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Disability guide for faculty |
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TABLE
OF CONTENTS Services for Students with Disabilities Procedures for Access of Students with Disabilities
Accommodating Students with Disabilities
INTRODUCTION
This faculty guide has been designed to assist Shenandoah University faculty in working effectively with students with disabilities. The intent is to provide facts about various disabilities as well as practical information about services and resources available to facilitate successful interactions with students with disabilities. No manual, however useful it may be, can replace the desire and willingness on the part of all of us to allow students with disabilities to attain their highest academic potential and participate fully in university life. A student with a disability is any student who "has a physical or mental impairment which substantially limits one or more major life activities such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working. A person is considered to be a person with a disability if he/she has a disability, has a record of such an impairment, or is regarded as having such an impairment." In 1990, the Americans with Disabilities Act became law. This mandate reinforces the concept of reasonable accommodations in education and greater access to employment, transportation and public accommodations. The legal imperative, Section 504 of the Rehabilitation Act of 1973, states that "no otherwise qualified handicapped individual shall, solely by reason of his handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance." In 1994, 9.2 percent of all freshman reported some type of disability, compared with 2.6 percent in 1978. This increase in the number of students with disabilities can be attributed to several factors. 1. Greater assistance to students in elementary and high schools results in more students with disabilities prepared to enter college. 2. Students who have not identified themselves as having a disability are coming forth to be recognized and receive accommodations. 3. Federal laws are providing means of redress if rights are violated. These laws are protecting the rights of students with disabilities to receive reasonable accommodations. To accomplish the mandates, both physical and programmatic access must be provided. This means more than just the removal of architectural barriers and the offering of auxiliary services. It means that appropriate accommodations must be made in the instructional process to ensure equal educational opportunity for students with disabilities. If you have
questions or concerns that are not addressed in
this manual, please contact the Director of
Disabilities Services in the Academic Success Center, Howe 105, Ext. 4928. SERVICES
FOR STUDENTS WITH DISABILITIES
The mission of the Office of Disabilities Services at Shenandoah University is to offer programs which will improve and enhance the educational development of students with disabilities. Secondly, we wish to promote and enlighten the understanding and support of the university community. The goals of the Office of Disabilities Services are:
Students with disabilities are responsible for informing the University of disabilities that require accommodations. At the beginning of each academic year, all new entering students and upperclass students are sent a form which encourages self-disclosure of a disability and requests for accommodations. A brochure describing services for students with disabilities is included. Documentation of a disability from a qualified professional is required for eligibility of services. At the beginning of each semester, all new students are sent a form for self-disclosure of a disability. Upon completion of forms and receipt of documentation, the Director for Disabilities Services will arrange an appointment with the student on an individual basis to develop a plan for academic success which will include reasonable accommodations. Students with disabilities are responsible for informing the University, and faculty members in particular, of disabilities requiring accommodations. Faculty will receive a confidential form which explains which accommodations are necessary. Accommodations are not limited to the stated accommodations on the form. As the semester progresses, faculty and students may alter accommodations as necessary. Students are responsible for requesting accommodations in a timely manner so that faculty and staff may plan for these accommodations. Students with disabilities are expected to maintain the same responsibility for their education as other students. Students with disabilities must meet and maintain the standards of Shenandoah University. The following services are offered by the Office of Disabilities Services:
The Office of Disabilities Services will not:
PROCEDURES FOR ACCESS OF STUDENTS WITH DISABILITIES Shenandoah University is committed to providing equal opportunities in higher education to academically qualified students with disabilities. Shenandoah does not offer a special curriculum for students with disabilities. However, it does offer many services, such as study skills workshops, peer tutoring, personal and career counseling, learning center activities and orientation programs, which are available to all Shenandoah students. ADMISSION Shenandoah University will not deny admission to a qualified applicant because of her/his disability. It does not establish quotas or special admission criteria for persons with disabilities, or pre-admission inquiries regarding an applicant's disability. It does not use admission tests or criteria that inadequately measure the academic level of blind, deaf, or applicants who are otherwise disabled, because special provisions were not made for them. Admission to Shenandoah University is based on requirements which are outlined in the College Catalog. ELIGIBILITY FOR SERVICES At the beginning of each academic year, all entering students and upperclass students are sent a form which encourages self-disclosure of a disability and requests for accommodations. A brochure describing Services for Students with Disabilities is included. Documentation of a disability from a qualified professional is required for eligibility of services. At the beginning of each semester, all new students are sent a form for self-disclosure of a disability. Upon completion of forms and receipt of documentation, the Director for Students with Disabilities will arrange an appointment with the student on an individual basis to develop a plan for academic success which will include reasonable accommodations. RESPONSIBILITIES OF SHENANDOAH UNIVERSITY Shenandoah University recognizes the following rights and responsibilities in identifying and maintaining standards that are necessary in delivering quality academic programs while recognizing the rights of students with disabilities. 