Accommodating Students with Disabilities Adapted for use at Baker College Developed by Utah State University. Project supported by a grant from U.S. Department of Education Office of Post Secondary Education. P33A990006

Before we start...  Pick a partner and make an outline or concept map of what you know about Special Needs Services at Baker College  Discuss your experiences with Special Needs students  You have five minutes

Workshop Overview  Special needs―defined  Workshop introduction  The law  The accommodation process  Video panel  Wrap-up Open Slide 1

Special Needs—A Working Definition  “a physical or mental impairment that substantially limits one or more major life activities” 1  Examples of major life activities are Caring for oneself Caring for oneself Performing manual tasks Performing manual tasks Walking, seeing, hearing, speaking Walking, seeing, hearing, speaking Working or learning Working or learning 1 According to the 1992 American with Disabilities Act

Special Needs Defined (con’t)  Ability in an area of a major life skill must be “significantly” less than the average person in the population.  Students must be “otherwise qualified” to participate in their selected program.

Study of Incoming Freshmen National Growth in Students with Disabilities Percentage of Percentage of freshmen with disabilities freshmen with disabilities As reported in the HEATH Resource Center 1999 Statistical Profile. Intro Slide 1

Types of Disabilities Learning 27% Orthopedic 21% Hearing 15% Visual 15% Speech 3% Other 19% As reported in the HEATH Resource Center 1999 Statistical Profile. Intro Slide 2 opt

Outcome Data For those who graduate, students with and without disabilities are: equally likely to be employed earn similar compensation equally likely to attend graduate school Intro Slide 3

What Students with Disabilities Think About Faculty  Instructors’ willingness to make accommodations averaged good to excellent  Generally, faculty were sensitive, positive, and willing to accommodate  There were exceptions; not all faculty were perceived positively  Higher proportion of students with “invisible” disabilities reported negative experiences with faculty Intro Slide 4 Opt

Invisible disabilities—not always apparent or observable  Learning disabilities  Attention deficit disorder  Psychological disabilities  Medical/chronic health impairment  Traumatic brain injury  Visual impairments  Hearing impairments

Invisible disabilities—things you may need to know  Many students who receive accommodations have invisible disabilities  Faculty may provide accommodations and never know the student’s disability  It is the student’s right of confidentiality to choose whether to disclose information

Faculty Report  Being willing to accommodate students with disabilities (80%)  Feeling unfamiliar with campus resources and services (55%)  Have had little or no training (82%) Intro Slide 5 Opt

A Few Implications  We should expect to have students with disabilities in our classes  When students with disabilities graduate, they will develop the same array of careers  Students with disabilities need the same curriculum and standards Intro Slide 6

Laws That Apply to Higher Education  Section 504 of the Rehabilitation Act of 1973  Americans with Disabilities Act of 1990 These laws are civil rights statutes designed to protect the rights of students with disabilities. Law Slide 1

Four Implications of the Laws  Students otherwise qualified for admission have a right to be here  Once admitted, students have a right to access academic and nonacademic programs  Qualified students are eligible to receive reasonable accommodations that relate to their disability  Students have a right to confidentiality of all disability-related information Law Slide 2

Accommodation Defined Reasonable accommodations: adaptations aimed at lessening the impact of a disability Accommodations are designed to be:  Focused on mitigating the limitations caused by the disability  Individualized for each person and each course Law Slide 3

Contact Information for the Special Needs Coordinator The name of the Special Needs Coordinator on this campus is: ____________________________________  Location: ____________________  Phone: ____________________ Law Slide 4

The Special Needs Coordinator Oversees a Variety of Services  Advocating for the rights of students with disabilities  Evaluating eligibility for accommodations  Recommending and coordinating accommodations  Providing accommodations  Providing training and support to faculty and students Law Slide 5

Quiz Time  Each person take the “Famous People with Disabilities” quiz.  Check your answers with a different partner.

Steps in the Accommodation Process 1. Request services through the Special Needs Coordinator 2. Meet the eligibility requirements and provide adequate documentation. 3. Decide on specific accommodations 4. Implement the accommodation plan 5. Revise the accommodation plan Process Slide 1

Step 1: Request services through the Special Needs Coordinator Step 1: Request services through the Special Needs Coordinator  Referred prior to enrollment by parents or a high school counselor  Discloses need to Admissions Advisor  Faculty referral Process Slide 2

Step 2: Meet Eligibility Requirements  Student requests accommodation  Student provides documentation of disability to Special Needs Coordinator  Special Needs Coordinator evaluates documentation to determine if the student meets eligibility requirements Process Slide 4

Documentation for Accommodations  Formal diagnostic assessment to verify the student’s disability and identify limitations.  Done by professionals with credentials for those diagnoses.  Documentation is evaluated by Special Needs Coordinator often in consultation with other College professional to determine eligibility for services.  Not a faculty responsibility.

