2013
Faculty Handbook
Working with Students
Who Learn Differently
Office of Disability Services
Cleveland State University
Instructor’s Manual
Working with Students Who Learn Differently
Table of Contents
Introduction………………………………………………3
Disability Transition……………………………………..4
The LAW and Higher Education………………………5
The Americans with Disabilities Act (ADA)…………...7
F.E.R.P.A…………………………………………………8
H.I. P.P.A…………………………………………………9
The Accommodation Process…………………………...10
Guidelines for Instructors………………………………..11
Disability Facts- All Instructors Should Know…………15
Frequently Granted Accommodations…………………..17
10 Commandments of Etiquette…………………………20
Universal Design in Education…………………………..21
Temporary Accommodations…………………………….23
Appendix…………………………………………………..24
Exam Sheet
Student Exam Regulations
Faculty Instructions for Securing a Note-taker
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Office of Disability Services
Cleveland State University does not discriminate in its recruitment,
admission or treatment of students. The University makes reasonable
accommodations to ensure that the academic program is accessible to the
greatest extent possible to all students with disabilities.
This handbook was created in response to commonly asked questions about
disability procedures and services at a post-secondary level. I hope that the
information presented here will be of benefit to you as you work with our
students who learn differently. If you have further questions or would like to
schedule an appointment, please call 216-687-2088. I look forward to meeting
and working with you.
Linda M. Casalina, M.A.
Assistant Director, Disability Services
New Changes, New Challenges…
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Disability Transition to Adult Learning
For many students, the transition to college is a rite of passage to young
adulthood. A variety of changes, both environmental and philosophical, often
occurs that serve as catalysts to restructure personal and worldviews. For
some students, this may include the idea that they have “outgrown” their
disability. As a result, they often choose to “start fresh” and fail to disclose that
they have received accommodations in their secondary educational setting. For
some, this facilitates failure.

Disabilities, particularly learning disabilities, often “reappear” during a
college experience. This is due, in part, to the higher level of cognitive
functioning that is required for college level learning as well as the
compressed time over which the learning experience occurs. In high
school, students are required to attend 280 days of instruction per
academic year. In college, the student will receive the same amount of
information in 15 weeks, or 30 class sessions. Therefore, reading
expectations, with comprehension, is higher than expected in high
school.

For students with psychological disabilities, the transition from a familiar
venue to an unfamiliar one can evoke a renewal of symptoms. High
stakes testing and increased reading and writing assignments can evoke
symptoms of anxiety and depression or worsen pre-existing
manifestations.

For visually and auditory disabled students maneuvering in a new
environment can be challenging. Establishing routes of safe passage and
finding classrooms and key administrative offices can take time and
effort.

Adding these additional challenges to the stress and insecurity that all
new students experience can be lessened when connections to the
disability office and their array of resources can be established.
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The LAW and its application in Higher
Education
There are two federal mandates that govern disability
services at a post-secondary level: Section 504 of the
Rehabilitation Act of 1973 and Title II of the Americans
with Disabilities Act of 1990.
Section 504 of the Rehabilitation Act of 1973 states that: “No otherwise
qualified person with a disability in the United States… shall, solely by the
reason of… disability, be denied the benefits of, be excluded from participation
in, or be subjected to discrimination under any program or activity receiving
federal financial assistance.”
A Person with a Disability includes: “any person who (1) has a physical or
mental impairment which substantially limits one or more major life activity,
(2) has a record of such impairment, (3) is regarded as having such
impairment.”
Life activities include, but are not limited to: “Caring for one’s self,
performing manual tasks, seeing, hearing, eating, sleeping, walking, standing,
lifting, bending, speaking, breathing, learning, reading, concentrating,
thinking, communicating and working.”
A “qualified person with a disability” is defines as one…” Who meets the
academic and technical standards requisite to the admission and participation
in the education program or activity.”
Section 504 protects the rights of qualified individuals who have disabilities
such as, but are not limited to:

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

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Blindness/visual impairments
Traumatic Brain Injury
Cerebral Palsy
Deafness/Hearing Impairment
Epilepsy or seizure disorder
Spinal cord injuries
Speech and language disorders
Psychiatric disabilities
Autism Spectrum
Orthopedic/mobility impairment
Specific Learning Disability/ Intellectual Impairment
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Under the Provisions of Section 504:
Universities may not discriminate in the recruitment,
admission, education process, or treatment of students.
Students who have self-identified, provided
documentation of a disability, and requested reasonable
accommodations are entitled to receive approved
modifications of programs, appropriate academic
adjustments, or auxiliary aids that enable them to
participate in and benefit from, all educational
programs and activities.
Section 504 specifies that universities may not…
Limit the number of students admitted, make preadmission inquiries as to
whether or not an applicant has a disability, use admission tests or criteria
that inadequately measures the academic qualifications of students with
disabilities because special provisions were not made, exclude a qualified
person with a disability from any course of study, or establish rules and
policies that may adversely affect students with disabilities.
Modifications and accommodations for students with disabilities may include:
1. Removal of architectural barriers.
2. Provisions of services, such as screen readers for students with
blindness, visual impairments or learning disabilities, interpreters and
note-takers for students with deafness or hearing impairments, and
note-takers for students with learning disabilities or orthopedic
impairments.
3. Modifications, substitutions, or waivers of courses in major fields of
study or degree requirements on a case-by-case basis (such
accommodations need not be made if the institution can demonstrate
that the changes requested would substantially alter the essential
elements of the course or program.)
4. Allow extra time to complete exams.
5. Permit exams to be individually proctored, read orally, dictated, or word
processed.
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Americans with Disabilities Act of 1990 (ADA) 42 U.S.C. 12201-12204
Americans with Disabilities Amendments Act of 2008 (ADAAA)
The Americans with Disabilities Act and the Amendments Acts of 2008 are
legislation regarding discrimination. They are monitored by the Department of
Justice and are written as “Titles” that cover different entities and venues.
Title 1- employment
Title II- public services.
Title III- public accommodations.
Title IV- telecommunications
As an entity, that receives federal funding, we are bound by the guidelines of
these mandates.
Title I: focus is to provide “qualified individuals with disabilities with an equal
opportunity to benefit from the full range of employment-related opportunities
available to others.” It prohibits “discrimination in recruitment, hiring,
promotions, training, pay, social activities, and other privileges of employment.”
Title II: focus is on state and local government’s requirement to provide equal
opportunity to benefit from programs, services, and activities (e.g. public
education, employment, transportation, recreation, health care, social services,
courts, voting, and town meetings). This includes the requirement to follow
specific architectural standards in the new construction and alteration of their
buildings. They must relocate programs or otherwise provide access in
inaccessible older buildings. They are required to make reasonable
modifications to policies, practices, and procedures, where necessary to avoid
discrimination, unless they can demonstrate that doing so would
fundamentally alter the nature of the service, program, or activity being
provided.
Title III: focus is on public venues; this includes housing, restaurants, stores,
hotels, doctor’s offices, etc. It also relates to “courses and examinations related
to professional, educational, or trade-related applications, licensing,
certifications, or credentialing that must be provided in a place and manner
accessible to people with disabilities, or alternative accessible arrangements
must be available.
Title IV: focus is on inter and intra state telecommunication relay systems for
individuals who have hearing and speech disabilities. Closed captioning.
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U.S. Department of Education
F.E.R.P.A. Family Educational Rights and Privacy Act of 1974
20 U.S.C. 1232g 34 CFR part 99
FERPA and the Post Secondary Student…
Under 20 U.S.C. 1232g (d) all rights of parents (including the rights to
inspect educational records and consent to the disclosure of personally
identifiable information transfer to the student at the earlier of: (1) the
attainment of age 18: or (2) attendance at an institution of postsecondary
education.”
FERPA applies to an “educational agency or institution” that received federal
funds under any programs administrated by the Secretary of Education.
It confers three basic rights to students:
1. The right to inspect and review the educational records relating to
the student maintained by the colleges that the student attends.
2. The right to challenge and require the college to amend any portion
of the educational records concerning the student that are
inaccurate, misleading or otherwise in violation of the student’s
privacy rights.
3. The right to require the college to obtain written consent prior to
the disclosure of personally identifiable information, except in
instances specially noted in the statute.
Although disability records are not part of the student’s educational file, they
are covered by FERPA in that they have identifying information contained
within the file. Therefore, NO information can be released without the student’s
expressed permission in writing.
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United States Department of Health and Human
Services
Office of Civil Rights
H.I.P.A.A. Health Information Portability and Accountability Act 1996
INFORMATION PROTECTED
“All medical records and other individually identifiable health information held
or disclosed by a covered entity in any form, whether communicated
electronically, on paper or orally, is covered by this regulation.”