1. Shenandoah University has the right to identify and evaluate abilities, skills and knowledge needed for success in its programs. 2. Shenandoah University has the responsibility to ascertain that all recruitment information and activities are available in accessible formats and facilities. 3. Shenandoah University has the responsibility not to exclude students with disabilities from any course, program of study, or other activities or programs. Additionally, programs and activities will be held in the least restrictive environment that is appropriate for the individual student. 4. Shenandoah University has the responsibility to evaluate applicants solely on their abilities. If the evaluation method is discriminatory, the University will seek reasonable alternatives. 5. Shenandoah University has the responsibility to modify academic requirements to ensure that discrimination does not occur. This does not include requirements for licensure or requirements which the school can demonstrate are essential for the program of study. Modification may include course substitutions or changes in the length of time permitted for completing degree requirements. 6. Shenandoah University has the responsibility of modifying examinations and other means of evaluating students if they discriminate against students with sensory, manual or communication disabilities. Examinations may be administered orally if students with learning disabilities or physical impairment are unable to show their true mastery of the course content on a written test. Tests designed to measure specific skills related to essential course goals are permitted even if the skills are impacted upon by the disability. 7. Shenandoah University has the responsibility to provide auxiliary aids, such as taped texts, interpreters, readers and adaptive equipment for students with disabilities. The University is not required to provide attendants, individually prescribed devices, or other devices or services for personal use or of a personal nature. 8. Shenandoah University has the responsibility to provide housing for students with disabilities that is comparable to housing provided to students without disabilities. 9. Shenandoah University has the responsibility to assure that social organizations which receive support from the school are prohibited from discriminating on the basis of disability. 10. Shenandoah University has the responsibility to provide personal, academic and career counseling to students with disabilities. These services are prohibited from counseling students with disabilities toward more restrictive career goals than are nondisabled students with similar interest or ability. 11. Shenandoah University has the responsibility to provide financial aid, including work study, to students with disabilities, just as it is available to students without disabilities. 12. Shenandoah University has the responsibility to make reasonable accommodations for students with disabilities in the instructional method and evaluation of a course. The University has the right to select among equally effective accommodations. The University has the right to refuse an accommodation which is deemed unreasonable or constitutes an undue burden on the University. RESPONSIBILITIES OF STUDENTS WITH DISABILITIES Persons with disabilities have an equal opportunity to participate and benefit from programs at Shenandoah University. 1. Students have a responsibility to present documentation of a disability and how it will affect a course of study, instructional method or evaluation so that accommodations can be provided. 2. Students with disabilities are under the same responsibility as any other student to meet and maintain Shenandoah University's standards. 3. Students have a right to participate in programs and activities of the university community including services such as counseling and career services, health services, housing, co-curricular activities, and transportation. 4. Students with disabilities have a right to reasonable accommodations in the course of study, instructional method or evaluation. 5. Students have a right to an evaluation based on their ability, not their disability. If their disability affects the outcome of the evaluation, accommodations including an evaluation by an alternative method will be made. 6. Students have the right to self-advocacy regarding their own individual needs. They can request information or assistance in order to become a more effective advocate. 7. Students have a right to confidentiality of all information. When such information is needed by another party, the school will gain permission by asking the student to sign a release of information. 8. Students with disabilities have a right to appeal the University's decisions concerning accommodations by following the Grievance Policy for Students with Disabilities. 9. Students with disabilities have the right to be informed of appeal procedures outside the University. This includes filing a complaint with the Office of Civil Rights or through the civil court system. REQUESTING ACCOMMODATIONS IN THE ADMISSION PROCESS Admission to Shenandoah University is based on the requirements in the College Catalog. Admission decisions are made without regard to disabilities. All students who apply to Shenandoah University are expected to meet standards established by the Admissions Committee. If a student receives accommodations on SAT/ACT, he/she may submit those scores which will be accepted as equivalent alternatives. All applicants to Shenandoah University are reviewed by the Admissions Committee utilizing the same procedures without regard to disabilities. An applicant who requires modifications in the admission process should present documentation of need when the application is requested or submitted. Applicants who elect to self-disclose their disabilities during the admission process may