p/trina/academic accommodations/20071 Academic Accommodations & Auxiliary Aids & Documentation for Students with Disabilities at SCCCD Presented by: Disabled Students Programs and Services State Center Community College District

2 Legal Jurisdiction  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

3 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….

4 Section 504 “Program or activity” means all of the operations of – * * * (b)(2)(A) a college, university, or other postsecondary institution, or a public system of higher education;

5 Title II of the ADA  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.

6 Person with a disability  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.

7 Academic Adjustments  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 program ▫ substitution or waiver of courses ▫ adaptation of manner in which courses are conducted

8 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.

9 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.

10 Examples of Possible Auxiliary Aids  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

11 What Is Not Required  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 ▫ Undue financial or administrative burdens

12 What Is Not Required  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

13 Accessible Communications & Auxiliary Aids (ADA)  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.

14 Tests & Examinations  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

15 Basic Principles – Academic Accommodations, Auxiliary Aids, and Testing  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.

16 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.

17 Documentation  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.

18 Documentation  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.

19 Documentation cont’d  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.

20 Documentation cont’d  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.

21 3 C’s of Documentation  Students should attempt to provide documentation that is: ▫ Current ▫ Comprehensive ▫ Complete

22 Paying for Evaluation  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”.

23 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.

24 Faculty Responsibilities  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.

25 Faculty Responsibilities Con’t  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.

26 Faculty Responsibilities Con’t  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.

27 Faculty Responsibilities Con’t  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.

28 Disabilities and Specific Academic Accommodations Person With…… ○Learning Disabilities ○Physical Disabilities ○Deaf and Hearing Disabilities ○Blind and Visual Disabilities ○Psychological Disabilities ○Health Disabilities

29 Learning Disabilities  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

30 Physical Disabilities  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)

31 Deaf/Hearing Disabilities  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

32 Blind and Visual Disabilities  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

33 Blind and Visual Disabilities Con’t.  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

34 Psychological Disabilities  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

35 Health Disabilities  Notetakers, audio-taped class sessions  Flexible attendance requirements  Extra exam time, alternative testing arrangements  Assignments in electronic formats  Electronic mail

36 General Suggestions  Syllabus statement  Talk with student  Select materials early  Materials in electronic formats  Alternative testing arrangements  Use DSP&S services

37 Recommended Techniques for Addressing a Variety of Needs:  Visual, aural, and tactile demonstrations incorporated into instruction  Course and lecture outlines  Alternative testing arrangements  Addressing behavioral concerns in a non- judgmental way  Repeat questions and statements from other students  Group assignments and labs  Flexible attendance requirements  Stay consistent with your guidelines

38 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)

39 The Language of Disabilities “Positive language empowers. When writing or speaking about people with disabilities it is important to put the person first.”

40 For Additional Information Please Contact Disabled Students Programs and Services Voice / TDD (559) Fresno City CollegeReedley CollegeClovis Center 1101 E. University Ave.995 North Reed Ave.390 W. Fir Ave. Fresno, CA 93741Reedley, CA 93654Clovis, CA Madera CenterOakhurst Center Avenue Highway 41 Madera, CA 93638Oakhurst, CA 93644