Faculty Disability
Handbook
Ensuring Equal Access So Students Can
Table of Contents
A Note to Faculty and Staff 1 Legal Requirements 2‐3 Disability Etiquette 3‐4 Important Points to Guide Instructors 4‐5 Accommodation Process 5‐6 Responsibilities 6 Confidentiality Strategies 7 Classroom Strategies 7‐9 General Guidelines for Teaching
Students with Disabilities 9 Physical and Mobility Impairments 9‐10 Chronic Health and Medical Disabilities 10 Traumatic Brain Injury (TBI) 11‐12 Visual Impairments 12‐13 Hearing Impairments 13‐14 Speech Impairments 14‐15 Psychological Impairments 15‐16 Learning Disabilities 16‐17 Attention Deficit Disorder 18‐19 Frequently Asked Questions 19‐21 Appendix: Resources/Other Info
22‐39 A Note to Faculty and Staff
We, in Disability Services, hope that you will find this handbook to be a helpful tool in serving
students with disabilities. We are committed to working with the faculty and staff to make Roane
State an accessible learning community. That is why we have not only included helpful process
and procedural information, but we have also included disability-specific methods and strategies,
as well as general guidelines and etiquette for dealing with various disabilities.
In addition, this handbook provides an explanation of the responsibilities of the student and of
the college. The most important responsibility of the student is that of self-disclosure. By law, it
is the student’s responsibility to identify the scope and nature of his or her disability to Disability
Services, and it is Roane State’s responsibility to provide equal access to education and
reasonable accommodations for that disability.
It is also important to understand that some students have multiple disabilities and that some
disabilities are “hidden” disabilities. Disability Services may never disclose the nature of a
student’s disability with faculty or staff, but we can discuss the student’s prescribed
accommodations, and address any concerns related to those accommodations with faculty.
While we believe we’ve assembled a handy reference for you, there are many other references
out there which may be helpful to you as well. For more information and/or for training, log onto
the Disability Services Webpage and explore the many options available to you there. There you
will find a wealth of websites, some of which include case-study scenarios, quizzes, and training.
Faculty and staff may refer students to Disability Services at either of the locations listed below.
In addition, appointments with a counselor may be requested on any Roane State Campus.
If you need further assistance or resources or if you wish to meet with a counselor to discuss
available services, or if you need additional information or direction about a particular situation,
please feel free to contact our office.
Sincerely,
Disability Services Staff
Roane County Campus
Counseling, Career, and Disability Services
D-107 / Ext. 4546
Oak Ridge Campus
Counseling, Career, and Disability Services
B-106 / Ext. 2003
Introduction
This handbook is intended to serve as a guide for faculty in providing reasonable
accommodations for students with disabilities. It is important to note that many
disabilities are not obvious, such as learning disabilities, and are otherwise “hidden.”
Roane State Community College strives to provide an accessible learning environment
for all RSCC students. Disability Services is located in the Counseling, Career, and
Disability Services department in the Student Services Division. The office is located in
D-107 on the Roane County Campus and in B-102 on the Oak Ridge Campus.
Counselors are available to serve students with disabilities on all respective campuses by
appointment.
Legal Requirements
Two of the primary laws that affect higher education and disability are Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Title
II of ADA, as it is commonly referred to, states that:
“No otherwise qualified person with a disability in the United States…shall, solely by
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.”
Section 504, along with the Americans with Disabilities Act of 1990 (ADA), protects the
rights of qualified individuals with disabilities. Section 504 contains more specific
information regarding compliance issues in post secondary institutions. However, the
ADA legislation extends the law to private institutions of higher education as well as
those receiving federal funding.
Section 504 defines a person with a disability as:
“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.”
The ADA protects persons:
-who have mobility impairments, paralysis, and those who use mobility devices such as
wheelchairs or walkers.
-who have lost one or more limbs.
-who are blind or visually impaired.
-who are deaf or hearing impaired.
-who have mental or psychological disorders, including learning disabilities or mental illness.
-who have chronic medical disorders.