submit a request for an alternative measure for admission if the applicant thinks that an admission standard appears to be discriminatory. Comparable measures will be accepted as valid substitutes as measures of same skills, aptitudes or areas of achievement. Modifications approved for the admission process are not guarantees of acceptance or specific accommodations of programs after the acceptance. LONG-TERM AUXILIARY AIDS It is the policy of Shenandoah University to assure that students with disabilities are not excluded from participation in any program or activity. It is the procedure at Shenandoah University to provide assistance and support to students with disabilities in obtaining long-term auxiliary aids. The student will be encouraged to be a self-advocate and Disabilities Services personnel will serve as resource people. Students with disabilities are expected to identify and obtain auxiliary aids from government or private agencies. However, if a student does not desire to do so, the University cannot insist on it. If outside agencies cannot provide the auxiliary aids needed, the University will determine the necessity of the auxiliary aid and will ensure that the student is not denied the right to participate in a program or activity because of the absence of an auxiliary aid that would make participation possible. Students who believe they need an auxiliary aid in order to fully participate in any program or activity should notify the Director of Disabilities Services as early as possible. Documentation of need should accompany the request. The Director of Disabilities Services will review the request and ascertain that the auxiliary aid is appropriate to the needs of the student, that the aid cannot be provided by outside agencies and that the student will be unable to participate as fully without an aid. Shenandoah University has the responsibility to provide the auxiliary aid or a reasonable alternative that will allow full participation in the program or activity unless it is deemed unreasonable or will impose undue hardships on the University. In order to ensure that auxiliary aids are available at the opening of the semester, a minimum of four weeks notification is necessary. The University will evaluate late requests on a case-by-case basis. It is the responsibility of the student to inform the Director of Disabilities Services about the need for auxiliary aids on a semester-by-semester basis. To ensure accountability, the student should present the need in writing. MODIFICATIONS IN SPECIFIC COURSES A student who needs accommodations in a specific course should contact the Director of Disabilities Services, who will discuss options with the student. The student is responsible for meeting with the course instructor to discuss the need for accommodations in the class. This should be done in a timely manner. The Director will also provide the student with letters to be given to instructors detailing the student's needs, and will be available to serve as a liaison between the student and the instructor. If necessary, the student, the Director and the instructor may meet to discuss the accommodations or auxiliary aids. Instructors are expected to make reasonable accommodations. However, they are not expected to lower course standards or quality of student work. MODIFICATIONS OF COURSE REQUIREMENTS If the student is unclear about what modifications are possible to make requirements accessible due to a disability, he/she should contact the Director of Disabilities Services to discuss options. Course substitutions are made solely by the Dean upon written request by the student. The request is submitted to the Dean who gives initial approval and consults with the Vice President for Academic Programs. The approved documentation of substitution remains with the student's permanent record in the Registrar's Office. Course requirements are designed to provide a comprehensive education in both liberal arts and the student’s major field of study. Shenandoah University recognizes that some students, as a result of a disability, may be unable to satisfy specific course requirements for degree completion. Shenandoah University has a formal course substitution procedure. The course substitution will be considered in relation to the student’s intended major. Courses that are deemed by the University to be essential elements of a course of study are required and cannot be substituted. A waiver of a subject from high school does not guarantee a substitution by the University. Course Substitution Procedure A student with a disability who would like to request a course substitution as a reasonable accommodation should follow the procedure outlined below in a timely manner. Since the student may be required to enroll in as many as four semesters of a foreign language or two semesters of mathematics, the request should be initiated not less than four semesters from degree completion. 1. Submit the appropriate written documentation verifying that the disability substantially limits the successful completion of the required course to the Disability Services office. 2. Write a letter to the Coordinate for Disabilities Services requesting the course substitution with a person al statement indicating the reasons for the request including prior experiences with the subject, names of courses and grades, as well as statements from high school personnel and/or college faculty attesting to the student’s efforts and diligence in attempting to master the subject matter. 3. If there is evidence that a substitution is warranted, the Director will forward the petition to the Dean of the student’s College or School. 4. The student will meet with the Dean to hear the final decision rendered. The student has the right to appeal the decision by following the Grievance Procedure outlined in the Student Handbook. 