All information provided to the Office of Disability Services for the expressed
purpose of documenting a qualified disability is privileged under this mandate.
The only individuals granted access to such information is the designated
Disability Services personnel for the campus.
Instructors do not have the right to view the student’s information or to require
access to this information under any circumstance as a condition of providing
accommodations. Under this ruling, the information provided cannot be
released to ANYONE without the expressed written permission of the student.
SPECIAL PROTECTION FOR PSYCHOTHERAPY NOTES
Psychotherapy notes (used only by a psychotherapist) are held to a higher
standard of protection because they are not part of the medical record and are
never intended to be shared with anyone else.
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The Accommodation Process at Cleveland State University
Student Responsibilities
A student requesting accommodations must do the following:
 Meet with the Disability Specialists in the Office of Disability Services
Room 147 of the Main Classroom, upon admission to the college or when
a disability becomes known, to discuss any special needs. All assistance
and accommodations are coordinated through the Office of Disability
Services.
 Provide official documentation of any disability from a medical doctor,
psychiatrist, psychologist or other qualified professional.
 The Disability Specialist and the student will review the accommodations
each semester.
Office of Disability Services Responsibilities
In addition to maintaining documentation and meeting with students
requesting accommodations, the office will:
 Know the laws and their impact on higher education disability services.
 Provide assistive technology equipment and support.
 Notify appropriate faculty members, in writing, of academic
accommodations.
 Coordinate with faculty, staff, and students regarding the
implementation of accommodations.
Faculty Responsibilities
 Provide academic accommodations to each qualified student without
altering the fundamental elements of any course.
 Respect the privacy of the student in the implementation of the
accommodations.
 Monitor the effectiveness of the accommodation(s) and report any
concern to the Office of Disability Services.
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GUIDELINES FOR INSTRUCTORS
WHO WORK
WITH STUDENTS WITH DISABILITIES
These guidelines have been written to help you provide the best educational
experience to students with disabilities and to make Cleveland State University
a welcoming and supportive environment for these students.
1. Students with disabilities have the right to know the appropriate
person and office in which to disclose their requests for disability
accommodations. The Office of Disability Services is located in Room
147 of the Main Classroom building. The Assistant Director is Linda
Casalina, M.A.
The student must provide disability documentation, from a qualified
professional, indicating the functional limitations presented by the
disability. This documentation must be provided before the student is
eligible for services. Accommodations and auxiliary aids are provided so
that the student has equal opportunity to access and participate in
university programs and services.
2. Students with disabilities have the responsibility and right to meet
with you privately regarding disability matters, and their
confidentiality must be maintained. Students are advised, by the ODS
to arrange a meeting with you at the beginning of the semester or before,
if possible, and are to bring their accommodation memo with them.
Please conduct disability-related meetings in a private location. (If you do
not have an office, please see Linda Casalina to arrange a space to have
this meeting.) This provides an opportunity for students to meet with you
to describe their disability-related needs, to arrange test
accommodations, to ask for clarification about what was presented in
class, to get help with in-class note-taking, etc. Please understand that
the student’s right to privacy must be respected and their confidentiality
must be protected. The Office of Disability Services is also held to
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confidentiality and must have a signed release from the student before
they can discuss the student’s disability issues with you.
3. Students with disabilities need access to course
materials and information presented in your classroom
at the same time as all other students. As an instructor,
you play a vital role in ensuring that materials are
available in alternative format in a timely manner.
Converting print materials into alternative formats- whether
Braille, audio tapes, electronic format or enlarged print- is both
labor and time intensive. Therefore, it is important that you
inform ODS about textbooks that you plan to use and all other
print materials as soon as you are requested to do so either by a
student or the Office of Disability Services. When converting your own materials
and handouts to alternative format, please be sure that students with
disabilities have these materials at the same time as non-disabled students.
4. Students have the responsibility to make their disability-related
accommodations known to you, and your syllabus statement
welcomes students to do so.
Students are encouraged to make their accommodation memos available to you
in a timely fashion so appropriate arrangements can be made. They are not,
however, required to discuss details of their disabilities. You can encourage this
communication process by including a statement in your syllabus that invites
students with disabilities to meet with you to discuss their needs. Below is the
syllabus statement used at our campus:
Educational access is the provision of classroom accommodations, auxiliary
aids and services to ensure equal educational opportunities for all students
regardless of their disability. Any student who feels that he or she may need
accommodations, based on the impact of a disability, should contact the
Office of Disability Services at (216) 687-2015. The Office is located in Main
Classroom 147. The Assistant Director of Disability Services is LINDA
CASALINA, M.A. Accommodations need to be requested in advance and will
not be granted retroactively.
5. If a person with a disability does not request accommodations, you