-who have suffered from drug or alcohol addiction in the past, but are not currently engaging in
substance abuse.
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Roane State Community College is required to provide reasonable accommodations that
allow students with disabilities equal access to an education. It is important to note that
Section 504 does not require institutions to alter their academic standards.
According to Section 504, RSCC may not:
- limit the number of students with disabilities admitted.
- make pre-admission inquiries as to whether or not a person has a disability.
- use admissions tests or criteria that inadequately measure the academic qualifications of
students with disabilities because special provisions were not made.
- exclude an otherwise qualified student with a disability from any course of study.
- establish rules or policies that may adversely affect students with disabilities.
Disability Etiquette
- Avoid stereotyping persons with disabilities into one category. Disabilities vary greatly
from one to another and even two people with the same disability may have greatly
different experiences and capabilities.
- People with disabilities, like everyone else, deserve to be treated with dignity and
respect. People have different personalities and different preferences about how to do
things. To find out what a person prefers, just ask.
- When you meet someone with a disability, it is appropriate to shake hands, even if a
person has limited hand use or artificial limbs. Simply touch hands to acknowledge
his/her presence. Shaking the other hand is also fine.
- Always ask before you assist a person with a disability, and then listen carefully to any
instructions. Do not interfere with a person’s full control over his/her own assistive
devices. For example, before you push someone who uses a wheelchair, make sure to ask
if he/she wants to be pushed. Likewise, never move crutches or communication boards
out of the reach of their owners without permission.
-Be considerate of the extra time it may take a person with a disability to get some things
accomplished.
- Speak directly to the person with the disability rather than his/her companion.
- Relax. Don’t be embarrassed to use common phrases such as “I’ve got to run,” “See you
later,” or “Have you heard about?” if they don’t walk, see, or hear well. People with
disabilities use such phrases all the time.
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- Note that some terms that might have been acceptable in the past, such as “crippled” are
no longer accepted by people with disabilities. Some have negative associations. Instead,
say “person with a disability” or “Mary is deaf,” John uses a wheelchair,” etc. This type
of language focuses on the person first, and their disability afterwards.
- Avoid excessive praise when people with disabilities accomplish normal or expected
tasks. Living with a disability is an adjustment, and does not require exaggerated
compliments.
- Do not lean on a person’s wheelchair. It is an extension of personal space.
- When you talk to a person in a wheelchair for more than a few minutes, try to sit down
so that you will be at eye level with that person.
- Don’t pet a guide or companion dog while it is working.
- Give unhurried attention to a person who has difficulty speaking. Don’t pretend to
understand when you do not. Feel free to ask the person to repeat what he/she said.
- Speak calmly, slowly, and directly to one who is hard of hearing. Don’t shout or speak
in the person’s ear. If you feel you are not understood, it is okay to write your message.
Important Points to Guide Instructors
1. Disability Services is the designated campus office to determine appropriate
accommodations for students with disabilities who have requested them. The
determination is based on the disability documentation provided by the student and the
functional limitations presented by the disability. It is only necessary to know that
Disability Services has a record of the disability and has approved the student’s specific
accommodations. Therefore, when a student presents an accommodation plan form
signed by a counselor, he or she is eligible for services.
2. Students with disabilities have a right to meet with you privately regarding
disability matters and their confidentiality must be maintained. Treat all disabilityrelated information as confidential medical information. Conduct disability-related
meetings in a private location when possible. Provide plenty of opportunities for students
to meet with you to discuss disability-related needs, to arrange test accommodations, etc.
3. Students with disabilities need access to course materials and information
presented in your classroom at the same time as all other students. You play a vital
role in ensuring that materials are available in alternative format (if requested) in a timely
manner.
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4. It is the student’s responsibility to make disability-related needs or concerns
known to instructors. It is important and required that you include a disability statement
on your syllabi. A sample statement may be copied and pasted from the Disability
Resources web link which can be found from the Roane State website, using the
keyword: “disability.” This statement is also included in the appendix in the back of this
handbook.