5. The approved documentation of substitution will remain with the student’s permanent record. Standard course requirements will remain applicable until the student has received a copy of that documentation. MODIFICATIONS OF DEGREE REQUIREMENTS A full-time student should complete the degree requirements within six years of initial registration at Shenandoah University. Time extensions may be granted when approved by the Vice President for Academic Programs. If a student with a disability is unclear about modifications of degree requirements, he/she should meet with the Director of Disabilities Services to discuss options. GRIEVANCE PROCEDURE Step One In the event that specific complaints arise regarding the University's compliance with the Americans with Disabilities Act of 1990, the Director of Disabilities Services will, at the request of students, faculty or staff, review the procedures implemented and seek to resolve the matter informally. To the extent that the complaint(s) cannot be resolved informally, the following procedures shall be employed in order to address the grievance formally. Step Two 1. A student wishing to file a complaint shall submit a written grievance to the Director of Disabilities Services within 30 calendar days of the event(s) triggering the grievance. The written grievance must include: (a) a clear statement of the University rule, regulation, policy, and/or action of which the student complains; (b) the date of any action which the student is appealing; (c) a summary of the action(s) which the student has taken to resolve the matter informally; (d) documentation which supports the grievance. The Director will forward to the appropriate administrator as designated by the President. 2. The appropriate administrator shall meet with the student within 5 class days of the receipt of the grievance to gather data and attempt resolution. 3. If this meeting does not resolve the grievance, the appropriate administrator shall conduct an informal investigation of the grievance. In cases where the grievance is about the conduct or requirements of a course or an academic program, the appropriate administrator shall consult with the faculty member responsible for the affected course or academic program, and meet with and seek advice from the Advisory Committee on Disability Issues, consisting of at least one faculty representative from each school and one student. One of the faculty participants must be from the school responsible for the course or academic program from which the grievance originated. 4. The appropriate administrator shall furnish a written response to the grievance no later than 15 class days after the meeting with the student. The written response shall be mailed to the student by certified mail, return receipt requested. Step Three 1. If the student is not satisfied with the written response from the appropriate administrator, he/she may present the grievance in written form to the Vice President for Academic Programs within 10 class days after the receipt of the response from the appropriate administrator. 2. The Vice President for Academic Programs or designate shall, within 15 class days after receipt of the grievance, schedule and conduct a meeting with the student and other persons involved in the grievance. 3. After the investigation is complete, the Vice President for Academic Programs or designate shall issue a written answer to the complainant within 15 class days from completion of the meeting(s) with the student and other persons. 4. If the grievance involved conduct or requirements of a course or academic program, a copy of the written decision of the Vice President for Academic Programs or designate shall be provided to the Advisory Committee on Disability Issues, the Dean and the department head in the school involved and to the professor of the course. 5. The Director of Disabilities Services shall maintain the files and records relating to the complaints filed. 6. The right of a person to prompt and equitable resolution of a grievance shall not be impaired by the person's pursuit of other remedies such as filing a complaint with a responsible federal department or agency. Although individuals have the right to pursue appeals through external channels, they are encouraged to use internal mechanisms to resolve disagreements. Step Four 1. If the Vice
President for Academic Programs or designate is
unable to offer a satisfactory resolution, the
student may appeal to the President of the
University, whose decision is final. PROCEDURE FOR REQUESTING ACCOMMODATIONS (students receive a copy of this procedure) The following procedures should insure that you receive the appropriate and reasonable accommodations: 1. As early in the semester as possible you should contact Disabilities Services in the Academic Success Center to request accommodations. Initially, you must provide current documentation regarding your disability. Please inquire at Disabilities Services or visit the following website for more specific information regarding guidelines for documentation: http://www.su.edu/studaffs/acadsup/disabilities.htm. Accommodations are not retroactive, but begin after documentation is presented. You must meet with someone in Disability Services at the beginning of each semester so that you can obtain notification letters for new professors. At your meeting in the beginning of the semester, you and the director will explore appropriate and reasonable accommodations for your courses. You will be given a notification letter to give to each faculty in the courses for which you desire accommodations. 2. It is your responsibility to meet with your professors, hand-deliver the notification letter, and discuss your needs with them. This must be done in a timely manner. At these appointments, you should explain your concerns and review the syllabus, course requirements and test formats. Based on this conversation, you should discuss with each professor any accommodations that you may need. Please keep in mind that your unique abilities, needs and requests may be new and unfamiliar to professors. Just as you expect professors to be understanding, you should be sensitive to their concerns and possible confusion. The notification letter will provide documentation of your disability and suggestions for the types of accommodations that may be useful. You will need to work with each of your professors to determine if the accommodations are appropriate for a specific course. You should never simply hand a professor a copy of your notification letter and assume that this is all you need to do. You will want to discuss with each professor which accommodations are necessary and how each will be carried out. During your discussions, be sure to remind the professor that Disabilities Services will provide any necessary logistical or technical support such as proctoring for test administration, readers, scribes, alternate test locations, taped materials, etc. It is your responsibility to inform the Director of any arrangements that you and the professor have made that require support. 3. You are