Who pays for diagnostic work to determine eligibility?  Student is responsible to provide diagnostics.  State rehabilitation offices may pay if the student is a client.

Step 3: Determine Specific Accommodations  Student and the Special Needs Coordinator (SNC) look at limitations in relation to course requirements  Coordinator makes specific recommendations for each course  Faculty may be consulted or involved Process Slide 5

If accommodations become too intrusive to the class or time consuming, remember....  Most accommodations should not be very time consuming.  Faculty are not obligated to tutor students.  Faculty can refer the student for tutoring, counseling or other relevant programs.

Essential Skills can NOT be Accommodated  Essential Skills are central to the purpose of a course or program.  Some examples: DMS students must be able to DMS students must be able to read technical factors on equipment controlsread technical factors on equipment controls operate ultrasound machine with one hand and scan patient with other handoperate ultrasound machine with one hand and scan patient with other hand

Essential Skills (con’t)  Should not be waived as this would... Compromise the student’s future Compromise the student’s future Compromise the integrity of the curriculum Compromise the integrity of the curriculum Violate the intent of the law Violate the intent of the law

Who Decides What are Essential Skills?  Counselors and Special Needs Coordinators are experts on disability issues and concerns  Deans, Program Coordinators and faculty are experts on course content and requirements.

Why Must Student Go through SNC if the Disability is Obvious?  SNC is designated to determine and authorize accommodations.  SNC protects faculty member, student, and institution from legal and non-legal problems.  Students need appropriate support and right of confidentiality.  Faculty who bypass the SNC are exposing themselves and the College to legal risk.

Some students prefer not to disclose their disability  Discrimination in society is alive and well.  Physical disabilities are more “socially acceptable.”  Students are concerned they will be stigmatized.

Step 4: Implement Accommodation Plan  Student tells instructor he or she will need accommodations.  Faculty should have a received a letter from the Special Needs Coordinator listing accommodations.  If the student does not have a letter, guide him or her to the Special Needs Coordinator. Process Slide 6

Once the Letter is Provided and Student Requests the Accommodation…  Review the recommendations and discuss delivery of accommodations.  Maintain student confidentiality.  Keep a copy for your files and refer back to it as needed. Process Slide 7

If testing accommodations are included...  Learning Support Services or SNC can assist with testing accommodations.  Asking or allowing students to transport exams is a questionable practice: Security could be compromised; Security could be compromised; Professor, SNC, or student can be put in uncomfortable situation. Professor, SNC, or student can be put in uncomfortable situation.

Some common problems associated with accommodated testing  Instructor forgets to prepare or deliver the exam in advance  Student fails to follow the agreed-upon process  Instructor’s directions may not be clear  Exam errors are corrected during class period but corrections not provided for accommodated student

What about Requests for Retroactive Accommodations  Students have the right to request disability-related accommodations at any time.  Accommodations begin when the student is determined eligible for services.  Faculty (or Special Needs Coordinator) are not required to grant accommodations retroactively.

When you believe the student’s accommodations are unreasonable or unjustified  Discuss your concerns with the SNC  Ask the SNC for clarification  Do not argue with the student  Request a meeting with the SNC and the student  Continue to provide the approved accommodations

Step 5: Revising the Accommodation Plan  If instructor or student believes changes are needed, contact the SNC.  Continue the original accommodations while making adjustments.  Small adjustments may be handled between instructor and student  Communicate any changes to the plan with the Special Needs Coordinator in writing Process Slide 8

Will students who have accommodations succeed after graduation?  Employers are required by ADA to provide reasonable accommodations.  Accommodations in education are based on employment law.  Accommodations needed for learning in the classroom may not be needed for employment.

Student Panel  Watch the student video.  Have you had students such as the ones in the video in your classes?  Discussion What accommodations have you provided in your classes?

Quiz Time!!!!  In your partners, take the quiz.  How did you do?

In summary: What can you do?  State your course requirements clearly on the syllabus.  Apply performance standards consistently.  Refer all requests for disability- related accommodations to the Special Needs Coordinator.  Maintain student confidentiality.

In summary: What can you do? (continued)  Create an accepting and open environment.  Post lecture notes or PowerPoint slides on Blackboard.  Allow tape recordings of lectures.  Purchase and use captioned video.  Provide a variety of classroom activities.

Your Turn...  What questions do you have?