© 2000 DSS Disabled Student Services of Jacksonville State University Presents:

© 2000 DSS OVERVIEW OF THE PRACTICAL GUIDE 1.) It’s about students with disabilities 2.) It’s about the challenges the students encounter both inside and outside the classroom 3.) It’s about the ways that professors can accommodate disabilities and enhance student learning.

© 2000 DSS TIME TO ACCOMMODATE STUDENT’S DISABITILITES More time is needed on school work and routine daily activities Rely on time-consuming learning methods which include –readers –notetakers –tutors –tape recorders Student with mobility impairments –sometimes they arrive late or leave early to navigate around campus

© 2000 DSS WHEELCHAIR ACCESSIBILITY Rooms with risers are a problem for students with a wheelchair because they have to sit in the back of the classroom and: –it’s difficult to receive handouts –difficult to ask questions –difficult to talk with the professors There is also a difficulty navigating around labs and computer centers because they are often crowded with equipment.

© 2000 DSS VISUAL IMPAIRMENT ACCESSIBILITY They lack the ability to see the board They lack the ability to read overheads They lack the ability to read and see graphs There is difficulty navigating around labs and computer centers because they are often crowded.

© 2000 DSS  To meet responsibilities students must: –invest in detailed care –invest in detailed planning –schedule activities far in advance  Severe disruption in plans include: –last minute changes in classrooms –last minute changes in assignments –last minute changes in examination dates

© 2000 DSS ADDRESSING THE QUESTION OF DISABILITIES Address the question of a disability directly to the class and state it in your syllabus.

© 2000 DSS MEETING WITH A STUDENT WITH A DISABILITY Explain to him or her the course requirements Ask for clarification on any special needs such as: –the physical layout of the classroom –the ability to participate in class discussions –the examination formats Students are usually their own best advocates and they know the techniques and adaptations that best suit their needs.

© 2000 DSS THINGS TO REMEMBER ABOUT STUDENTS WITH A DISABILITY First they are students Second they are persons with a disability People with disabilities are neither more nor less emotionally fragile than people without disabilities Focus on the person and not the disability Don’t worry about using the terms “see,” “hear,” or “walk” Do not use words or phrases such as: –wheelchair-bound– afflicted –confined to a wheelchair– invalid –victim –crippled

© 2000 DSS  Learning Disabilities  hinders average or above-average intelligent students in easily and dependably processing various types of information  Mild to Moderate Sensory Deficits  includes low-level vision and slight hearing impairments  Chronic Disabilities  such things as diabetes, seizure disorder, cardiac or respiratory conditions, lupus and cancer

© 2000 DSS ISSUE OF PHYSICAL ACCESS Make sure the classroom is accessible –the office of Disabled Student Services will contact you if a mobility impaired student is enrolled in you class and alternate arrangements will be made. Pay attention to seating needs Monitor access to out-of-class activities –such things as field trips, assigning labs and computer work, and recommending visits to museums and off-campus lectures

© 2000 DSS CONSIDERATIONS IN LECTURE AND LABORATORY CLASSES Announce that notetakers are needed at the beginning of the semester and of class Refer qualified tutors and lab assistants to students with a disability Be aware that some students maybe taping the lecture due to the fact that they are not able to take notes Face the class when speaking Focus primarily on the student and not the student’s aide or interpreter Distribute reading lists in advance When possible provide copies of overheads and other visuals to low vision and deaf students prior to class.

© 2000 DSS METHODS OF CLASS PARTICIPATION During the initial meeting with the student, ask him or her what you can do to help them participate in class Consider alternatives to oral presentations

© 2000 DSS WRITTEN ASSIGNMENTS AND EXAMS Ensure that students get the academic help they need Encourage students to use word-processing packages to write papers Provide appropriate test-taking conditions

© 2000 DSS ACCOMODATION FOR TEST TAKING A writing aide to transcribe their dictated answers to exam questions A separate room for better lighting, fewer distractions, or special equipment such as a computer console, video magnifier, or text-to-speech converter An extended exam period The option of having the exam in either written or oral form The option of submitting exam answers in an alternative format If your academic department cannot provide alternate test accommodations for students with disabilities or have any questions or concerns, contact Disabled Student Services at

© 2000 DSS RESOURCES OFFICE OF DISABILITY SERVICES Phone # Act as a consultant to verify a disability and/or the need for accommodations and to recommend appropriate accommodations They will arrange for sign-language interpreters, readers, and adaptive technology for the computer. Conduct seminars and informal meetings, or to talk with instructors on accommodations for students’ disabilities Act as a resource to facilitate improvement of physical access Act as consultant on appropriate test-taking accommodations.

© 2000 DSS