are not obligated to provide academic assistance. In other words, you
are not asked to guess or predetermine what a student might need. Students
are told that they may choose not to use any or all of the accommodations that
are stated on their memos. When students bring their memos to you, discuss
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each accommodation so that you and the student know which
accommodation(s) the student wishes to use and how the accommodation(s) will
be implemented in your particular class.
6. Accommodations should not be provided to a student who has not
provided a letter to you, and this letter is not provided to the student
until appropriate documentation is presented and reviewed by the Office
of Disability Services. ODS is the only office designated to review
documentation of a disability and determine eligibility for specific
accommodations and services. This determination must be made before
accommodations are provided.
7. Individual accommodation needs vary from student to student because
each disability, even the same disability, may result in different functional
limitations and manifestations. Comprehension skills and strategies vary
from one student to another, just as instructional methods vary from one
instructor to another. It is necessary, therefore, for you and the student
to discuss specific accommodations that address particular needs of
each student with a disability.
8. Contact ODS if you are uncertain about which accommodations or
auxiliary aids are appropriate. The Office of Disability Services
determines reasonable accommodations and auxiliary aids that are
individualized and based upon disability documentation, functional
limitations, and a collaborative assessment of a student’s needs. It is
important that you provide the accommodations listed (if the student
requests them), and that you provide only those accommodations listed
on the letter.
9. An accommodation or service is not considered reasonable and
therefore is not mandated if it fundamentally alters the program or
service. Discuss your concerns about fundamental alteration with the
Office of Disability Services before you discuss them with the student.
All accommodations and services are designed so that students:
 Have equal access to programs, classes and services;
 Have access to all printed and other materials important to student
learning and which are available to non-disabled peers;
 Have access to what goes on in the classroom through discussion and
class notes;
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 Can demonstrate understanding of course materials in ways that are not
jeopardized by manifestations of the disability.
10. Students with disabilities are held to the same academic and
grading standards as students without disabilities. Students with
disabilities are entitled to the same educational opportunities you
provide for all of your students and that is why accommodations are
provided. Accommodations for students with disabilities are initiated so
that they can meet the same standards of excellence expected of all
students in your classroom.
11. Students with disabilities are held to the same code of conduct
required of any student at Cleveland State University. If there are
incidents of inappropriate behavior, feel free to contact the Office of
Disability Services to discuss your concerns. You have the right to a
classroom climate conducive to learning for all students. You will want to
meet privately with the student to discuss conduct/behavioral issues. It
is important to give concise and honest feedback about behaviors that
are inappropriate.
Student
Faculty
Office of Disability
Services
Our service to students with disabilities is the result of a three-way partnership between
the student, the instructor, and the Office of Disability Services. Please contact Linda
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Casalina, M.A. if you have any questions about disability services at Cleveland State
University or your role in this partnership.
DISABILITY FACTS
EVERY INSTRUCTOR SHOULD KNOW
This document was written to assist faculty who come
into contact with students who may have a disability. It
is important that we follow procedures that have been
established at Cleveland State University, which are
states in the Student Disability handbook provided by
the Office of Disability Services (ODS). This handbook
can be accessed on the CSU website at
www.csuohio.edu/disability. Please note that there are major
differences between services provided in the public
school and at the university level.
It is not appropriate to assume that a student has a disability.
Many people have various physical, medical, psychological, learning and
personality challenges, and DO NOT consider themselves, and/or the ADA
DOES NOT consider them to be disabled. Students who have what we might
think is an obvious disability, such as walking with a cane (for physical or
sight-related reasons) have the right NOT to be considered a student with a
disability, if they choose. People also have the right to be “odd” without
assuming that they have a psychiatric disability. Students can also have
difficulty learning without being learning disabled. If we assume that a person
has a disability, without their consent, we are stepping outside of legal
boundaries.
You should only refer students to ODS if they specifically state that they
have a disability.
It is not appropriate to ask a student if they need ODS services without the
student volunteering information about their condition or the need for ODS
services. It would be appropriate to ask these students, as you might ask
anyone, if they have any concerns about school. If the student opens the door
to discussion, we can give them the appropriate ODS contact information.
It is not appropriate to tell them that the ODS will contact them. Legally, the
ultimate responsibility for contacting the ODS belongs to the student. One
major difference between high school and the university level is that we do not
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search for and/or identify persons with disabilities. It is the student’s
responsibility to obtain their own diagnoses, disclose the information, and selfadvocate. The ODS office is the place where this happens.
Not all disabilities result in accommodations, nor do all disabilities qualify
a student for special services at the university.