5. If a student with a disability does not request accommodations, the instructors is
under no obligation to provide any assistance. In other words, you are not asked to
guess or predetermine what a student may need. Students may choose not to use any
accommodations and that is their right. All you can do is recommend them to Disability
Services.
6. Accommodations should not be provided to any student who has not provided
appropriate documentation to Disability Services. Disability Services is the only
office designated to review documentation of a disability and determine eligibility for
specific accommodations.
7. Individual accommodation needs vary from student to student because a
disability, even the same disability, may result in different functional limitations.
Compensation skills and strategies vary from one student to another, just as instructional
methods vary from one instructor to another. Therefore, it is necessary for you and the
student to discuss those specific accommodations that address the particular needs of that
student. Disability Services provides reasonable accommodations, assistive technology
and other individualized assistance, based upon disability documentation, functional
limitations, and a collaborative assessment of the student’s needs.
8. Accommodations may be revised or added over the course of the semester. Due to
the nature of various disabilities it may be necessary to alter or change the prescribed
accommodations over the course of the semester. In such cases, Disability Services will
communicate such changes to the instructor and a new accommodation plan form will be
signed by all parties.
The Accommodation Process
What is an accommodation?
An accommodation is a legally mandated alteration that gives a student with a disability
an equal opportunity to benefit from the educational process. Accommodations are meant
to give the student equal access and are not meant to provide an advantage to the student.
Furthermore, accommodations should never lower academic standards or compromise the
integrity of an academic program. Academic, conduct, and technical standards will
always be maintained.
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What is a reasonable accommodation?
1. A reasonable accommodation is an adjustment that will allow a student with a
disability to perform in a program or have the same rights and privileges as students
without disabilities, as well as benefit from all educational programs and activities.
2. Reasonable accommodations make it possible for a student with a disability to
participate fully in the educational program and for the faculty member to fairly evaluate
the student’s understanding of the material without interference of the disability.
Responsibilities
Disability Services Will:
- Provide qualified, documented, students the rights guaranteed under ADA.
- Arrange and coordinate disability-related support services to students.
- Advise faculty and staff on appropriate accommodations for students.
- Assist in planning for accessible campus facilities.
- Provide disability awareness training and resources.
- Advocate issues on behalf of the student with disabilities with the college.
- Encourage students toward self-advocacy and independence.
The Faculty and Staff Will:
- Support Disability Services in carrying out appropriate accommodations in a reasonable
and timely manner and in learning about the individual student’s needs.
- Refer students who could benefit from accommodations to Disability Services.
- Consult Disability Services with any questions or concerns regarding facilitation of
accommodations.
The Student Will:
- Voluntarily and confidentially self-disclose information regarding the nature and extent
of a disability to disability services. Roane State does not assume responsibility for
providing accommodations for students who have not identified themselves as having a
disability or who have not provided current documentation from a qualified evaluator.
- Register with RSCC Disability Services by providing documentation of the qualifying
disability. Documentation can be medical, educational, psychological, or other
appropriate evaluative information. IEPs are not sufficient documentation.
- Set up an appointment with Disability Services to complete required accommodation
paperwork.
- Provide Accommodation Plan Forms to instructors and return signed copies to
Disability Services in order to become an active disability student each semester.
- Work toward self-advocacy and accept responsibility of learning and becoming aware
of his/her disability.
- Return any assistive technology to Disability Services at the end of the semester.
- Plan ahead.
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Confidentiality Strategies
· Information a student shares with faculty about his/her disability is confidential and
must be treated as such according to Roane State policy, FERPA, ADA and Section 504.
Avoid discussing disability issues in front of the class or in the presence of other students.
· Speak to students privately about their disability or accommodations. Avoid allowing
other faculty to hear these conversations. This includes discussions regarding testing,
class absences related to the disability, etc.
· When recruiting for or facilitating volunteer note-taking services, please try to do so as
confidentially as possible.
· Arrange for students to pick up copies of your notes or supplemental class materials in a
time or manner that respects their privacy and confidentiality.
