Services to Students with Disabilities - California State ... academic year 2016-2017, Services to...

6000 J Street Sacramento, CA 95819

Lassen Hall 1008

916-278-6955

Services to Students with Disabilities ACADEMIC YEAR 2016-2017

SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17

Table of Contents

Executive Summary 2

Mission Statement 3

Goals and Objectives 3

Services and Accommodations 3

Program Contacts 5

Population of SSWD Students 6

Program Outcomes 7

Appendix A 12

Appendix B 13

Appendix C 15


Executive Summary

Services to Students with Disabilities (SSWD) offers a wide range of support services

and accommodations for students in order to ensure students with disabilities have equal

access and opportunity to pursue their educational goals. Working collaboratively with

students, faculty, staff and administrators, SSWD provides consultation and serves as the

information resource on disability related issues to the campus community.

During spring 2017, SSWD participated in the Chancellor’s Office 2017 Evaluation of CSU

Disability Offices. Administrators, faculty, and students were asked to complete the surveys

in order to help the office learn more about the needs and concerns of university students

with disabilities. Nine administrators, 68 faculty member, and 44 SSWD students

responded to the survey.

Seventy-eight percent of administrators rated the consultation, collaboration, and support

in their unit as excellent-good while 85% of faculty members rated the overall effectiveness

of SSWD services as excellent-good. Moreover, SSWD students rated the overall quality of

services as excellent-good.

In addition, the Recreation, Park, and Tourism Administration (RPTA) developed a needs

assessment in recreation programs for students with disabilities. RPTA conducted an All-

In-Recreation (AIR) SSWD survey during the spring semester. Thirty-three students

completed the survey and 58% of them utilized any of the WELL’s recreational facilities or

program.


Mission Statement

Essential to the larger mission of the University, Services to Students with Disabilities

(SSWD) is designed to support the academic success of students with disabilities and to

provide leadership to the University community to ensure equal access to University

programs and resources. SSWD provides a comprehensive range of academic support

services and fosters an accessible physical and technological environment to facilitate

retention and graduation.

Goals and Objectives

1. University Access: Ensure that students with disabilities have comparable access to the University by addressing physical, attitudinal, technological, and communication barriers. Collaborate with the University to ensure compliance with all federal and state disability access and civil rights regulations, including Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA).

2. Disability Management: Support and empower students with disabilities toward competency and success to gain the independence and advocacy skills necessary for them to fully participate in an inclusive campus and attain their educational goals.

3. Education and Outreach: Enhance understanding of various student barriers, provide consultation and serve as a resource on disability access, and foster dialogue between students with disabilities and the University community, including faculty, staff, and students.

4. Coordination and Development: Coordinate and deliver available campus academic support resources to promote equal access and ensure achievement of students’ potential. Interact with other off-campus resources to ensure maximum effectiveness and maintenance of available programs.

5. TRIO Student Support Services Program (SSSP): Offer TRIO SSSP to provide students with additional academic support services and supplemental and developmental instruction in English Writing and other basic skills for the retention and graduation of students with disabilities.

Services and Accommodations

Academic accommodations and services are determined based on individual documented needs of each student with the intention of promoting maximum student independence on campus and are based on individual documented needs. Services may include, but are not limited to, the following:

1. Arrangements for specialized educational materials 2. Assistance regarding the admissions process 3. Academic advising/course selection assistance referrals 4. Adaptive Equipment 5. Architectural barrier identification and removal 6. Campus/new student supplementary transition assistance


7. Campus-wide tutoring information referral 8. Career development and guidance referrals 9. Consultation with faculty for students with special academic needs 10. Counseling: academic, personal, vocational 11. Curriculum modification 12. Disability management advising/counseling 13. Free Application for Federal Student Aid (FAFSA) referrals 14. Financial/economic literacy information referrals 15. Financial aid advising/scholarship information referrals 16. General information and referral for community services 17. Graduate and professional program assistance and information referrals 18. High Tech Center, adaptive computer training 19. Housing assistance and information 20. Informational referral 21. Legislative updates 22. Library assistance 23. Notetaker services 24. Registration assistance, including limited priority registration 25. Assistance in meeting quantitative reasoning and foreign language requirements 26. English writing instruction 27. Testing accommodation facilitations, including adapting test, proctoring, extended

time, computer testing, etc. 28. Limited academic and study skills tutoring services