responsible for contacting the Director of
Disability Services should any problem arise
during the semester with regard to your
disability or accommodations. PROCEDURES FOR FACULTY Section 504 of the Rehabilitation Act of 1973 states that universities may not discriminate against students with disabilities. Universities should make every effort to integrate students with disabilities into all courses and programs. They are not required to alter basic academic requirements; they are, however, required to "reasonably accommodate" students with disabilities. Specifically, the law says that a university "shall make modifications to its academic requirements as are necessary to ensure that such requirements do not discriminate or have the effect of discriminating, on the basis of handicap, against a qualified handicapped applicant or student......Modifications may include changes in the length of time permitted for the completion of degree requirements, substitution of specific courses required for the completion of degree requirements, and adaptation of the manner in which specific courses are conducted. However, the law also states that academic requirements which the university "can demonstrate are essential to the program of instruction being pursued by such student or to any directly related licensing requirement will not be regarded as discriminatory...." When a course is essential to a particular program of study, no modifications are possible. It is absolutely necessary, for example, for an engineer or architect to have courses in mathematics. In some cases, students with disabilities may be unable to succeed in a course because of their disability, and that course may be less essential to the students' goals or their particular major, discipline, or profession. It is debatable whether college algebra is essential for an art major or whether a foreign language is essential for a person to be a good sociologist or psychologist. Sometimes, students with disabilities may request that a program be modified or that they be able to demonstrate competence in a related subject in which their disability does not hinder them. A program modification may include substituting one course for another or modifying a required course. What is "essential" to a major, course of study, or degree requirement must be decided by the University in consultation with the relevant department, program or college, and in every case the student has the responsibility to provide documentation supporting the need for a program to be modified. (See Modifications of Course Requirements) As a faculty member, you have the closest immediate contact with students who have disabilities. The University relies upon you to be sensitive to those who indicate that they have special needs as defined by the Americans With Disabilities Act. In some cases, these students have already identified their need for accommodation to the Director of Disabilities Services and some accommodations may have already been arranged. In other cases a student may request that you make some accommodation. The best response to such a request is to sit down with the student and clarify what is needed. You may be able to agree to the accommodation immediately. However, you may need to call the Director of Disabilities Services for assistance. There are no predetermined accommodations since people with disabilities have unique needs. The specific accommodation should be arranged by you, the student and, if necessary, the Director. No student should be forced into an accommodation. Confidentiality of all information is essential. At no time should the class be informed that the student has a disability, except at the student's request. All disability information which is given to you by the student is to be used for arranging appropriate accommodations for his/her course of study. In no case should you unilaterally deny a request for accommodation. Denial of a request could result in claims of illegal discrimination and litigation against the individual professor as well as the university. Denial of an accommodation is to be made only after discussing it with the Director, department chair and/or school dean. If no resolution is reached, the student will be instructed to file a formal grievance (see Grievance Procedure). IDENTIFYING DISABILITIES Determining that a student has a disability is not always a simple procedure. Visible disabilities can be seen through casual observation. Examples are a recognizable physical impairment, the use of a cane, wheelchair or crutches. Some students have hidden disabilities. These include hearing impairments, legal blindness, cardiac conditions, learning disabilities, cancer, diabetes, kidney disease and psychiatric or seizure disorders. Other students may have multiple disabilities. These are caused by conditions such as muscular dystrophy, cerebral palsy, multiple sclerosis, or traumatic brain injury. Depending on the nature of the disease, a secondary impairment may accompany it. These include secondary impairments in mobility, vision, hearing, speech or coordination. Some students will identify themselves as having disabilities before or early in the semester. Others, especially those with hidden disabilities, may wait until a problem occurs. These students, who have not had the benefit of instructional accommodations, may self-disclose their disability just before an examination and expect that their needs are met. If this happens, the faculty member should send the student to the Office of Disabilities Services where a meeting will be held with the Director who will document their disability and discuss options for accommodations. It is expected that students will request accommodations in a timely manner. Please remember, it is only after the student documents his/her disability that accommodations can be arranged. Faculty members are encouraged to make an announcement at the beginning of the semester or put a statement in the syllabus inviting students with disabilities to schedule appointments. To the extent manageable, students with disabilities bear primary responsibility for identifying their disabilities. Accommodation plans involve the student, the departmental resources and the university. Dialogue between the faculty member and student is essential. It should occur early in the term with follow-up meetings as needed. Faculty should not feel apprehensive about discussing the student's disability as it relates to the course. ACCOMMODATING STUDENTS WITH DISABILITIES Providing accommodations to ensure complete access to, and full participation in, the educational process is not intended to require the professor to compromise academic standards. Accommodations will make it possible for the student with a disability to perform on an "even playing field." Accommodations enable the student to learn the material presented and to be fairly evaluated without interference from the disability. Reasonable accommodations may include the following:
The Office of Disabilities Services will help students with disabilities to acquire textbooks and classroom materials on tape, in large print, or in Braille. It assists in providing readers, scribes or interpreters. It ensures that classrooms and other University facilities are accessible and that various auxiliary aids are available on campus. In addition, the Office of Disabilities Services provides assistance to faculty members who have students with disabilities in their classrooms. Specific services will vary depending on the nature of the disability, the course material, and the manner in which the course material is covered. Please consult with the office for information on the following areas:
VISUAL DISABILITIES A person with a visual disability has an impairment that means, even with correction, the student's educational performance may be affected. People with visual disabilities fall into two categories, either partially sighted or blind. People with visual disabilities have a best corrected visual acuity of 20/70 or less in their better eye. People who are legally blind have a corrected vision in the better eye of 20/200 or less or a field of vision that is restricted to 5 degrees or less at 20 feet. STUDENTS WHO ARE BLIND: Students with severe vision problems depend on their other senses, including hearing and touch, to take in information. Someone who has been blind since birth does not have the experience of sight from their past to assist in the recollection of data. STUDENTS WHO ARE PARTIALLY SIGHTED: Persons with partial sight do have limited ability to see print. Some of the specific problems these students may have are field of vision (seeing only a small part of the total picture), color blindness, and visual acuity (not seeing things sharply or clearly). Students may be virtually independent with the use of magnifying eye glasses, or they may utilize a cane or service animal and require readers, tape recorders, and taped textbooks. Whatever the degree of impairment, visually impaired students should be expected to fully participate in classroom activities such as discussions and group work. To record notes, some may use portable or computerized Braillers. They may confront limitations in laboratory classes, field trips and internships, but with planning and adaptive technology their difficulties can be minimized. SUPPORT SERVICES AND ADAPTIVE TECHNOLOGY
INSTRUCTIONAL SUGGESTIONS
***Students should not be exempt from examinations or be expected to master less content or a lower level of scholastic skills because of a visual impairment. However, alternative means of assessing their course achievements may be necessary. The student or the Director of Disabilities Services may offer suggestions on testing and evaluation accommodations. The most expedient strategies are alternative examinations (oral, large-print, Braille, or taped), the extension of time for exams, and the use of such aids as print enlargers, specialized computer programs or tape recorders. Other adaptation suited to specific instructional situations, such as tactile materials in presenting diagrams or illustrations in certain subjects, may be helpful. The major challenge facing blind college students centers around the overwhelming mass of printed material with which they are confronted. By the time they reach college, most blind students have probably developed various methods for dealing with this volume of visual materials. Between 70 and 80 percent of all legally blind persons in the United States have measurable vision and can be better described as "partially sighted." The partially sighted student meets the challenge of the disability in the same way as the blind student, relying on use of readers, audio-taped texts, etc. However, the partially sighted student must confront two basic difficulties that the blind student must not. First, the partially sighted student is sometimes viewed as "faking it." Because most do not use white canes for travel and because most are able to get around much like everyone else, people have difficulty believing that the student needs to use adaptive methods. There is also an assumption that the partially sighted student is merely trying to make an assignment appear longer due to the large print in handwritten communication. Also, this may lead to a conclusion that "a child has written this." When the number of words instead of pages required is stated, this is not a problem. Please remember that the Office of Disabilities Services is available to help faculty identify accommodations on an individual basis. SERVICE ANIMAL POLICY Service animals are animals trained to assist people with disabilities in the activities of daily living. The Americans with Disabilities Act (ADA) defines a service animal as “…. Any animal individually trained to do work or perform tasks for the benefit of an individual with a disability, including, but not limited to, guiding individuals with impaired vision, alerting individuals who are hearing impaired to intruders or sounds, providing minimal protection or rescue work, pulling a wheelchair, or fetching dropped items.” An animal meeting this definition is considered a service animal regardless of whether it has been licensed or certified by a state/local government or training program. Requirements for Faculty, Staff and Students *Allow a service animal to accompany the partner at all times and in all places on campus except where service animals are prohibited. *Do not pet a service animal. Petting detracts from the animal’s tasks. *Do not feed a service animal. The animal may have certain dietary requirements and may become ill if fed. *Do not deliberately startle a service