Not all students who received special services for learning problems in
high school will continue with the same services at the university
level. Learning problems are not the same as learning disabilities. It
should be noted that all accommodations granted in a high school
setting may not be appropriate in a college venue.

In high school, students may be offered the opportunity for testing
with less test questions than other students. The exam may be given
over several testing sessions. The format of the exam may change
from essay and multiple-choice to verbal questioning by the
instructor. It is also possible that the student may be able to take the
exam with their proctor or tutor who is able to offer clarification of
instructions and non-content vocabulary. At times, students may be
able to test with a word bank and/or class notes. None of these
options are common practice in college.

In a college setting students with disabilities must complete the same
required assignments as all other students and are held to the same
standards of academic performance and conduct as other students.
Accommodations in college are focused on ACCESS and do not
necessarily guarantee success.
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Frequently Granted Accommodations
Note-taker:
if the
accommodati
on memo
indicates that
a student is
entitled to
note-taking
services, the
ODS will ask that the instructor make an
announcement to the class indicating that
a student is in need of a note-taker. DO
NOT, IN ANY WAY, INDICATE WHICH
STUDENT IS REQUESTING THIS
SERVICE. Please ask the student to
contact the ODS located in MC 147 or call
687-2015.
When faculty operates
from and adheres to a
set of clear guidelines,
it becomes easier for
students to know what
to do. The guidelines
also provide protection
for the faculty, if there
are problems or
complaints. Our goal is
to help students
succeed and to treat
them equitably.
Students are well
served when we reach
this goal.
Enlarged Materials: If this service is necessary it will be noted in the
accommodation memo, which will include the required font to be used for
enlargement. Instructors are asked to make a copy of all overheads and handouts
used to aid class instruction in this font. The instructor is asked to present these
enlarged copies to the student with the accommodation PRIOR to the scheduled class
time.
Extended Test Time/Distraction-reduced environment: These
accommodations are often used simultaneously. For most students, distractionreduced environment does not mean a private room; but an environment with less
environmental stimuli. If you are unable to provide the extended test time or a quiet
area, please contact the Office of Disability Services at ext.2015 so that we can help
with alternative arrangements. Students can be tested under their accommodations in
the ODS if it is agreed upon by the faculty member and student. It is the student’s
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responsibility to notify the instructor of this request and to schedule with ODS at least
2 days before the scheduled exam. As the instructor, you are required to provide a
copy of the exam and a completed test form, see appendix, to the ODS. The student
should schedule the exam at the same time your class with be taking this exam. The
ODS will provide proctoring services, according to the listed accommodations; scribes
and readers are provided, if necessary. The completed exam will be returned via the
instructor-preferred delivery method.
Alternative exam style is required when certain disabilities hamper traditional testing
formats. Such accommodations are not made arbitrarily and must be appropriate to
the disability. Appropriate alterations do not lower the quality or integrity of the
examination, but simply provides an equal opportunity for a student to demonstrate
their mastery of course concepts. Examples of alterations, include, but are not limited
to:

The use of adaptive technology, such as computers, screen readers, speech-totext and tape recorders.

The use of sign language interpreters or typed material for students who are
deaf or hard of hearing, to allow them to receive information or test instructions
that are normally given orally.

