Office of Disability Services

WebinarCDE – Orientation to ADA Services 2015

Objectives of presentation

• Federal laws related to Disability Services • Disability Categories• Rights and Responsibilities of Faculty per

the UIU Disability Services Handbook• Procedure to request & receive

accommodations– Additional important information– Accommodations contract including other possible accommodations

Students being served by UIUDS

• As of 8/19/15 – 128 students (the total number last year at this time was 99 students.)– AE – 74 total students of which 11 are

new disclosures for Fall 2015– Fayette – 54 total students of which 16 are

new disclosures for Fall 2015

Mission Statement• Upper Iowa University Disability Services (UIUDS) is committed to

ensuring equal access to and full participation in educational and co-curricular activities to students with disabilities as mandated by the ADAAA and Section 504 of the Rehabilitation Act of 1973. Disability Services positively impacts the learning experiences of students with disabilities by offering support and encouragement, and empowering students toward self-advocacy. UIU does not discriminate against any student based on any disability.

• Section 504, ADA, & ADAAA prohibit discrimination against persons with disabilities and mandate the provision of reasonable accommodations to ensure equal access to programs and services.

Policy Statement• UIU complies with the protections available to students with

disabilities under Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA), which became effective January 26, 1992, and the Americans with Disabilities Act Amendments Act (ADAAA) of 2008.

• Disability Services facilitates equal access to the programs and activities at UIU for students with documented physical, sensory, learning, or psychological disabilities.

• It is the responsibility of the student to self-disclose his/her disability in order to receive services or to arrange appropriate accommodations. Documentation of a disability must be submitted in order to establish eligibility for services.

Confidentiality Policy

• UIUDS is committed to protecting the confidentiality of students with disabilities as required or permitted by law. UIUDS recognizes and honors the importance of the confidentiality of documents containing disability-related information. The specific disability will not be disclosed by UIUDS unless the student has provided written permission for this. Information obtained by UIUDS related to a student’s disability is maintained confidentially but may be released at the discretion of UIUDS when there is a compelling reason that the information is necessary to best accommodate the needs of an individual student. Any discussion of disability-related information used by UIUDS will be done so in compliance with requirements and regulations of law.

The Law

Section 504 of the 1973 Rehabilitation Act“No otherwise qualified person with a disability

shall , solely on the basis of disability, be denied the benefits of, be excluded from

participation, or be subjected to discrimination under any program or activity

receiving federal financial assistance”

The Americans with Disabilities Act Civil rights legislation which reaffirms the 504 regulations and brings new attention to disability issues and the rights of people with disabilities

ADA & Section 504

• Section 504 is a federal law that protects students with disabilities from being discriminated against at school. It requires the school to give the student the same opportunities as students with out disabilities who go to that school.

• Refer to ADA Q & A (PDF) highlighted areas• Non-compliance can result in complaints filed by students

at OCR or by a lawsuit against the university

Difference between ADA & ADAAA• The ADA defines a “disability,” in part, as a physical or

mental impairment that substantially limits a major life activity of an individual.

• The ADAAA defines it in the same manner but it includes the following as well:– By amending ADA, findings and purposes make clear that

Congress intended to apply a less demanding standard than that applied by the courts, and to cover a broad range of individuals.

– Also, a rule of construction provides that the definition of disability shall be construed in favor of broad coverage of individuals, to the maximum extent permitted by the terms of the ADA.

A Person with a disability is any person who:

• has a physical or mental impairment which substantially limits one or more major life activities

• has a record of such an impairment• is regarded as having such an impairment

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Major Life Activities

• Breathing• Sleeping• Seeing• Hearing• Working• Taking care of

Oneself

• Procreation• Stooping• Bending• Walking• Learning

Types of Disabilities

• Mobility Impairments• Psychiatric Disabilities• Mental Health Issues• ADHD• Visual Impairments• Hearing Impairments• Learning Disabilities• PTSD• TBI• Autism• Health Impairments

Disability Category Breakdown 2008-2009

Hearing; 4Visual; 3Language; 1Mobility; 7

TBI; 2

Specific Learning

Disabilities; 31ADHD, 18

ASD; 2

Intellectual, 3

Health; 11

Mental ; 15Other; 3

Source: Students with Disabilities at Degree-Granting Postsecondary Institutions http://nces.ed.gov/pubs2011/2011018.pdf

The Basics• There is no “typical” student in each disability category• Comfort level varies when it comes to discuss disability• Use PERSON FIRST terminology

– Person with a disability…NOT the disabled person– Person who uses a wheelchair…NOT wheelchair-bound– Person who is unable to speak…NOT the mute person– Person with cerebral palsy…NOT the CP victim

10 TIPS FOR DISABILITY ETIQUETTE

1. Speak Directly to Student

• Make eye contact• Ask the student a

question rather than interpreter/translator/parent/etc.

