Basics of Disability Access Disability Information Session UC Clermont October 19, 2010

Where are We?

Sample Size N=190 Autumn Quarter 2010

KEY Cognitive Disability – characterized by significantly below average intellectual functioning in conjunction with limitations in adaptive skills areas such as communication, self-care, social skills, etc. Learning Disability – characterized by average to above average intellectual functioning with neurological deficits that manifest in reading, written comprehension, mathematics, etc. Autism Spectrum Disorders – characterized by a range of diagnoses that fall on a “spectrum”. An individual can have a diagnosis that places them at any point along the spectrum. Individuals typically are affected in the areas of social communication, fine and gross motor abilities, and some experience intellectual deficits. Mental Health – characterized by individuals who are under the care of a licensed mental health professional and may have a diagnosis of depression, bipolar disorder, schizophrenia, an eating disorder, generalized anxiety disorder, etc. Physical Disability – characterized by individuals who have been diagnosed with a medical disorder that can affect mobility such as muscular dystrophy, quadriplegia, cerebral palsy, etc. Chronic Illness – characterized by individuals who have been diagnosed with a disorder that may have ongoing symptoms and/or relapses such as autoimmune diseases, blood diseases, migraine headaches, arthritis, etc. Attention Deficit (Hyperactivity) Disorder – characterized by deficits in behavioral inhibition, sustained attention, resistance to distraction, and the regulation of a person’s activity level to the demands of a situation. Other Disability – used to classify a student when the diagnosis or disability does not readily fit into another standard disability category. Deaf/Hard of Hearing – characterized by complete or partial loss of hearing. Visually Impaired – characterized by complete or partial loss of vision. Conversion Disability – used to classify a student who was converted from old records into the DISAMAIN database.

Why do we Accommodate? It’s the law! It’s the right thing to do Accommodations are a floor, not a ceiling

Relevant Laws Section 504 of the Rehabilitation Act Section 508 of the Rehabilitation Act Americans with Disabilities Act (ADA) ADAAA, January 2009 Re-authorization of Higher Education Act

ADA’s Relationship to Post-Secondary Institutions 10 Basic Principles Handout ADA Q&A Handout Disability Q&A

Accommodations Process Students self-identify Provide “recent” documentation from relevant health professional Intake process includes an interview with the student and a review of documentation Accommodations are identified and mutually agreed upon Accommodations letter is developed Students present letter to faculty requesting accommodations for a particular course

Student Disclosure If students wish to receive accommodations in a particular class, they must disclose to the instructor Students are coached to disclose early in the quarter and during office hours if possible to have the best experience Instructors are not permitted to ask what type of disability the student has Some students will disclose the nature of the disability when necessary and if they feel comfortable What can you do to make the disclosure process easier for students?

Reasonable Accommodations Designed to level the playing field and provide access to a particular course, program or activity Examples include extended testing time, distraction- reduced testing environment, notetaker, sign language interpreter or captioner

Unreasonable Accommodations Allowing only the student with a disability a “do- over” on tests Modifying tests or assignments just for the student with a disability Allowing only the student with a disability to access the textbook and notes during an exam Allowing unlimited time on exams for selected students

The Trap of Over-Accommodation Students should not receive accommodations until they have shown you their accommodation letter If an instructor accommodates without evidence that a student has gone through the formal process, it opens the door for a grievance complaint Policies and procedures exist for everyone’s protection

Fundamental Alterations All students, regardless of disability status are expected to meet the same requirements of a particular class or program of study. This is referred to as “otherwise qualified” Technical standards should not be altered due to disability status

Program Success It is not our role or purpose to determine if a student with a disability will be “successful” in a particular program Unless other students in the same program are treated with the same scrutiny, it is discriminatory to treat a student with a disability in this manner

“Oh No, They Didn’t…” Instructor called wanting to know why students with disabilities were permitted to be enrolled as students? Instructor notifying a class that a student needed a notetaker to help a student who was “slow” Instructor confronted student after a test and told them that their high grade ruined their curve so how could they possibly need extra time? Instructor told the student that she didn’t need a notetaker because the instructor wrote everything on the board

“Oh Yes, They Did…” Instructor reviewed syllabus and mentioned that all types of learners were welcome in her class Instructor asked for feedback about what types of material presentation worked well for the class and modified teaching style to meet the needs of the class Instructor sought guidance when working with a student who had quirks he didn’t understand

Do’s & Don’ts ALWAYS, ALWAYS, ALWAYS call security in an emergency or in a situation that you think might become an emergency Remember that the student with a disability has rights and these need to be balanced with the rights of a class Don’t make assumptions about a disability – treat each person as an individual Contact Disability Services if you have a question about an accommodation. You cannot arbitrarily deny an accommodation.

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