The modifications of certain features of a test, such as translating chart
information into verbal or tactile form for the student who is blind.

The use of a scribe or transcriber for a student with limited dexterity or learning
disability. A scribe can only write down the answer dictated verbatim, or can
transfer circled multiple-choice answers to a mechanically scored sheet.

The use of large print exams or CCTV for screen magnification for students with
limited vision.

The use of a live reader or screen reader for students with a reading disability.

Unless spelling is an intrinsic part of the exam, professors may be asked to
disregard spelling for students with learning disabilities or disabilities with
written expression. Many students with learning disabilities transpose letters,
write backwards, or have poor spelling. If spelling is to be taken into account,
then the student would be allowed to use a spellchecker, dictionary, and/or a
proofreader.

A few students with learning disabilities are unable to show their knowledge
with a particular style of exam, even though their intelligence is high and their
verbal skills are well-developed. Some are unable to write out essays although
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they do well with multiple-choice. Others cannot interpret multiple-choice
questions, but can exhibit their achievement if the same questions are
presented in an essay format, or presented verbally, or in a true/false
presentation. In these cases, the office of Disability Services will contact the
faculty member individually to discuss appropriate testing options.

Attendance Addendum: Due to the unpredictable nature of a student’s
disability it is possible that students may have occasional absences from class
due to disability-related concerns. The student will be instructed to make every
effort to contact both you and the ODS office prior to a
missed class time, if possible. The student will be made
aware that frequent absences from class will be
detrimental to their overall ability to learn the material
presented. The student will be encouraged to locate
missed notes from a fellow class member. The professor
is NOT legally required to assist the student in
obtaining the missed class notes. The attendance
addendum does not excuse the student from scheduled
exams, tests, or quizzes. The student must be prepared
to make-up each missed exam, test, or quiz upon their
return to class. If you give attendance points in class, you will need to discuss
this with the student. Both you and the student need to discuss how the
missed points may affect their overall grade in class.

Taping of Lectures: Some students with disabilities who are unable to take
or read notes, have the right to tape record class lectures for their personal
study only.

Interpreters: Interpreters are in class to facilitate effective communication
among the student, faculty, and classmates. Interpreters do not participate in
class discussion. In a class that does not require continuous interpreting, such
as a lab, the interpreter nevertheless must be prepared, at all times, to attend
to the student’s needs.

CART Services: Communication Access Realtime Translation. For
students who are deaf or hard-of-hearing. The CART provider types into
a stenotype machine using machine shorthand, and the computer
software translates that shorthand into realtime captions. The process is
instantaneous with little lag time between what is said and what the deaf
person is able to read. This allows the student to be an active participant
in class. CART serves can be provided by an in-class stenographer or can
be done remotely.
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Commandments of Etiquette
1. When talking with a person with a disability, speak directly to
that person rather than through a companion or sign language
interpreter who may be present.
2. When introduced to a person with a disability, it is appropriate to offer to shake hands.
People with limited use of hands or use an artificial limb can usually shake hands.
Shaking hands with the left arm is an acceptable greeting.
3. When meeting a person with a visual impairment, always identify yourself and others
who may be with you. When conversing in a group, remember to identify the person to
whom you are speaking.
4. If you offer assistance, wait until the offer is accepted, then listen to and ask for instructions.
5. Treat adults like adults. Never patronize people who use wheelchairs by patting
them on the head or shoulder.
6. Leaning or hanging on a person’s wheelchair is similar to leaning and hanging on a
person and is generally considered to be inappropriate. The chair is part of the
personal body space of the person who uses it.
7. Listen attentively when you are talking with a person who has difficulty speaking. If
necessary, ask short questions that require short answers, a nod or shake of the
head. Never pretend to understand if you are having difficulty doing so. Instead,
repeat what you have understood and allow the person to respond.
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8. When speaking with a person in a wheelchair or a person who uses crutches, place
yourself at eye level in front of the person to facilitate the conversation.
9. To get the attention of a person who is hearing-impaired, tap the person on the
shoulder or wave your hand. Look directly at the person and speak clearly in a
normal tone of voice. Keep hands, food, etc. away from your mouth when speaking.
10. Relax. Don’t be embarrassed if you happen to use accepted, common language, such
as “See you later” or “Did you hear about this”, that seem to relate to a person’s
disability.
Universal Design in Education
The challenge for all instructors is to present novel, challenging
and complex materials in a classroom of diverse students from
varying cognitive, educational and cultural backgrounds that
have different learning styles, informational preferences,
hemisphere dominance and semantic comprehension.
This in itself is quite a challenge!
Now, add to this package student(s) with learning, cognitive, developmental, physical,
psychological, vision and/or hearing disabilities and the task can seem insurmountable.
How can I teach to meet all of these student’s unique needs?
Universal design is the “design of presentations and environments, to be useable by all
people, to the greatest degree possible, without the need for adaptation or specialized
design.” (AHEAD, 2010.) The universal design approach never advocates compromising
essential information, but focuses on the presentation of materials in ways that will meet
the needs of a variety of learners. For example, take a Power Point or overhead
presentation. When designing a PowerPoint presentation, take a moment to consider color
as a tool for learning. Students with poor visual acuity, including those with glasses will
benefit from a darker background with lighter letters.
Although color and size of font are important considerations, other deliver strategies will
also aid in the attention and retention of visually presented materials. This includes timing
and condensation of material. This does not mean that you will have to discard years of
lecture notes or previously created formats; what it will bring to the classroom are
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strategies that promote learning to the greatest number of people possible. Isn’t that what
all instructors strive for anyway?
Before designing any class presentation, take a moment to consider the following in your
design paradigm.