• Don’t assume, always ask!

Source: http://www.jobsbump.com/wp-content/gallery/default/sign-language-interpreter-jobs.jpg

2. Offer handshake

• Person may offer left hand instead of right—this is ok

• Person may offer artificial limb

3. Identify yourself

• Particularly important for someone with visual impairment

• Introduce yourself as well as others

• If a person is using a guide dog, do not pet

4. Offer Assistance, Wait for Acceptance

Cartoons from United Spinal Association. (n.d.). Disability etiquette: Tips on interacting with people with disabilities [Brochure]. Jackson Heights, NY: Author.

5. Use active listening• Be patient, don’t interrupt• Undivided attention• Allow for silence• Focus on the facts• Don’t correct in the middle of

explaining• Ask for clarification if necessary• Don’t pretend to understand• Re-word rather than repeat; re-

state• Be non-judgmental• Don’t worry about giving

solutions

6. Be clear • Use short, concise

instructions• Provide transition cues

(i.e. give time)• Reinforce what you

are saying• Use modeling or role-

playing• Use concrete language• Limit sarcasm or

subtle humor

7. Move to eye-level

8. Limit distractions

• Move to a quiet environment

• Limit unnecessary noise• Don’t check emails, cell

phone, etc. during conversation

9. Offer to write info down

• Create a checklist for student

• Summarize information on piece of paper

• Write down resources/links/contact information

10. Relax

• It’s ok to ask questions• People with disabilities are

PEOPLE—don’t treat them differently

Possible accommodations for various disabilities

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Hearing Impairments

• Interpreters, real-time captions, FM systems, note-takers• Face student when speaking• Written directions, assignments, lab instructions• Visual aids, visual warning systems• Repeat questions and statements from others• Electronic mail for communicating

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Psychiatric Disabilities/Mental Health Issues

• Preferential seating, near door• Assigned classmate as assistant• Beverages permitted• Prearranged or frequent breaks• Tape recorder, note taker• Early availability of syllabus, text• Text, assignments in alternate formats• Personal and private feedback• Advance notice of assignments• Extensions on assignments

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Low Vision

• Large print handouts, signs, equipment labels• TV monitor connected to microscope to enlarge

images• Directions, notices, assignments in electronic format• Computers with enlarged screen images• Seating where the lighting is best

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Blindness

• Audio-tape, Braille, electronic notes, handouts, texts• Describe visual aids• Raised-line drawings and tactile models of graphic materials• Computers with optical character readers, voice activated

computers, voice output, Braille keyboards and printers

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Mobility Impairments• Group assignments, note-takers/scribes,

lab assistants• Extra exam time, alternative testing

arrangements• Classrooms, meetings, labs, field trips in

accessible locations• Adjustable tables, equipment located

within reach• Materials in electronic formats• Computers with special input devices (e.g.,

voice, alternative keyboards)

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Health Impairments

• Note-takers, audio-taped class sessions• Flexible attendance requirements• Extra exam time, alternative testing arrangements• Assignments in electronic formats• Electronic mail

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Specific Learning Disabilities

• Note-takers and/or audio taped class sessions• Extra exam time; alternative testing arrangements• Visual, aural, and tactile demonstrations incorporated

into instruction• Course and lecture outlines• Spelling checkers and grammar checkers

UIUDS collaboration with faculty and staff

• The purpose of UIUDS is to provide support to students, faculty, and staff while maintaining compliance with ADAAA guidelines.

• The Director works to promote disability awareness through various outreach initiatives such as informative online resources as well as regular emails to the UIU community to provide current information about the trends and issues related to disabilities.

• The Director serves as a liaison between students, faculty, and staff and is available whenever questions arise.

Rights and Responsibilities of UIU faculty

• Faculty has the RIGHT to the following:– Establish essential functions, abilities, skills, knowledge and standards

for courses, programs, services, jobs, activities or facilities and to evaluate students on this basis

– A copy of the student’s Request for Accommodations Contract with all signatures included

– The right to ask for verification from UIUDS when a student requests an accommodation in his/her course or program

– Have appropriate staff discussions regarding students and their disabilities in order to implement requested accommodations (particularly instructional accommodations)

– Require that all students follow University/Department policies and procedures and meet course or program requirements and standards

Rights and Responsibilities of UIU faculty

• Faculty has the RIGHT to the following:– A copy of a student’s signed Tape Recorder Agreement – Notify the Director if a student receiving services through UIUDS is not

following the institution’s Code of Student Responsibility as stated in the UIU Student Handbook.