Hearing and Speech

1. Assistive Listening Devices 2. Notetaker services 3. Real-time captioning 4. Sign Language/Oral Interpreters 5. Telephone services for deaf (TDD and Relay)

Mobility

1. Accessibility Assistance 2. Attendant referral 3. Classroom rescheduling 4. Notetaker services 5. Transportation services: limited on-campus golf cart shuttle

Visual

1. Braille transcription materials 2. Large print and screen reader computer software 3. Reader/notetaker services 4. Alternative format book order referral

http://www.csus.edu/sswd/Support%20Services%20For%20Students/HighTechCenter.html

http://www.csus.edu/sswd/Support%20Services%20For%20Students/EnglishWritingTutorial.html


5. Transcription services that provide braille and large print materials not available elsewhere

6. Training in use of adaptive computer equipment

Learning

1. Educational prescriptive service and limited post assessment of learning disability and abilities

2. Learning and compensatory strategies training 3. Notetaker/reader services 4. Alternate format book order referral 5. Limited academic tutorial services 6. Training in use of adaptive computer equipment

Program Contacts

Judy Dean, M.S. – Director of SSWD, [email protected]

mailto:[email protected]


Population of SSWD Students

In academic year 2016-2017, Services to Students with Disabilities at Sacramento State

served 1,000 unduplicated students. In fall 2016, 803 students with disabilities were

served based on census date enrollment data (ERSS). Majority of SSWD students had

Attention Deficit/Hyperactive Disorder at 18%, followed by Psychological/Psychiatric

Disabilities at 17%. Figure 1 shows the breakdown by disability categories.

Figure 1

Source: F16 ERSS File extracted on 1/1/16

Attention Deficit/Hyperactive,

18%

Acquired Brain Injury, 1%

Communication Disability, 1%

Deaf/Hard of Hearing, 4%

Learning Disability, 15%

Mobility Limitation, 12%

Other Functional Limitations, 21%

Psychological/Psychiatric, 17%

Autism Spectrum Disorder, 4%

Temporary Disabilities, 2%

Visual Limitation, 4%

Fall 2016 Census/ERSS Disabilities (N=803)


Program Outcomes

This academic year, the Vice President of the Division of Student Affairs decided to align

department goals with the university’s goals, Student Affairs Divisional Goals, and

Baccalaureate Learning Outcomes. The structure of this section will include the goals, the

strategies to achieve those goals, and the outcomes.

Program Goal 1: Faculty, staff, and students will evaluate the disability services.

University Strategic Goal: Engage students in a comprehensive university experience

Student Affairs Divisional Goal: N/A

Baccalaureate Learning Goal: N/A

Standard of Achievement: Collect baseline data on the results of the 2017 Evaluation of

CSU Disability Offices: CSU Sacramento

During spring 2017, the Chancellor’s Office conducted system-wide surveys to

administrators, faculty, and students. The surveys will be used to help the office learn more

about the needs and concerns of university students with disabilities, as well as improve

services.

Administrator Survey

The Administrator Survey was sent to different directors/administrators across the

campus, including facilities, parking, multiple Student Affairs programs, risk management,

IRT, HR, and Housing. Nine surveys were completed. Table 1 shows that 78% of

respondents rated good/excellent in consulting/collaborating/supporting their unit, and

serving students with disabilities.

Table 1. Administrator Survey Excellent Good Adequate Fair Poor Overall, how well does the Services to Student with Disabilities office consult, collaborate and support your unit in its interactions with students with disabilities?

56% 22% 11% 0% 11%

Overall, how well does the Services to Students with Disabilities office serve students with disabilities?

44% 33% 11% 0% 11%

Faculty Survey

The Faculty Survey was sent to faculty members from different colleges. Sixty-eight

respondents completed the survey. Majority of them were from the College of Education

(23%) and College of Social Sciences & Interdisciplinary Studies (23%), followed by College

of Health and Human Services (19%). The average number of years taught was 12.73,


ranging from 1-30 years. Forty-nine percent of them had extensive experience teaching

students with disabilities.

Figures 1. How effective you have found the following services from SSWD office?