What are the essential elements of my lecture or presentation?
What do I want my audience to know?
What do I want my audience to be able to do?
How can I present this information without compromising the essential components
that I have identified, in the most inclusive way possible?
Things to consider…
Use 24 font, or larger Ariel or
Times New Roman
Describe all slides orally
Limit the number of slides (6 or less is best)
Allow time for the audience to read all of the
slides (approximately 2 minutes each)
Post slides to an accessible website.
Creating Accessible Documents
Most documents, that you will create for handouts are created in either Microsoft
Word or Microsoft PowerPoint. Most word documents are accessible. If your Word
document is just a document that you opened and typed information into, you will
probably need to do nothing to make it accessible. If, however, your use images or Word
Art, then you probably with need to do the following things.
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Apply and Alt tag to an Image in MS Word
1.
2.
3.
4.
Right Click on the image.
Click on Size.
Select the Alt Tag tab.
Type a description of the graphic in the Alt Tag edit field.
If you need assistance in creating accessible sites for posting of materials, please
contact the Adaptive Technology Specialist Jeff Dell at ext. 9938. If you would like to discuss
the topic of Universal Design, in regards to the specifics of your class, please contact Linda
Casalina, Assistant Director of Disability Services at ext. 2088 for assistance.
Temporary Disabilities
The ODS Office can be of assistance to those students who have documentation of
temporary disabilities. Services to students are provided only for the duration of their
functional limitations associated with their temporary disabilities. After
meeting with the student and reviewing the documentation, the Office of
Disability Services will determine appropriate academic accommodations,
depending upon the student’s functional limitations in an academic setting.
The student will then be responsible for requesting accommodations in a
timely manner and for following the ODS policies and procedures as
outlined in the student disability handbook.
www.csuohio.edu/offices/disability/students/handbook/index.html
The instructors of the student will be informed, in writing, of the
appropriate accommodations and the expected time of recovery. All
questions regarding this process should be forwarded to Linda Casalina,
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Assistant Director of Disability Services at Cleveland State University.
Disability Services
MC 147
687-2015
EXAM SHEET
Student’s name:______________________________________________________________
Class: _____________________________________________________________
Instructor: ___________________________________________________________________
Contact information for instructor. Phone: _____________________________________
Class time limit for this exam: _________________________________________________
Last date this test can be given: ________________________________________
Other: ______________________________________________________________________
Faculty return request:
Pick up in ODS office
Deliver to instructor
Student accommodations:
Time and a half for exam
Blue Scantron
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Double time for exam
Green Scantron
Open book
Business/Finance Scantron
Open notes
Internet Access
Calculator
Date received: ________________ In person
Email
FAX
Date taken: ____________________
Start time: __________
Date returned: ___________________
End time: ___________
Proctor Initials: __________________
Office of Disability Services Student Exam Regulations
1. Students are expected to schedule exams with the Office of Disability Services. This may
be done in person, over the phone, or by email at ods@csuohio.edu. Exams MUST be
scheduled at least 2 days before the exam is to be taken.
2. Student should take the exam at the time that the class regularly meets. Exceptions may
be granted die to time constraints or with written approval of the instructor.
3. Students are expected to remind their instructor to deliver the exam to ODS> Exam
reminder forms are available at the front desk of ODS.
4. Due to the volume of exams given in the office, students must be on time so that they
do not overlap into another student’s exam appointment. If you arrive more than 15
minutes late, your exam may need to be rescheduled. There is no guarantee that the
instructor will permit a makeup exam.
5. Predetermined time accommodations will be strictly enforced due to limited exam