animal. *Do not separate a partner from his/her service animal. Requirements for Service Animals and their Partners *The animal must be immunized against diseases common to that type of animal. All vaccinations must be current. Animals must wear a rabies vaccination tag. *Virginia law requires that all dogs be licensed. *A service animal must wear an owner identification tag at all times. *Service animals must be in good health and must have an annual check-up by a licensed veterinarian. *The service animal must be on a leash at all times. *The partner must be in full control of the animal at all times. *Aggressive behavior such as growling, biting, baring teeth, etc. will not be tolerated. *Care and supervision of the animal is the responsibility of the partner. *The partner must follow the “cleanup rule” at all times. This requires the partner to : 1) Always carry equipment to clean up the animal’s feces whenever the animal and partner are off the partner’s property; 2) Never allow the animal to defecate on public or private property unless the partner immediately removes the waste; 3) Properly dispose of the waste by flushing or burial. *If partners cannot physically clean up after their animal, marked service animal toileting areas will be designated. When a Service Animal Can Be Asked to Leave The partner of a service animal may be asked to remove the animal from university facilities if it is unruly or disruptive. This may be defined as barking, running around, or bringing attention by other annoying behaviors. If the improper behavior continues, the partner may be told to keep the animal away from university facilities until steps are taken to mitigate the behavior. Areas Off-Limits to Service Animals *Research laboratories may be off-limits to service animals due to the natural organisms they carry which may affect the outcome of research. *Mechanical rooms, boiler rooms, facility equipment rooms, elevator control rooms and custodial closets are off-limits to service animals. The machinery and chemicals in these rooms may be harmful to animals. *Any room where protective clothing is worn is off-limits to service animals. This includes foundries, wood shops and metal/machine shops. *Any room including a classroom where there are sharp objects on the floor or protruding from a surface is off-limits. Rooms where there is a high level of dust or moving machinery may be off-limits to service animals. Exceptions *A laboratory professor or director may open her/his laboratory to all service animals. *An instructor in a classroom or teaching laboratory with moving equipment may grant permission to an individual animal and partner to enter. Admission for each team will be granted or denied on an individual basis. The equipment in a classroom may be moving and be of such a height that an animal could be easily caught in it. Emergency Situations In the event of an emergency, it should be recognized that the animal may be trying to communicate a need for help. The animal may become disoriented from smoke in a fire or laboratory emergency. Partner and animal may be confused. Every effort should be made to keep the animal and partner together. However, the first effort should be toward the partner which may necessitate leaving an animal behind in certain emergency evacuation situations. Further Clarifying Information Service animals are trained to behave properly in public. A properly trained service animal will remain at the feet of the owner. It does not run freely, bark or growl repeatedly at other persons or animals, bite or jump on people or urinate or defecate inside buildings. An animal engaging in such disruptive behaviors demonstrates that it has not been successfully trained to function as a service animal in public. You must ask the partner to remove a disruptive or unruly animal. However, you should consider available means of mitigating the effect of an animal’s behavior that are acceptable to the person with the disability (e.g., muzzling a dog that barks frequently) that would permit the animal to remain. A service animal should be unobtrusive, not solicit attention, pull or strain on a leash and not exhibit aggressive or fearful behavior. However, it is entirely appropriate for a dog to display a protective or fearful response in certain contexts. HEARING DISABILITIES Hearing disabilities represent the greatest chronic physical disability in the United States. Hearing loss ranges from a slight deficiency affecting approximately 19 million Americans, to total deafness, affecting 2 million. The age of onset generally determines the profundity of the disability. The term "deafness" refers to the inability to hear and understand speech without the assistance of a hearing aid. Within this large deaf or hearing-impaired population, some individuals choose to communicate solely through speaking and speechreading (lipreading) and may choose not to identify with other deaf people. On the other hand, some deaf people conduct their daily lives in close contact with those who, like themselves, are deaf. They constitute a linguistic and cultural minority group, the Deaf Community, and share a common set of values and experiences as well as a common language, American Sign Language. The way in which a deaf or hearing-impaired individual communicates depends upon many factors, including family environment, educational background, age of onset and degree of deafness, self-concept, and personal preference. Individuals who are deaf vary in their ability to speak and read speech. Skill in speechreading also varies; it is not a function of intelligence. Since only a very small percentage of sounds in English are actually discernible on the lips, successful speechreading requires the ability to piece together messages using context, knowledge of English structure, and plain guesswork. Deaf students who communicate primarily in American Sign Language face some of the same challenges as do international students. In ASL, signs, facial expressions, and body postures comprise the words, intonation, and morphologic and syntactic structures of the language. ASL is not patterned after English or any other spoken language. Its structure is as different from English as Japanese or Russian. It is a natural language used by Deaf people in the U. S. and parts of Canada. Many Deaf people learn English as a second language and, like someone to whom English is a foreign language, may have greater or lesser facility with speaking, reading, and writing. SUPPORT SERVICES AND EQUIPMENT
INSTRUCTIONAL SUGGESTIONS
