A brief overview of laws, services, and accommodations

 Serve the needs of qualified student with disabilities by providing equal access to quality education, services, and activities;  Serve as a resource for faculty and staff to increase awareness and expertise in the area of disabilities;  Work with and support other local agencies that provide services to students with disabilities  Provide community education regarding program services and disability issues.

 FY 2014 Breakdown:  159 active students (FY active, FY , FY , FY , FY )  LD-43% ( 38% last year )  ADHD–19% ( 21% last year )  Mental Health-21% ( 18% last year )  Limited numbers of students with mobility, hearing, vision, Autism, TBI

 Someone who has a physical or mental impairment which substantially limits one or more major life activities including: self-care, walking, seeing, hearing, speaking, breathing, learning, working, eating, sleeping, standing, lifting, reading, bending, concentrating, thinking, or communicating. The definition has also broaden to major bodily functions (digestive, cell growth, circulatory, etc…)  Those who have conditions that corrective measures (medication, glasses, etc..) would ameliorate are now considered disabled  Who has a record of such impairment, or  Is regarded as having such an impairment

 This law was designed to ensure that any program or activity receiving federal financial assistance does not discriminate on the basis of disability for otherwise qualified persons (Section 504 of the Rehabilitation Act of 1973).

Extended the ideas of section 504 to public and private companies/agencies that don’t receive federal funding No otherwise qualified individual with disabilities shall, solely by reason of their disabilities, be excluded from the participation in, be denied the benefits of the services, programs, or activities of a public entity, or be subjected to discrimination by any such entity, or be subjected to discrimination in these programs (Americans With Disabilities Act-Amendments Act, 2008)

 An individual with a disability is qualified if, with or without reasonable accommodation, meets standards requisite to admission or participation  A word of caution regarding students who may be “not otherwise qualified.”

Our office, in conjunction with faculty, determine whether an accommodation is reasonable or unreasonable. We determine “reasonableness” via case law from Office of Civil Rights rulings, and by the few exceptions that have already been determined.  An accommodation is NOT reasonable if:  It would pose a direct threat to the health and safety of others  Making the accommodation means making a substantial change in an essential element of the curriculum (from an educational standpoint)  It poses an undue financial or administrative burden on the business/agency/entity

 How do you determine which parts of the curriculum are essential?  Extensions on assignments (occasional vs. ongoing – journalism vs. psychology)  Attendance- (in syllabus vs. not in syllabus – discussion based class vs. no discussion)  OCR generally cites in favor of the school

 Student Intake/Evaluation of Documentation  Review of existing materials  Forms for gaining documentation  Limited testing  Determination of substantial limitation in a certain life area  Discuss label of disability vs. limitation – just because you have one doesn’t necessarily mean you have the other

 When disability/substantial limitation has been established, based on documentation and intake form, we determine reasonable accommodations  Accommodation form filled out and given to student  Student advised to inform instructor of disability (confidentiality) and accommodations

View, sign, and return form Provide accommodations as documented on the form in collaboration with our office, unless you feel there’s a substantial alteration of essential curriculum Seek out note taker assistance Provide a copy of lecture notes Enlarge materials Send testing materials to Assessment Center Allow for tape recording lectures * Arrange for physical accommodations Allow extensions on tests or assignm ents

 You have the right to:  Deny accommodations if you can prove they are an essential part of your curriculum  Fail a student with a disability  Ask a student who is tape recording to turn off the recorder when personal information is being shared  Follow conduct guidelines  Discuss accommodations with the Disability Services Coordinator (*note regarding waiver)

 You do not need to provide accommodations if an accommodation letter is not presented to you  When sending tests to the Assessment Center or Disability Services, please include clear instructions, accommodations, and information on the return method (Disability Services)  If a student refuses an accommodation they’ve requested, please note it on the Documentation of Testing Accommodations form, if you’d like.

 Your Responsibilities:  Discuss and approve testing logistics with the student  Get testing materials, along with any accommodation information needed, to the Assessment Center prior to the day of the test  Student Responsibilities  Provide you with a letter of accommodation  Discuss testing logistics  Remind you to send testing materials to the Assessment Center at least 2-3 days in advance of test

 Your Responsibilities:  Discuss and approve testing logistics with the student  Get testing materials, along with any accommodation information needed, to the Disability Services Office 1-2 days prior to the day of the test if possible  Send 2 copies of the test – one for the student, one for the reader  If the test is being sent digitally, please send it to both Tina Hardy and Judy Mika  If there are passwords or special instructions, please let Disability Services know

 Student Responsibilities  Discuss testing logistics with instructor  Remind instructor to send test to Disability Services at least 2-3 days in advance of test  Schedule testing time with Disability Services as soon as test date is set  Discuss re-test date options with instructor prior to a reschedule with Disability Services

 Discuss options for gaining lecture information, i.e. whether course notes/Power Points are available  Make general, confidential announcement regarding need for note taker as soon as possible after receiving accommodation letter indicating that need  Refer any note takers to Disability Services – Tina usually handles note takers  Assess note taker notes/capability if needed  Keep student and Disability Services appraised of note takers status  Approach a capable student if no one volunteers  Discuss options with Disability Services (Tina) if you cannot find a note taker

 If you notice that a student has “Alternate Text” as an accommodation you do not need to anything, generally. Judy Mika in Disability Services handles and processes the request.  We may need text-related information from you occasionally

 Discuss course expectations with all students  All students are subject to the code of conduct  Contact Disability Services to determine if the student has signed a release that would allow them to share any information with you regarding the behavioral needs of the student, or whether they have any advice for working with the student  In certain cases where the above interventions haven’t worked, it may be important to document all behaviors and report them to administration

Note taking assistance Lecture outlines – ahead of time is most helpful Extended test time Test readers Texts in alternate formats Tutors/Writing Center Information shared in a multisensory format Check for understanding

 Flexible attendance within reason  Note takers  Extended test time  Alternate testing site  Assignments in electronic format

 Note taking Assistance  Lecture outline  Alternate testing site  Extended test time  Course schedule, syllabus, notes, etc… online as a backup  Use of an organizer – demonstration of how to effectively use this as it pertains to your class

 Interpreters, note takers  Face student when speaking  Course information in electronic format  Visual aids  Repeat statements/questions from other students  Captioning of videos  Adaptive equipment for specialized tasks (ex. blood pressure cuff )

 Large print materials  Preferential seating  Course information in electronic format  Seating where lighting is best/additional lighting  Testing accommodations (V-Tek)

 Audio tape lectures, Braille materials or electronic lecture notes  Describe visual aids  Adaptive equipment (talking calculator or thermometer, use of JAWS optical character reader)

 Adjustable tables/work spaces  Note takers  Class materials in electronic format  Extended test time

 Class materials in accessible electronic format  Multi-sensory presentation of course information  Lecture outlines  Use of library, peer tutoring and writing center

 Job Accommodation Network – overview of ADAA and lists of accommodations by disability in A-Z index   University of Washington – DO-IT – a variety of resources regarding specific accommodations, rights and responsibilities for faculty   IVCC’s Disability Services Page – There are sections for forms, additional resources, and faculty information 