1. Students with disabilities at Penn State University
Keith Jervis, Director and Kimberly Barger, Campus Liaison
Student Disability Resources
March 2018

2. 116 Boucke Building 814-863-1807 Student Disability Resources
At Penn State, we are committed to providing a welcoming, encouraging, and empowering environment for students with disabilities to ensure equal access, full participation and reasonable accommodations for their academic pursuits

3. Non-University Park Campuses:
Each Penn State campus has a disability services office available to assist students enrolled at their campus. resources/campus-contacts will assist in determining Campus Coordinator at each campus location.
The same application process, services, auxiliary aids, and accommodations are provided across campus locations.
Maybe co-located with Counseling Services or Learning Support

4. Transferring students:
Files are transferred to UP.
Accommodation Letter follows the student.
Goal: to be a seamless transition.

5. Equality vs. Equity:

6. Student disability resources: Dana Roberts:
This is the experience of one of our students: utu.be
Student disability resources: Dana Roberts:

7. OUR students with disabilities….
11% of undergraduate students reported having a disability nationwide, independent of whether they sought services.
About 4% of all enrolled undergraduate students have identified themselves at PSU, University Park, to SDR as students with disabilities.
There is evidence that an increasing number of students with disabilities are entering college.

9. Disability as Defined by Legislation… ADA & Section 504.
Anyone who has a physical or mental impairment which substantially limits one or more major life activities.
Significant restriction in performing major life activities in comparison to most people.
Functions include,
but are not limited to, seeing, hearing, walking, speaking, breathing, performing manual tasks, learning, reading, concentrating, thinking, & working.

11. ADA As Amended 2008 A More Inclusive Definition of Disability.
Provided a broader interpretation of the definition of disability.
Specifically rejects Supreme Court decisions that had reduced protections for people with disabilities.
Determining whether a person’s impairment is a disability should not demand extensive analysis.
Prohibits the consideration of mitigating measures when assessing whether a person has a disability.
Has increased the number of students receiving disability support services in college.
Has changed the role of college disability service providers from determining eligibility to direct service provision for students with disabilities.

12. Amended Act and Other Legislation:
Added “temporary” disabilities as a protected class;
Impaired dominant arms/hands;
Concussions;
Fair Housing Act (FHA): Emotional Support Animals (ESAs) in university housing;
Pennsylvania Human Rights Commission (PAHRC): grants handlers and trainers of Service Animals access to places of accommodation (including classrooms).

13. So what does that mean for SDR?

14. Implications for current increase OF students with Mental Health disabilities:
May need support outside of university, in addition to SDR.
Success may be dependent on this outside support i.e., counseling, psychiatric medication management, assistance with time management and organization (Coaching services in the community)
Observation: Students are presenting with more complex impairments.
Parents are expecting more from Student Disability Resources than is required by law (Americans with Disabilities Act, Section 504)

15. What SDR Continues to Do…
Provides access to education by mitigating or reducing functional impairments.
Must be supported by documentation and determined on a course-by-course and case-by-case basis.
Should not compromise a course’s essential requirements.
Accommodation examples academic adjustment letters include:
Extended time for exams and quizzes
Note-taking assistance
Accessible instructional media (e.g., books accessible formats, enlargement of course materials, etc.)
Assistive technology (e.g., screen readers, text-to-speech software, Smart Pens)
ASL interpreting / Captioning in-person or remote
Priority registration
Consideration given to flexed attendance policies
Course substitutions

17. Reminder: Student Disability Resources is an accommodation program.
Accommodations from SDR are never meant to replace treatment for symptoms of disabilities.

18. Student Academic Adjustment Letters and You…
Students must meet the essential requirements for courses or programs either with or without reasonable accommodations.
Students must provide faculty with their academic adjustment letter as soon as available to them in order to receive accommodations.
Recommended that you, as faculty, engage the students in an interactive discussion about how their accommodations will be used in your class.