Following are some suggestions for using an interpreter in the classroom. HOW TO USE AN INTERPRETER The following general guidelines may be helpful to you when working with a sign language interpreter: 1. Speak clearly in a normal tone and at a natural pace and do not exaggerate lip movements. 2. Speak directly to the person who is deaf as if the interpreter were not present. For example, "Your homework is due on Tuesday." Avoid sentences like: "Tell him/her that his/her homework is due next Tuesday." Remember that some persons who are deaf or hard of hearing would prefer to speak for themselves. Others will not speak. In both cases, respond to the person who is deaf, and not the interpreter. 3. Recognize the processing time needed for an interpreter to translate a message from its original language into American Sign Language or vice versa. There may be a short delay in the student's receiving information, asking questions and/or offering comments. During translation lag times, maintain comfortable eye contact and posture with the student. 4. Realize when the interpreter says, "I" or "me", that those are the direct words of the person who is deaf or hard of hearing, and not of the interpreter. 5. Remember that private conversations should not occur with the interpreter or anyone else in the presence of the person who is deaf. Ethically, the interpreter must interpret everything that is said or signed. 6. Because sign language is a visual language, eye contact will generally be with the interpreter, not you. 7. Situations involving interpreting for two or more hours may require more than one interpreter to reduce the possibility of errors made due to mental and physical fatigue as well as injury. Interpreting highly technical information or interpreting continuously for an hour or more may also require more than one interpreter. Interpreters should be relieved every twenty to thirty minutes in the manner least likely to disrupt the process. 8. Interpreting for a person who is deaf-blind requires essentially the same skills as those used by interpreters for those who are deaf or hard of hearing. However, the mode of communication may switch from a visual mode to a tactile mode. It is important that you are aware of the mode preferred by the consumer and that the request is made known to the interpreter. 9. Ask the person who is deaf if he/she understands what is being said. 10. Names and some words will need to be finger spelled by the interpreter and this will require a bit more time than signing. 11. You can facilitate the interpreting process by providing in advance a list of new, uncommon or technical terminology to the student and the interpreter. Unfamiliar words are sometimes difficult to translate on the spot. 12. Be aware that interpreting is easiest in lecture classes and more difficult in seminar or discussion classes. 13. You may be interrupted occasionally. In order to render a good translation of your message, the interpreter may ask you to slow down or repeat what you have said. 14. Make sure that the interpreter understands the need for confidentiality. 15. The role of the interpreter is to be a cultural mediator between persons who are hearing and deaf/hard of hearing persons. Positioning Considerations: 1. The interpreter should be placed in a good source of light so that the person who is deaf can see the interpreter. The interpreter should never be requested to stand in front of a window or other lighting source which would cause distracting shadows and eye fatigue. Be aware that when one shows films/videos/movies, the deaf person may not be able to see the interpreter. 2. When using the services of an interpreter in a one-on-one situation such as a small meeting or private appointment, the interpreter should sit slightly behind and to the side of the speaker, allowing the consumer to see both the speaker and the interpreter. 3. For large group presentations, the interpreter should be positioned near the speaker. If it is a very large group, more than one interpreter may be needed to ensure visibility. 4. If the presenter is deaf or hard of hearing and speaking before a large group and requires an interpreter for voicing, the interpreter should be seated facing the speaker and provided with a microphone. 5. Do not obstruct the student's view of the interpreter by walking between them. The student and faculty member should meet with the interpreter at the beginning of the semester to discuss potential problem areas. At this time the interpreter can better explain the process of interpreting and answer any questions the instructor may have. Please contact the Director of Disabilities Services at Ext. 4928 if you have additional questions regarding the effective use of an interpreter. MOBILITY DISABILITIES Mobility impairment is the partial or total loss of function of a limb or limbs that may result in muscle weakness, poor stamina, lack of muscle control, or total paralysis. A mobility impairment includes disabilities in which severe physical impairment(s) may adversely affect the student's educational performance. A wide range of conditions may limit mobility and/or hand function. Among the most common are musculoskeletal disabilities such as partial or total paralysis, amputation or severe injury, arthritis, active sickle cell disease, muscular dystrophy, multiple sclerosis and cerebral palsy. Additionally, health impairments such as cancer, HIV/AIDS, cystic fibrosis, respiratory and cardiac diseases, may be debilitating and affect mobility. While the degree of disability varies, students may have difficulty getting to or from class, performing in class, and managing out-of-class assignments and exams. Some students are unable to write at all; some fatigue quickly, some work more slowly. One specific accommodation you may need to make for the student with mobility impairment is to reschedule the class in an accessible room. Students, particularly those in wheelchairs, must have access to and the equal opportunity to participate in off-campus activities related to course work. Also, be prepared to move class temporarily if an elevator is out of service. SUPPORT SERVICES AND ADAPTIVE TECHNOLOGY
INSTRUCTIONAL SUGGESTIONS
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