testing space. Students will be informed of their end time when they begin the exam.
6. Cancelling of scheduled exam appointments, more than three times a semester, will
result in a loss of privilege to test in the Office of Disability Services.
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7. Cell phones use is strictly prohibited. Cell phones must be placed with the student’s
personal items for the duration of the exam. Cell phones must be turned off. NO
EXCEPTIONS.
8. All exams are closed book, closed note, unless otherwise specified. Any special exam
instructions (including open book/note allowance, computer/internet needs, etc.) must
be provided in writing by the instructor issuing the exam.
9. Food is not permitted during exams. Students may bring something to drink with them.
Disability-related exceptions should be approved in advance.
10. Students are expected to use the restroom before the exam begins. Restroom breaks
will be limited unless there is a documented health condition that impacts this need.
11. ODS exam proctors may inspect the exam environment (randomly or otherwise) to
ensure academic integrity.
12. ODS cannot guarantee students a specific type of test environment-students with
distraction-reduced space accommodations are not guaranteed a room by themselves.
13. Students must complete exams 15 minutes prior to closing. Fall and Spring semester
exams are administrated Monday-Thursday from 8:00 AM – 5:45PM, Friday from 8:00
AM -4:45 PM.
14. Students with evening, weekend, or online classes should contact ODS professional staff
to discuss testing accommodations.
15. If a student is observed cheating on an exam by a proctor, the student’s exam will be
removed and returned to the instructor with a detailed description of the event.
Further action will be determined by the instructor and the Assistant Director of
Disability Services.
By signing below, I acknowledge that I have received and understand these regulations and
agree to follow them.
PRINT Name: _______________________________________
Signature: __________________________________________
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Date: ______________________________________________
Faculty Instructions for Securing a Note-Taker
Complete access to courses includes the ability to leave class with a useable set of
notes. Some disabilities hinder the ability to take one’s own notes, often because
of hearing, processing speed, writing fluency, or a number of other reasons. As a
result, note-taking is considered a reasonable accommodation under Sec. 504 of
the Rehabilitation Act. Please secure a volunteer student note-taker for this
student. We cannot require faculty notes. If, however, your notes are available
and you do not object to sharing them, they may be very helpful to the student.
Please ask at the beginning of the class session if any student is willing to share
his/her notes with a student who has a disability. Please do not state the name of
the student who has the disability or take any action to indicate the identity of
the student. Please ask the volunteering student to see you after class. The
student with a disability can choose whether or not he/she wishes to be identified
to the volunteer note-taker.
If the student needing a note-taker wants to be identified to the note-taker:
 The note-taker can make copies of notes and hand them directly to the
student who needs them before or after class.
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 Copies of notes can be made free of charge in the Office of Disability
Services (MC 147)
 The note-taker or student with a disability can come to the Office of
Disbility Services (MN 147) and pick up a supply of carbonless copy paper so
that both students can leave class with notes.
If the student needing the note-taker does NOT want to be identified to the
note-taker:
 The note-taker should be asked to bring their notes to the Office of
Disability Services (MC 147), so that we can make copies for the student
who needs them. The student should note the course, date, and instructor
on the first sheet of notes from each class. The volunteer note-taker can
also come to the Office of Disability Services (MC 147) and pick up a supply
of carbonless copy paper.
 The student with a disability can then come and pick up the notes at the
Office of Disability Services without ever being identified.
If you have any questions, or if a note-taker cannot be identified, please contact
Linda Casalina at 687-2088 or Jerry Gillinov at 687-3633.
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