19. Consideration Adjustments (Flexible Accommodations)
New Challenges
Consideration Adjustments (Flexible Accommodations)

20. Consideration accommodations and You…
Consideration adjustments may apply to attendance, assignment extensions and rescheduling of evaluations (exams and quizzes):
Not meant to alter the essential requirements of a course
Provide an alternate way for a student to meet essential course requirements
Allow students to actively participate in a course while also managing a disability
For flexed attendance, the U.S. Office of Civil Rights developed these guidelines:
How much classroom interaction is there between instructor and students, and among students?
Do student contributions constitute a significant component of learning process?
Does the fundamental nature of course rely upon student participation as essential method for learning?
For more information, use this link: resources/faculty-handbook/consideration-adjustments

21. Consideration Accommodations and You…
To assess if flexed attendance will alter the essential requirement of the course, SDR has developed these two questions:
Does the fundamental nature of the course rely upon student participation as an essential method for learning (e.g., foreign language, lab courses)?
Do student contributions and classroom interaction constitute a significant component of the learning process? If yes to these questions, then please discuss with the student’s Disability Specialist listed on the student’s Adjustment letter.

22. Consideration Adjustments Professor and Student Agreement Form
Sample Consideration Adjustment Form…
Consideration Adjustments Professor and Student Agreement Form
Student _______________________________________________ PSU ID # ________________________________________
Semester ______________________________________________ Instructor ________________________________________
Instructor’s preferred contact method and information (phone/ ) ______________________________________________________________
Course & Section # ____________________________________________________________________________________________________
The professor and student should review the student’s consideration adjustments listed on the student’s academic adjustment letter and Penn State Administrative Policy E-11 agree on possible consideration adjustments for this course. These adjustments are provided based upon a student’s disability documentation completed by a qualified professional. Please note that Policy E-11 states, “Instructors also should provide, within reason, opportunity to make up work for students who miss classes for other legitimate but unavoidable reasons.”
The instructor should detail below the agreed upon Consideration Adjustments for the student in the course listed above. Copies of the completed agreement are to be kept by the student, professor and the Student Disability Resources. This agreement is valid only when both the student and faculty member have completed this form together and the form is returned to the Student Disability Resources.
To determine if attendance is an essential requirement, review these questions:
Does the fundamental nature of the course rely upon student participation as an essential method for learning (e.g., foreign language, lab courses)?
Do student contributions and classroom interaction constitute a significant component of the learning process? If yes to these questions, then please discuss with the student’s Disability Specialist listed on the student’s Adjustment letter. .
If determined that flexibility in attendance is permitted, when the student misses a class and needs consideration for attendance due to an increase in the student’s disability symptoms:
How soon in advance should the student contact you (e.g. before the absence, within 24 hours of the absence)?
How should the student find out what information was missed (e.g. contact you, look on Angel, etc.)?
If a student needs to reschedule a quiz due to an increase in the student’s disability symptoms:
When should the student contact you (e.g. before the exam, within 24 hours of the exam)?
Within what timeframe should the student take the make-up exam (e.g. the next class, within 48 hours, etc.)?
Are there any additional parameters related to this course and the student’s academic adjustments?
There can be a point at which disability related absences, missed assignments, and missed exams or quizzes cannot be reasonably accommodated. If at any point, the professor and/or the student have any concerns about this process or the agreed upon considerations, please contact the Student Disability Resources. This agreement is only applicable from the date it is signed and is not retroactive. The instructor should keep a copy of this form and give the original back to the student to turn into the Student Disability Resources (116 Boucke Building).
Student Signature
Professor Signature Date
This form’s purpose is to put some parameters around flexibility so instructor expectations are clear to the student.

