1. Student Accessibility Services Getting You Started
Adam Meyer
Executive Director, Student Accessibility Services & Inclusive Education Services
Division of Student Development and Enrollment Services

2. Student Accessibility Services – Mission
SAS’ Vision and Purpose: Aspiring to make UCF a fully accessible and inclusive campus for people with disabilities
We do this by:
Acknowledging disability as an aspect of human diversity
Challenging social norms that create barriers
Creating partnerships with faculty, staff, students and the community
Establishing equal opportunity experiences
Sharing resources that facilitate access and inclusion
Signifying access and inclusion as a university-wide responsibility 4

3. Rapid Growth 5

4. 2,000+ Students Have a Wide Reach

6. The Environment Is The Biggest Barrier
Physical barriers
Processes, policies and procedures
Chosen course design
Applications and forms
Online registration and communication (i.e. videos)
Attitudes
Lack of awareness/understanding
Primary focus on the impairment/difference and not realizing the impact of the environment

7. Classroom Accessibility Perspective
We recognize the classroom environment and the intersection of a student with that classroom environment creates more of a disability and accessibility barrier than the student’s actual diagnosis.
For example:
Physical classroom environment
Syllabus policies, i.e., attendance
Course teaching methods and learning assessments
TV and online videos, captioned or not captioned
Personal attitudes toward and general awareness about disability

8. Forms of Access Proactive design Videos on websites are captioned
Ample ramps and ground level entry
Actuators (accessible door buttons) on restrooms
Accessible forms on websites
A shift in attitudes and perceptions
Creative alternatives and options beyond what is considered “normal” or “typical”
Academic accommodations
Means of modifying the environment when other options not feasible or possible

9. Common Academic Accommodations
Extended time for exams (8,000+ exams)
Use of technology for tests (Text-to-speech; speech-to-text; accessible keyboards; etc.)
Consideration of adjustments to course policies for health reasons
Attendance requirements, make-up exams, missed deadlines

10. Alternative media (textbooks in electronic format)
Course notes
Alternative media (textbooks in electronic format)
Interpreters and captioning in classes for students who are deaf and with limited hearing
Access to written content for students with visual impairments
Web accessibility (course websites, UCF web pages, etc.)
Textbooks
Other materials

11. Course Accessibility Letter
The key communication link among SAS, faculty and students
ed to faculty by SAS upon student request
Provides basic information to faculty about what types of access and accommodations the student may use

12. Course Accessibility Letter Limitations
Accommodations are determined at the Welcome Meeting based on the student’s information and SAS’ assessment.
Specific course information is often an unknown variable and will change by semester
As a result, students may need additional access when new barriers arise – these may end up on the Course Accessibility Letter or may just be an agreement with a specific faculty member for that course
Sometimes accommodations listed may not be reasonable because they are a fundamental alteration of the course expectations, requirements or learning outcomes

13. The Limits of the Course Accessibility Letter
Access in the Case-by-Case Situation =
Student with Disability + Environment + Reasonable Accommodation(s)
SAS gathers this information from the student
Initially, SAS has very limited knowledge; listed accommodations may not apply or may potentially be fundamental alteration
SAS offers general Course Accessibility Letter options relative to what could be anticipated to be reasonable

14. Student and Disability Reasonable Accommodations
Environment
Natural Access
Accommodations Listed on Course Accessibility Letter
SAS-Facilitated Access
Faculty Perspective at First Letter Glance

15. Most Important Part of Process
Consider the student’s request relative to access needs and disability situation
What is the ultimate access need or barrier concern behind the request?
If the request option is not reasonable, what other options may be reasonable?
Do not always have to approve the request but it must be considered
SAS will take the lead on assessing reasonable requests and we need your feedback and involvement when the role of the environment/course influences the “right” outcome

16. 4 Things You Need to Know and Do
SAS will you a Course Accessibility Letter upon student request
Keep in mind that what is listed as possible accommodations may not align with your course
You need not take action on the letter until you receive follow-up communication from the student and/or SAS about specific accommodations
You may follow-up with student to initiate communication but not required
SAS is a resource for you! Please contact us if you have any questions about facilitating reasonable accommodations
If you feel what is listed is not reasonable
If you believe other accommodations and modifications may be beneficial
How to best facilitate accommodations