Office of Disability Services Faculty & Administrator Workshop Rose Hill Campus OHare Hall, Lower Level Lincoln Center Lowenstein, Room 402D Marymount Campus Marian Hall, Room

Agenda zLaws Governing Disability Services zFordham Statistics zRole of Faculty Members and Administrators zResources zFrequently Asked Questions

The Americans with Disabilities Act zNo otherwise qualified individual with a disability shall, solely by reason of such disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of a public entity, or be subjected to discrimination by any such entity.

Who is a Person with a Disability? zAnyone who has a physical or mental impairment which substantially limits one or more major life activities including walking, seeing, hearing, speaking, breathing, learning, and working; zAnyone who has a record of such an impairment; or zAnyone who is regarded as having such an impairment.

Fordham Statistics Office of Disability Services Caseload

Fordham Statistics Office of Disability Services Caseload By Campus Fall 2004

Fordham Statistics zFall 2004 (Active) yLD: 92 yAD/HD: 55 yPsychiatric: 22 yPhysical: 17 yHealth: 15 yVisual: 13 yHearing: 4 yOther: 8

Role of Faculty Members & Administrators zStudents Responsibility zLetters to Professors zReasonable Accommodations zUnreasonable Accommodations zRules of Thumb

Students Responsibility zThe University is not responsible for making accommodations for students who have not declared their disability to the Office of Disability Services. zStudents formally declare their disability by submitting appropriate written documentation regarding that disability to the Office of Disability Services. zThe documentation must be in its most current form from a licensed professional or health care provider certified and practicing in the field of the declared disability.

Letters to Professors zFollowing the determination of eligibility for services, the Office of Disability Services will generate notification letters for students to deliver to faculty. zThese letters will identify students as having documented disabilities and will outline appropriate accommodations. zStudents will be responsible for picking up the letters and delivering them to their professors. This method facilitates communication between the students and the faculty and improves students skills in self-advocacy. zProfessors can sign letters and keep them to refer back to during the semester.

Accommodations zAcademic accommodations ensure that students with disabilities are given an equal opportunity to acquire, retain, and demonstrate their knowledge. zBased upon the documentation submitted by the student and after a review by the Office of Disability Services, the University will determine appropriate reasonable accommodation(s).

Frequently Used Accommodations yExtended time for exams yIndividual examination rooms yTextbooks on tape yProvision of note-takers, readers, transcribers, or interpreters yProvision of materials in alternate formats

Reasonable Accommodations zUniversal Design : Some accommodations can be made that are reasonable for both students with disabilities and for the class as a whole For example: A statement on the syllabus: Inviting students to discuss disability related accommodations and other special learning needs may also help to foster this kind ofenvironment.

Reasonable Accommodations zA statement on the syllabus: Inviting students to discuss disability related accommodations and other special learning needs may also help to foster this kind of environment. For example: If you believe that you have a disabling condition that may interfere with your ability to participate in the activities, coursework, or assessment of the objects of this course, you may be entitled to accommodations. Please schedule an appointment to speak with me immediately, or you may go to the Office of Disability Services (location). Under the Americans with Disabilities Act and Section 504 of the Vocational Rehabilitation Act of 1973, all students, with or without disabilities, are entitled to equal access to the programs and activities of Fordham University.

Reasonable Accommodations zUniversal Design: zDelivery Methods: Consider using multiple modes to deliver content yDiscussion yHands-on activities yInternet-based interaction yProviding printed materials that summarize allows the student to prepare ahead of time zInteraction: Encouraging different ways for students to interact with each other and with professors can serve as another delivery method yIn-class questions and discussion, yGroup work yInternet-based communications.

Reasonable Accommodations zPhysical Access: Assuring that classrooms, labs, and fieldwork are accessible to individuals with a wide range of physical abilities and disabilities is another way to increase inclusiveness. zWeb Pages: Web-based materials in simple, intuitive, and consistent formats, accommodates students with a wide range of abilities and disabilities. For example, text descriptions of graphics presented on Web pages can assist students with visual impairments. Resources to assist in making a Web site more accessible and usable can be found at the Office of Disability Services.

Unreasonable Accommodations An accommodation will be deemed unreasonable if: zThe accommodation would result in an undue hardship on the University zIf the accommodation could cause harm zThe documentation provided by the student does not support the accommodation request zLowers academic standards

Unreasonable Accommodations Also, the University is not required to modify course or degree requirements considered to be an essential requirement of the program of instruction. For Example: yAllowing a student to use a calculator in a fundamental math class when an objective of the course is using basic calculations yAllowing a student to miss a field trip due to a physical or psychiatric disability, when the objectives of the class are linked directly to the field trip experience.

Accommodating: Rules of Thumb Faculty zProvide accommodations in a timely manner zDo not offer accommodations that are not listed on the Letter to the Professor created by the Office of Disability Services zCommunication between the student and the professor should be kept confidential zDo not demand that a student reveal their disability when a letter from the Office of Disability Services has been presented Administrators zDo not accept documentation or provide accommodations without referring the student to the Office of Disability Services zDo not communicate with the students doctor or with other departments and offices without a release from the ODS signed by the student

Resources zOffice of Disability Services zThe Faculty Room zCenter on Postsecondary Education & Disability

Questions? Q. Is it acceptable to ask a student who is having obvious difficulties whether he/she has a disability or to refer the student to the office that provides disability support services? A. You may simply tell the student that you notice he/she is having academic difficulty and encourage her to come talk with you about gaining assistance, just as you would with any student. You can offer information about the Office of Disability Services and suggest that the student speak to a staff member in the office.

Questions? Q. Does the Office of Disability Services provide testing for learning disabilities and/or attention deficit disorders? A. ODS does not provide testing for learning disabilities and/or attention deficit disorders, nor any other type of disability. However, we will provide upon request a list of testing centers that perform learning disability assessment. One such location for testing on the list is the Fordham Consultation Center at Lincoln Center.