disability to Special Needs disability to Special Needs CoordinatorCoordinator

Special Needs Coordinator evaluates Special Needs Coordinator evaluates documentation to determine if the documentation to determine if the student meets eligibility student meets eligibility requirements requirements Process Slide 4

Documentation for Documentation for AccommodationsAccommodations

Formal diagnostic assessment to verify the Formal diagnostic assessment to verify the student’s disability and identify limitations.student’s disability and identify limitations.

Done by professionals with credentials for Done by professionals with credentials for those diagnoses.those diagnoses.

Documentation is evaluated by Special Documentation is evaluated by Special Needs Coordinator often in consultation Needs Coordinator often in consultation with other College professional to with other College professional to determine eligibility for services.determine eligibility for services.

Not a faculty responsibility.Not a faculty responsibility.

Who pays for diagnostic work to Who pays for diagnostic work to determine eligibility?determine eligibility?

Student is responsible Student is responsible to provide to provide diagnostics.diagnostics.

State rehabilitation State rehabilitation offices may pay if the offices may pay if the student is a client.student is a client.

Step 3: Determine Step 3: Determine Specific AccommodationsSpecific Accommodations

Student and the Special Needs Student and the Special Needs Coordinator (SNC) look at Coordinator (SNC) look at limitations in relation to course limitations in relation to course requirements requirements

Coordinator makes specific Coordinator makes specific recommendations for each recommendations for each coursecourse

Faculty may be consulted or Faculty may be consulted or involvedinvolved Process Slide 5

If accommodations become too If accommodations become too intrusive to the class or time intrusive to the class or time consuming, remember . . . .consuming, remember . . . .

Most accommodations should not be Most accommodations should not be very time consuming.very time consuming.

Faculty are not obligated to tutor Faculty are not obligated to tutor students.students.

Faculty can refer the student for Faculty can refer the student for tutoring, counseling or other relevant tutoring, counseling or other relevant programs.programs.

Essential Skills can NOT be Essential Skills can NOT be AccommodatedAccommodated

Essential Skills are central to the Essential Skills are central to the purpose of a course or program.purpose of a course or program.

Some examples:Some examples: DMS students must be able to DMS students must be able to

•read technical factors on equipment read technical factors on equipment controlscontrols

•operate ultrasound machine with one operate ultrasound machine with one hand and scan patient with other hand hand and scan patient with other hand

Essential Skills (con’t)Essential Skills (con’t)

Should not be waived as this would . . . Should not be waived as this would . . .

Compromise the student’s futureCompromise the student’s future Compromise the integrity of the Compromise the integrity of the

curriculumcurriculum Violate the intent of the lawViolate the intent of the law

Who Decides What are Who Decides What are Essential Skills?Essential Skills?

Counselors and Special Needs Counselors and Special Needs Coordinators are experts on Coordinators are experts on disability issues and concernsdisability issues and concerns

Deans, Program Coordinators and Deans, Program Coordinators and faculty are experts on course faculty are experts on course content and requirements.content and requirements.

Why Must Student Go through Why Must Student Go through SNC if the Disability is Obvious?SNC if the Disability is Obvious?

SNC is designated to determine SNC is designated to determine and authorize accommodations.and authorize accommodations.

SNC protects faculty member, SNC protects faculty member, student, and institution from legal student, and institution from legal and non-legal problems.and non-legal problems.

Students need appropriate support Students need appropriate support and right of confidentiality.and right of confidentiality.

Faculty who bypass the SNC are Faculty who bypass the SNC are exposing themselves and the exposing themselves and the College to legal risk.College to legal risk.

Some students prefer not to Some students prefer not to disclose their disabilitydisclose their disability

Discrimination in society Discrimination in society is alive and well.is alive and well.

Physical disabilities are Physical disabilities are more “socially more “socially acceptable.”acceptable.”

Students are concerned Students are concerned they will be stigmatized.they will be stigmatized.

Step 4: Step 4: ImplementImplementAccommodation PlanAccommodation Plan

Student tells instructor he or she will Student tells instructor he or she will need accommodations.need accommodations.

Faculty should have a received a letter Faculty should have a received a letter from the Special Needs Coordinator from the Special Needs Coordinator listing accommodations.listing accommodations.

If the student does not have a letter, If the student does not have a letter, guide him or her to the Special Needs guide him or her to the Special Needs Coordinator.Coordinator.