Note: N/A responses were excluded in the percentage

Table 2 Level of Need Level of

Satisfaction % of faculty who

responded important/extremely

important

% of faculty who responded

satisfied/extremely satisfied

Consultation on individual student issues 96% (46 out of 48) 78% (31 out of 40) Early identification of the student in my courses who will use accommodations

100% (59 out of 59) 79% (42 out of 53)

The opportunity to provide feedback on recommended accommodations for students in my class(es)

87% (39 out of 45) 53% (17 out of 32)

Assistance in helping students to receive note taking services

98% (48 out of 49) 64% (25 out of 39)

Assistance administering exams with accommodations

100% (55 out of 55) 80% (39 out of 49)

Information on ways to teach students with disabilities effectively and design my course to be more accessible

94% (51 out of 54) 50% (19 out of 38)


90% 89%

82%

62%

0%

20%

40%

60%

80%

100%

Availability of Staff(N=50)

Helpfulness ofConsulation (N=46)

Helpfulness of Info onWebsite/Publications

(N=39)

Helpfulness of TrainingSessions (N=13)

Agree/Strongly Agree on Effectiveness of Services


Figure 2. Faculty Perceptions of Having Students with Disabilities


Student Survey Forty-four SSWD students completed the survey. Sixty-one percent of them were females (61%), senior in status (50%), and Caucasian (46%). Majority of these students (52%) visited the SSWD office once or twice each academic term, and often at 39%. Eighteen students (41%) had learning disability (LD), followed by 21% (n=9) of them with mobility impairment. Figure 3

Note: N/A and Don’t Know responses were excluded in the percentage

64%

89%

70%

95%

92%

0% 20% 40% 60% 80% 100%

SWD require little extra time/energy

Feel confident in ability to teach SWD

Have access to resources needed to provideeffective accommodations

Believe that accommodations help provide anequitable experience for SWD

Believe that SWD enrich the classroom withdiversity of experience

Agree/Somewhat agree on Perceptions of SWD (N=66)

54%

26%

14%

7%

0%

20%

40%

60%

80%

100%

Excellent Good Fair Poor

Overall Quality of Services (N=43)


Data shows that 79% of SSWD students rated the overall quality of services with SSWD

office as excellent-good. See Appendix B for more details.

Program Goal 2: Recreation, Parks, and Tourism Administration (RPTA) will develop

a needs assessment in recreation programs for students with disabilities.

University Strategic Goal: Engage students in a comprehensive university experience

Student Affairs Divisional Goal: N/A

Baccalaureate Learning Goal: N/A

Standard of Achievement: Collect baseline data on the results of the All-In-Recreation

(AIR) SSWD Survey

All-In-Recreation or AIR is an opportunity for ALL students to get involved and to get active

together. Inclusion is a philosophy that The WELL embraces; Inclusion is going beyond

having an accessible facility by actively supporting the participation of people with and

without disabilities.

The AIR program provides the opportunity for students of all abilities to participate in

adaptive sports and recreational programs, and works to provide accommodations for

students with disabilities to engage in other services offered by The WELL. Activities

include adaptive climbing, beep kickball/softball, goalball, wheelchair basketball,

wheelchair foursquare, and wheelchair volleyball.

During spring 2017, thirty-three SSWD respondents participated in the AIR SSWD survey.

Forty-five percent of them were males between the ages of 20-22 (27%). Majority were

college seniors (39%) living longer than 15 minutes outside of the campus (58%). Twenty-

two percent of respondents had learning disability, followed by other functional limitations

at 17%.

Figure 4 shows the utilization of the WELL’s recreational facilities or programs during the

academic year. See Appendix C for complete results of the survey.


Figure 4

Source: Campus Labs extracted on 8/23/17

Yes, 58%

No, 42%

Do you currently utilize any of the WELL's recreational facilities or programs? (N=33)


Appendix A

Program Goals What will be the standard of

performance?

Program Outcomes

1. Faculty, staff, and students will evaluate the disability services.

Collect baseline data on the results of the 2017 Evaluation of CSU Disability Offices: CSU Sacramento

78% of administrators rated the services SSWD students received as excellent-good. 85% of faculty members rated the overall effectiveness of SSWD services as excellent-good. 79% of SSWD students rated the overall quality of services as excellent-good.

2. Recreation, Parks, and Tourism Administration (RPTA) will develop a needs assessment in recreation programs for students with disabilities.

Collect baseline data on the results of the All-In-Recreation (AIR) SSWD Survey

58% of SSWD respondents (N=33) utilized any of the WELL’s recreational facilities or programs.