· When in doubt about respecting a student’s privacy, ask the student how they would like
the situation to be handled, or contact Disability Services.
· In some cases, the student’s disability is obvious. Others have hidden disabilities which
they may or may not choose to reveal. While some students have become comfortable
with their differences and are able to discuss their needs easily, others are still in the
process of adjusting. Your sensitivity to their dilemma is appreciated. They must,
however, self-disclose that they have a disability before being accommodated.
· Whether or not students with a disability prefer to discuss the nature of their particular
diagnosis or disability, their challenges, or personal history with their instructors is
entirely up to them. They are not required to tell you specifics about their disability when
they self-disclose a need for accommodations, having already done this with Disability
Services.
Strategies for Teaching Students with Disabilities
There are often special considerations when instructing students with disabilities.
Generally, however, these instructional considerations involve good teaching practices
and may benefit other students in the class. The similarities of students with disabilities
and other students are more significant than their differences.
The first step in teaching students with disabilities is easy. Treat them as you would all
students. After all, they come to college for the same reasons as their peers, and they
bring with them the same range of backgrounds, intelligence, and scholastic skills. These
truths are easier stated than acted upon. The best intentions may be derailed by attitudes
that dramatically distort our interaction with people who have disabilities.
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Attitudes that distort our relationships with people who have disabilities may occur
without malice and are sometimes the result of fears, guilt, or inexperience with
individuals who have disabilities. Negative attitudes can be devastating to persons with
disabilities. Unfounded or inappropriate attitudes reduce or bias our expectations of
individual performance and can be more disabling than any diagnosed disability.
Many teaching strategies that assist students with disabilities are known to benefit nondisabled as well. Instruction that is provided in a multimodal approach will reach more
students than instruction using one method.
Universal Design methods may be helpful in preparing your curriculum. There are
Universal Design resources available to faculty and staff on the Disability Services,
Disability Resource page and may be accessed from the RSCC homepage using the
keyword: disability.
The following are teaching strategies that will benefit students in the academic setting:
Required Text: Select a textbook with a study guide, or one which has study features
built into each chapter.
Before the Lecture:
· Write key terms or an outline on the board, or prepare a lecture handout or overhead.
· Create study guides.
· Assign advance readings before the topic is due in the class session.
· Give students questions that they should be able to answer by the end of each lecture.
· Present written information in audible form as well as a written form. (Be prepared to
provide all written materials to non-print readers in an accessible format and in a timely
manner, i.e., at the same time everyone else gets these materials).
During the Lecture:
· Briefly review previous lecture and face the class when speaking.
· Use visual aids such as overheads, diagrams, charts, graphs.
· Provide visual aids in alternative formats for non-visual learners in the class.
· Explain technical language, terminology.
· Pause to allow for note taking, and leave time for questions.
· Give assignments in writing as well as orally.
Laboratory:
· Discuss safety concerns with the student and Disability Services. Depending on her/his
disability, ensure that safety equipment is adapted with Braille or large print labels, pull
chains are lengthened and visual or auditory warning systems are in place.
· Assign group lab projects in which all students contribute according to their abilities.
· Arrange lab equipment so that it is easily accessed. Give oral and written instructions.
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· Provide raised-line drawings and tactile models of graphic materials for students with
visual impairments and work with Disability Services to locate adjustable tables, etc.
Grading, Evaluation, and Fieldwork
· Measure knowledge and comprehension rather than physical performance of a task
when testing a student’s understanding of material.
· Allow extra time to complete exams.
General Guidelines for Teaching Students with Disabilities
Expectations: Although many students with disabilities need accommodations, expect
these students to perform at a level commensurate with their peers. Do not have a special
grading scale or other criteria for students with disabilities (as is done in secondary
education).
Collaboration: Don’t hesitate to call Disability Services to arrange a meeting between
you, the student’s counselor, and the student to collaborate and work out any issues.
Comprehensive Syllabus: A comprehensive syllabus with clearly delineated statements
about expectation is helpful to students who need help with structure and organization.