– Challenge an accommodation request if they believe that the accommodation would significantly alter the fundamental nature of the course or program

– Offer suggestions for additional accommodations that may benefit a student

Rights and Responsibilities of UIU faculty

• Faculty has the RESPONSIBILITY for the following:– Providing information to faculty, staff, students and guests with

disabilities in accessible formats upon request– Respecting the confidential nature of a student’s disability and may

NOT inquire about a student’s specific disability, rather faculty may solely ask how a student’s disability may affect one’s learning. NOTE: In accordance with the ADA, faculty do not have the right to question whether a disability exists or to examine a student’s disability documentation when the disability has been sufficiently documented and is on file with UIUDS. The signature of the Director on the Accommodations Contract will act as guarantee that the student has provided satisfactory documentation of the disability and requested accommodations. (Students, however, may sign a Release of Information so that the Director can share information about the student’s disability with faculty or staff if they so choose)

Rights and Responsibilities of UIU faculty

• Faculty has the RESPONSIBILITY for the following:– Referring students who may be eligible for services through UIUDS

• * If a student discloses to an instructor that he/she has a disability, the student should be referred to the Director who will obtain detailed documentation of the student’s disability, and based on that documentation and feedback from the student, determine reasonable academic accommodations

– Providing prescribed accommodations in a fair, nonjudgmental and timely manner

– NOT providing accommodations within the class to students unless the student has an accommodations contract that has been created and approved by the Director (providing accommodations without a proper contract can lead to legal ramifications for UIU)

Rights and Responsibilities of UIU faculty

• Faculty has the RESPONSIBILITY for the following:– Including a statement on course syllabi regarding academic

accommodations through UIUDS (the syllabi statement is the same as last year – copy is provided in your folder of materials)

– Assessing the effectiveness of various accommodations in allowing students to meet essential course requirements

– Incorporating sound educational principles and instructional strategies into course presentation

– Understanding the basics of the law (504, ADA, ADAAA)– Reviewing the Disability Services Handbook for more detailed

information about UIUDS and its policies and procedures.

Procedure to Request & Receive Accommodations

Procedure sheet

Additional Information

• Contracts can be amended by the Director if the student’s needs change during the course of the term – amendment will be shared with faculty member.

– The nature of the accommodations contract is such that accommodations on it should be provided in a fair, nonjudgmental and timely manner. Your signature on the contract is not you saying it is ok for the student to have these accommodations in your classroom, it is acknowledging that you received of copy of the contract and understand the accommodations on it.

– Of course, you always have the right to challenge an accommodation request if you believe that the accommodation would significantly alter the fundamental nature of the course or the program.

– “Other” accommodations are those that may not be as common as those listed on the main form. If an “other” accommodation includes anything that is really out of the ordinary, effort will be made to discuss it with you ahead of time so we can work together to implement it. (List of “other” accommodations)

Read & Write Gold

• Read & Write Gold (RWG) is a literacy software program that was originally purchased as screen reading software for students with disabilities so that they could use it to have their textbooks read to them through the computer. This way, students with disclosed disabilities can get a copy for their “home” computer.

• The wonderful thing about RWG is that it helps all individuals succeed regardless of ability or learning style. Users of all ages can access the reading, writing, studying, and research tools they need to be successful in their classes.

• All students and faculty can now access RWG on myUIU There are download instructions there on myUIU as well which will help with the download.

UIU Disability Services Website

• Information for this presentation was taken from our website. Please refer to the website for more information - Disability Services

• Included on our website is a link to our Disability Services Handbook - Disability Services Handbook

Questions?

If you have any questions about this PowerPoint or about the Office of Disability Services in general, please do not hesitate to

contact me.

Vickie HouserDirector of Disability Services

563-425-5949houserv@uiu.edu

Resources

• ADA: American Disability Association (1-800-514-0303 (voice) TTY 1-800-514-0383)

• AHEAD (http://www.ahead.org)• DO-IT The Faculty Room (http://www.washington.edu/doit/faculty/)• Office of Civil Rights: Region 10 (206-220-7900)• National Alliance for the Mentally ill (NAMI) (http://www.nami.org)• Disability etiquette: Tips on interacting with people with disabilities.

(n.d.). Jackson Heights, NY: United Spinal Association.• Disability Training Network. (n.d.). Communicating with people

who have disabilities. College Station, TX: Texas A&M.• Research and Training Center on Independent Living. (1993).

Guidelines for reporting and writing about people with disabilities (4th ed.) [Brochure]. Lawrence, KS: Research and Training Center on Independence Living.

• Santa Fe College. (2012). Effective communication strategies. Retrieved from http://www.sfcollege.edu/student/drc/index.php?section=faculty_resources/communication_strategies

Upper Iowa UniversityUpper Iowa University www.uiu.eduCenter for Distance Education

Education Services cdefaculty@uiu.edu Invitations to teach and course assignments

eLearning Team elearning@uiu.edu Faculty training courses, academic course access, students enrollments

Instructional Design Services idservices@uiu.edu Online course design and development.

UIU CDE Resources Website

UIU CDE Faculty Tutorials Website