Appendix B

2017 Evaluation of CSU Disability Offices: CSU Sacramento – Student Survey (N=44)

I. Interactions with Services to Students with Disabilities Office

% of students who

responded excellent-good

Process for establishing services: ease of registering with the office and providing required documentation

79%

Process for determining reasonable accommodations 75% Staff availability 84% Staff interactions and respect for students 84% Staff knowledge and skills 79% Appropriateness of referrals 83% Communication of important information: email, telephone, etc. 77% Helpfulness of office website 62% Helpfulness of staff’s communication and consultation with faculty 75% Availability of support/peer group 63% Availability of support in developing academic skills 59% Availability of assistive technology training 77% Appeal process 78% Overall Quality of Services 79%


II. Availability and Overall Quality of Academic Accommodations

% of students who


Availability of test accommodations 74% Quality of test accommodations 71% Availability of note-taking accommodations 83% Quality of note-taking accommodations 76% Availability of Sign Language Interpreting 89% Quality of Sign Language Interpreting 89% Availability of alternate format services 76% Timeliness of receiving print materials in alternative format 71% Quality of alternative media: electronic text, audio-books or Braille materials

82%

Availability of library or lab assistance for disability-related services 80% Quality of library or lab assistance for disability-related services 75%



III. Academic Experience at Sacramento State

% of students who

responded almost always true-somewhat true

My instructors include a statement about disability and accommodations on the course syllabus

98%

My instructors are interested in talking with me about course requirements and accommodations

93%

My instructors understand the processes of the disability services office and its role in coordinating my accommodations

88%

My instructors are supportive of me as a student with disability; I feel welcomed and valued in my classes

88%

My academic advisor(s) have been helpful in planning my courses and academic programs, taking into account disability-related needs

83%


IV. Accessibility of Services/Inclusiveness With Other Campus Offices

% of students who


Admission Office 89% Registrar’s Office and class registration system 91% Library 84% Residential Life: on-campus housing 76% Financial Aid Office 92% Career Services: planning and placement 71% Campus Health Services: medical 89% Campus Health Services: counseling and psychological support 88% Office that provides tutoring and academic support services 71% Office that oversees parking and transportation 67% Office that provides co-curricular opportunities (clubs, Greek system, etc.)

63%

Athletic and recreation programs/availability of fitness/recreation opportunities

74%



Appendix C

AIR SSWD Survey (N=33)

Do you currently utilize any of the WELL’s recreational facilities or programs?

57% Yes

42% No

Since you answer no (n=14), please choose from the following (may select more than one):

14% Perceived lack of access

7% I am self-conscious

29% I feel I need to focus on academics more than other students

64% Other

If you answered yes (n=19), how often do you participate in the following on-campus

activities, programs, and/or services?

>=5

times a week

3-4x a week

1-2x a week

1-2x a month

1-2x a semester

Never

The WELL’s Group fitness/personal training programs/classes

0% 5% 11% 5% 11% 68%

The WELL’s weight room, cardio suite, indoor track. Or exercise equipment

11% 21% 37% 11% 5% 16%

The WELL’s informal recreation opportunities (climbing, drop-in basketball/volleyball/badminton

0% 0% 16% 5% 16% 63%

The campus pool 0% 5% 0% 0% 11% 84% The WELL’s Intramural programs

0% 0% 11% 0% 5% 84%

The WELL’s AIR programs (Paralympic/adaptive sports)

5% 0% 0% 0% 11% 84%

What time of the day are you most likely to utilize the WELL?

16% 6am-8am

6% 8am-11am

22% 11am-2pm

16% 2pm-5pm

19% 5pm-8pm

22% 8pm-12am


Please indicate your level of agreement with the following statement (N=32):

Strongly

Agree Somewhat

Agree Neutral Somewhat

Disagree Strongly Disagree

Recreational sports, activities, and programs are important to my quality of life at this University.

38% 31% 22% 3% 6%

I enjoy individual recreational activities.

44% 28% 25% 0% 3%

I enjoy small group/class recreational activities (2-6 participants).

25% 25% 41% 9% 0%

I enjoy large group/class recreational activities (6 or more participants).

13% 22% 47% 13% 6%

I enjoy individual recreational activities.

56% 31% 13% 0% 0%

How do you typically hear about the program/services offered at the WELL? (check all that

apply)

19% WELL Promotional Table

16% Friend

61% Flyer on Campus

6% WELL Instagram/Facebook/Twitter page

19% WELL website/newsletter

35% Email from the WELL

19% Services from Students with Disabilities

29% Other

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