Inappropriate Behavior: Students with disabilities are held to the same conduct
standards required of any student at Roane State Community College (see RSCC Student
Handbook online). If there are incidences of inappropriate behavior, meet privately to
discuss these and encourage the student to seek help as needed. Give direct, honest,
concise feedback about behaviors that are inappropriate. If any situations involve threats
or abusive behavior, call campus security at 865-882-4565 or ext. 4565 on a campus
phone, and then communicate the issues to Disability Services staff as soon as possible.
Physical and Mobility Impairments
Mobility impairments are caused by conditions present at birth or are the result of illness
or physical injury. Functional abilities vary widely depending on age of onset, nature of
the disease or injury, and response to treatment. The best source of information regarding
functional limitations presented by the disability is the student who is dealing with
mobility impairment.
Physical access to a class is the first barrier a student with mobility impairment may face,
but this is not only related to the structural accessibility of the classroom or building.
Crowded walkways, distance, change in elevation, lack of reliable transportation, or
mechanical problems with a wheelchair or assistive device can easily delay a student.
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Typical disabilities that restrict mobility functioning are cerebral palsy, spinal cord
injuries, degenerative diseases such as multiple sclerosis or muscular dystrophy, and
post-polio syndrome.
Reasonable accommodation requests may include, but are not limited to:
1. Relocating a class or meeting.
2. Using a scribe to complete in-class assignments.
3. Using a volunteer note taker or recording device.
4. Having a partner in the classroom or lab.
5. Receiving extended deadlines if off-campus assignments and fieldwork pose a problem
with access to resources.
6. Extended time for exams and in rare instances testing in parts.
7. Making arrangements early for field trips to ensure that accommodations will be in
place on the given day (i.e. transportation and site accessibility).
8. Passageways to the doors and the aisles should be kept clear.
9. Obtaining copies of instructor notes or supplemental materials as available.
10. Any necessary medical alerts (see frequently asked questions for explanation).
11. Other accommodations to be determined on a case-by-case basis.
Chronic Health, Medical, and Systemic Disabilities
Systemic disabilities are conditions affecting one or more of the body’s systems. These
include respiratory, immunological, neurological, and circulatory systems. Conditions
include cancer, diabetes, epilepsy, HIV/AIDS, lupus, renal disease/failure, and multiple
sclerosis. Students affected by systemic disabilities differ from those with other
disabilities because systemic disabilities are often unstable. This causes a person’s
disability to vary; therefore, the need for and type of reasonable accommodations may
also change.
Reasonable accommodation requests may include, but are not limited to:
1. Conveniently located parking.
2. Priority seating and possible relocation of the class if necessary.
3. Recruitment and facilitation of volunteer note takers.
4. Extended time to complete a task.
5. Extended time for exams, possibly testing in parts on consecutive class days.
6. Permission to record class meetings and/or recording devices.
7. When necessary an early syllabus.
8. Other modifications to be determined on a case-by-case basis.
In rare circumstances, reasonable accommodation for a student with health impairment
may be flexibility in terms of class attendance. Such flexibility cannot be without limits,
and the students must bear responsibility for notification of absences and for make-up
work and tests. If repeated absences threaten the essential components of the course, a
medical withdrawal may be necessary. Students should always be encouraged to speak
with Financial Aid and/or Records before withdrawing from any class for any reason.
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Traumatic Brain Injury
Each year in America over one million individuals sustain head injuries. A disabling
condition may occur from a brain injury because of external events such as closed head
trauma or missile penetration or internal events such as cerebral vascular accidents or
tumors. People with Traumatic Brain Injuries (TBI) may be affected in vastly different
ways according to the nature and severity of the injury. Physical, cognitive, social, and
vocational changes are usually apparent to varying degrees. Some common symptoms
include seizures, loss of balance, mood swings, difficulty in speech, memory loss and
loss of organizational and reasoning skills, and difficulty adhering to social norms of
behavior. Students with Traumatic Brian Injuries may need to be reminded of
expectations or instructions regularly.