23. Consideration Adjustments Professor and Student Agreement Form
Sample Consideration Adjustment Form…
Consideration Adjustments Professor and Student Agreement Form
Student _______________________________________________ PSU ID # ________________________________________
Semester ______________________________________________ Instructor ________________________________________
Instructor’s preferred contact method and information (phone/ ) ______________________________________________________________
Course & Section # ____________________________________________________________________________________________________
The professor and student should review the student’s consideration adjustments listed on the student’s academic adjustment letter and Penn State Administrative Policy E-11 agree on possible consideration adjustments for this course. These adjustments are provided based upon a student’s disability documentation completed by a qualified professional. Please note that Policy E-11 states, “Instructors also should provide, within reason, opportunity to make up work for students who miss classes for other legitimate but unavoidable reasons.”
The instructor should detail below the agreed upon Consideration Adjustments for the student in the course listed above. Copies of the completed agreement are to be kept by the student, professor and the Student Disability Resources. This agreement is valid only when both the student and faculty member have completed this form together and the form is returned to the Student Disability Resources.
To determine if attendance is an essential requirement, review these questions:
Does the fundamental nature of the course rely upon student participation as an essential method for learning (e.g., foreign language, lab courses)?
Do student contributions and classroom interaction constitute a significant component of the learning process? If yes to these questions, then please discuss with the student’s Disability Specialist listed on the student’s Adjustment letter. .
If determined that flexibility in attendance is permitted, when the student misses a class and needs consideration for attendance due to an increase in the student’s disability symptoms:
How soon in advance should the student contact you (e.g. before the absence, within 24 hours of the absence)?
How should the student find out what information was missed (e.g. contact you, look on Angel,
Attendance

24. Sample Consideration Adjustment Form…
Consideration Adjustments Professor and Student Agreement Form
Student _______________________________________________ PSU ID # ________________________________________
Semester ______________________________________________ Instructor ________________________________________
Instructor’s preferred contact method and information (phone/ ) ______________________________________________________________
Course & Section # ____________________________________________________________________________________________________
The professor and student should review the student’s consideration adjustments listed on the student’s academic adjustment letter and Penn State Administrative Policy E-11 agree on possible consideration adjustments for this course. These adjustments are provided based upon a student’s disability documentation completed by a qualified professional. Please note that Policy E-11 states, “Instructors also should provide, within reason, opportunity to make up work for students who miss classes for other legitimate but unavoidable reasons.”
The instructor should detail below the agreed upon Consideration Adjustments for the student in the course listed above. Copies of the completed agreement are to be kept by the student, professor and the Student Disability Resources. This agreement is valid only when both the student and faculty member have completed this form together and the form is returned to the Student Disability Resources.
If a student needs a deadline extension for an assignment due to an increase in the student’s disability symptoms:
How soon in advance should the student contact you?
When will the assignment be due (e.g. the next class, within 48 hours, etc.)
There can be a point at which disability related absences, missed assignments, and missed exams or quizzes cannot be reasonably accommodated. If at any point, the professor and/or the student have any concerns about this process or the agreed upon considerations, please contact the Student Disability Resources. This agreement is only applicable from the date it is signed and is not retroactive. The instructor should keep a copy of this form and give the original back to the student to turn into the Student Disability Resources (116 Boucke Building).
Student Signature
Professor Signature Date
Extension of a deadline

25. Sample Consideration Adjustment Form…
Consideration Adjustments Professor and Student Agreement Form
Student _______________________________________________ PSU ID # ________________________________________
Semester ______________________________________________ Instructor ________________________________________
Instructor’s preferred contact method and information (phone/ ) ______________________________________________________________
Course & Section # ____________________________________________________________________________________________________
The professor and student should review the student’s consideration adjustments listed on the student’s academic adjustment letter and Penn State Administrative Policy E-11 agree on possible consideration adjustments for this course. These adjustments are provided based upon a student’s disability documentation completed by a qualified professional. Please note that Policy E-11 states, “Instructors also should provide, within reason, opportunity to make up work for students who miss classes for other legitimate but unavoidable reasons.”
The instructor should detail below the agreed upon Consideration Adjustments for the student in the course listed above. Copies of the completed agreement are to be kept by the student, professor and the Student Disability Resources. This agreement is valid only when both the student and faculty member have completed this form together and the form is returned to the Student Disability Resources.
If a student needs to reschedule a quiz due to an increase in the student’s disability symptoms:
When should the student contact you (e.g. before the exam, within 24 hours of the exam)?
Within what timeframe should the student take the make-up exam (e.g. the next class, within 48 hours, etc.)?
Are there any additional parameters related to this course and the student’s academic adjustments?
There can be a point at which disability related absences, missed assignments, and missed exams or quizzes cannot be reasonably accommodated. If at any point, the professor and/or the student have any concerns about this process or the agreed upon considerations, please contact the Student Disability Resources. This agreement is only applicable from the date it is signed and is not retroactive. The instructor should keep a copy of this form and give the original back to the student to turn into the Student Disability Resources (116 Boucke Building).
Student Signature
Professor Signature Date
Reschedule a quiz or test and other:

26. Role of Advisors in working with students with disabilities….

27. Provide an inclusive advisor and advisee meeting:
Multiple means of communication
Speak/tell; write; visuals; schedule; follow-up (accessible );
Determine preferred way to communicate, remind, schedule
Observe, reflect, question, provide direction and support
“I see by your transcript that your grades dropped off last semester, what do you think may have been the cause?”..pause…offer direction, hope, alternatives.”

28. Things to include for inclusive advising…

29. Best Practices for word documents
Headings
Alternative Text for images
True Document Structures
Table Heading row labeled
Tag Reading Order
Minimally we need to be able to check all boxes to be confident in the accessibility of our documents.
Assuming Best Practices for Style are also used:
Use San Serif fonts: Arial, Calibri, Verdana…
Use 12 pt font minimum
18 pt font for screen captures
Use whitespace
Use good color contrast

30. Ease of Access or System Preferences
The AT features of the operating system can be found in Systems Preferences for OS X and the Ease of Access center on Windows.
OS X
Systems Preferences >> Accessibility
Windows
Control Panel/Settings >> Ease of Access

31. Speech Recognition & Dictation
For Windows go to the start menu and begin typing Speech then select it from the options. The window shown in the screen capture will appear. Choose the Start Speech Recognition icon to begin.
For OSX, open system preferences and open “Dictation and Speech”. Make sure you enable Enhanced Dictation to get the best recognition speed and avoid sending any Personally Identifiable Information to Apple.
System Preferences >> Dictation & Speech
Start >> type Speech, Enter

32. Text-to-Speech Adjust Text-to-Speech settings
In the Speech Properties you can change the voice used and the speech rate. MS Office 2013/2010 Guide
Adjust Text-to-Speech settings
From Speech >> Advanced Speech Options
Then enable Speak in MS Office
Activate Text-to-Speech
System preferences >> Dictation & Speech
Set preferred key combo

33. Display Options
Contrast
Magnification
Visual Enhancements

34. Contrast, Windows Windows 8.1 :
Ease of Access Center >> “Set up High Contrast” or
Windows 8.1/10
From the PC Setting >> Ease of Access >> “High contrast” to select a theme

35. To Convert PDF, Word and Powerpoints to an Accessible Format:
SensusAccess: SensusAccess is a licensed tool for Penn State students and staff/faculty needing access to content in an alternative format.
With SensusAccess Penn State users can upload a document that is not currently accessible to them and convert it to one of a set of different formats such as PDF to Word, audio, Braille, Daisy and e-book.
Go to:
Best to check further with a screen reader (download NVDA: for further assistance send to SDR:

36.
Resource for Learning How to Make Documents Accessible;
Link to Web Accessibility Checker FAE:
Identifies Digital Access Accommodations by Disability Type:

37. When and How to Get SDR Involved…
Contact SDR if you have any disability-related questions or are unsure where to refer a student who you believe may need academic or mental health assistance.
Call:
Walk-in: 116 Boucke Building
Visit website:
Including a disability statement on your syllabus, per the Academic Administrative Policies and Procedures R-5 SYLLABUS, can encourage students with disabilities to disclose their need for help.
statement
For questions frequently asked by faculty about SDR, please visit:
SDR can help you support your students, mitigate the impact of disability symptoms, reduce student stressors, and promote positive outcomes.

38. Applying to Disability Resources:
Review our disability Documentation Guidelines and submit appropriate documentation of disability to Student Disability Resources.
Call SDR at or to schedule an intake appointment with a Disability Specialist from Student Disability Resources. This meeting will take about an hour and should not be scheduled during class time. If needed, this meeting can be completed via phone.

39. SDR Contact Information…
Location:
116 Boucke Bldg
Phone:
Hours:
8:00 am to 5:00 pm, M-F
Keith Jervis Kimberly Barger
Director Campus Liaison