Process Slide 6

Once the Letter is Provided and Once the Letter is Provided and Student Requests the Student Requests the

Accommodation… Accommodation…

Review the recommendations and Review the recommendations and discuss delivery of accommodations.discuss delivery of accommodations.

Maintain student confidentiality.Maintain student confidentiality. Keep a copy for your files and refer Keep a copy for your files and refer

back to it as needed.back to it as needed.Process Slide 7

If testing accommodations are If testing accommodations are included . . .included . . .

Learning Support Services or SNC can Learning Support Services or SNC can assist with testing accommodations.assist with testing accommodations.

Asking or allowing students to transport Asking or allowing students to transport exams is a questionable practice:exams is a questionable practice: Security could be compromised;Security could be compromised; Professor, SNC, or student can be put in Professor, SNC, or student can be put in

uncomfortable situation.uncomfortable situation.

Some common problems associated Some common problems associated with accommodated testingwith accommodated testing

Instructor forgets to prepare or deliver Instructor forgets to prepare or deliver the exam in advancethe exam in advance

Student fails to follow the agreed-upon Student fails to follow the agreed-upon processprocess

Instructor’s directions may not be clearInstructor’s directions may not be clear Exam errors are corrected during class Exam errors are corrected during class

period but corrections not provided for period but corrections not provided for accommodated studentaccommodated student

What about Requests for What about Requests for Retroactive AccommodationsRetroactive Accommodations

Students have the right to request Students have the right to request disability-related accommodations at any disability-related accommodations at any time.time.

Accommodations begin when the student Accommodations begin when the student is determined eligible for services.is determined eligible for services.

Faculty (or Special Needs Coordinator) Faculty (or Special Needs Coordinator) are not required to grant accommodations are not required to grant accommodations retroactively.retroactively.

When you believe the student’s When you believe the student’s accommodations are unreasonable accommodations are unreasonable

or unjustifiedor unjustified

Discuss your concerns with the SNCDiscuss your concerns with the SNC Ask the SNC for clarificationAsk the SNC for clarification Do not argue with the studentDo not argue with the student Request a meeting with the SNC and Request a meeting with the SNC and

the studentthe student Continue to provide the approved Continue to provide the approved

accommodationsaccommodations

Step 5: Revising the Step 5: Revising the Accommodation Plan Accommodation Plan

If instructor or student believes changes If instructor or student believes changes are needed, contact the SNC.are needed, contact the SNC.

Continue the original accommodations Continue the original accommodations while making adjustments.while making adjustments.

Small adjustments may be handled Small adjustments may be handled between instructor and studentbetween instructor and student

Communicate any changes to the plan with Communicate any changes to the plan with the Special Needs Coordinator in writingthe Special Needs Coordinator in writing

Process Slide 8

Will students who have Will students who have accommodations succeed after accommodations succeed after

graduation?graduation?

Employers are required by ADA to Employers are required by ADA to provide reasonable accommodations.provide reasonable accommodations.

Accommodations in education are Accommodations in education are based on employment law.based on employment law.

Accommodations needed for learning Accommodations needed for learning in the classroom may not be needed in the classroom may not be needed for employment.for employment.

Student PanelStudent Panel

Watch the student video. Watch the student video. Have you had students Have you had students

such as the ones in the such as the ones in the video in your classes? video in your classes?

DiscussionDiscussion What accommodations What accommodations

have you provided in have you provided in your classes?your classes?

Quiz Time!!!!Quiz Time!!!!

In your In your partners, take partners, take the quiz. the quiz.

How did you How did you do?do?

In summary: What can you do?In summary: What can you do?

State your course requirements State your course requirements clearly on the syllabus.clearly on the syllabus.

Apply performance standards Apply performance standards consistently.consistently.

Refer all requests for disability-Refer all requests for disability-related accommodations to the related accommodations to the Special Needs Coordinator.Special Needs Coordinator.

Maintain student confidentiality.Maintain student confidentiality.

In summary: What can you do? In summary: What can you do? (continued)(continued)

Create an accepting and open Create an accepting and open environment.environment.

Post lecture notes or PowerPoint slides Post lecture notes or PowerPoint slides on Blackboard.on Blackboard.

Allow tape recordings of lectures.Allow tape recordings of lectures. Purchase and use captioned video.Purchase and use captioned video. Provide a variety of classroom Provide a variety of classroom

activities.activities.

Your Turn . . .Your Turn . . .

What What questions do questions do you have?you have?