Recovery from Traumatic Brain Injury may be inconsistent. A student might make
progress, then regress, and then make gains again as time passes. A plateau is not
evidence that improvement has ended. Students with acquired brain injuries may exhibit
difficulty organizing thoughts, processing information, understanding cause-effect
relationships, interacting with others, problem solving, and compensating for memory
loss.
Reasonable accommodation requests include but are not limited to:
1. Early syllabus and other supplemental materials.
2. Extended time for exams, possibly testing in parts on consecutive class days.
3. Time extensions.
4. Permission to record classes.
5. Recruitment and facilitation of volunteer note takers or scribes.
6. Instruction presented in various formats.
7. Alternative print formats.
8. Other accommodations may need to be determined on a case-by-case basis.
Additional strategies that might be helpful in the facilitation of student learning and in
working effectively with students with acquired brain injuries. These strategies are
merely suggestions; they are not required by law as reasonable accommodations.
Lectures:
· Break information into small steps when teaching new tasks/information.
· Allow time for questions and answers to clarify directions and essential information.
· Keep instruction brief, break them down into steps, provide directions in written and
verbal format.
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Exams
· Provide sample exam questions or study guides to aid in test preparation.
· Go over failed exams with students and provide insight into correct answers.
Classroom Organization
· Clearly define course requirements, the dates of exams, and assignment due dates.
· Provide advance notice of any changes in dates or assignments.
· Provide additional structure in the form of assignment sheets, to do lists, progress charts,
and course lecture outlines.
· Reiterate boundaries and expectations.
Visual Impairments
Visual impairments vary widely from student to student. Visual impairments include
disorders in the sense of vision that affects central vision acuity, field of vision, color
perception, and/or binocular visual function. While many people believe that visual
impairments or blindness mean that an individual has no vision at all, this is not true. The
American Medical Association has defined legal blindness as visual acuity not exceeding
20/200 in the stronger eye (with correction), or a limited in the field of vision that is less
than a 20 degree angle (tunnel vision). Visual impairment may differ from student to
student, and so may the reasonable academic accommodations. Students with visual
impairments may use a white cane or guide dog as a mobility aid, or may require no
assistance of this kind, depending upon the nature of the visual impairment.
Reasonable accommodation requests may include, but are not limited to:
1. Advance availability of reading lists or syllabi to allow time for arrangements to be
made for ordering recordings or for brailing of texts.
2. Recruitment and facilitation of volunteer note takers as necessary.
3. Front row seat for low-vision students.
4. Specific physical orientation of the instructor when speaking.
5. Oral presentation of information put on the boards or presented in graphic forms.
6. Distribution of class materials in large print.
7. In rare instances, flexible assignment deadlines when necessary.
8. An alternate assignment if a specific task is impossible to carry out.
9. Oral, large, print, Braille, or recorded exams.
10. Extended time for exams and use of assistive technology, specialized computer
equipment, recorders, etc. (Merlin CCTV magnifiers/ computers are located on most
RSCC campuses).
11. Alternative methods of examination.
12. Other accommodations to be determined on a case-by-case basis.
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The following strategies may be especially helpful in the facilitation of student learning
with students with visual impairments/blindness. These strategies are merely
suggestions; they are not required by law as reasonable accommodations.
Lectures:
· Materials presented on the board or on overheads or PowerPoint should be read aloud. It
can be helpful to provide copies of such information used in class.
· Emphasize important points, main ideas, and key concepts orally during the lecture.
Course/Classroom Organization
· Make arrangements early (i.e. transportation and site accessibility) for field trips to
ensure accommodations will be in place on the given day(s).
· Passageways to doors and aisles should be kept clear. Notify the visually impaired
student in advance of any changes to classroom environment. If not possible meet the
student at the door to advise them of the changes.
· When appropriate assign a sighted volunteer to work with the student on in-class
projects and in-class assignments.
Hearing Impairments
More individuals in the U.S. have a hearing impairment than any other type of physical
disability. A hearing impairment is any type or degree of auditory impairment. Deafness
is an inability to use hearing to communicate. Hearing may be sensorineural (involving
an impairment of the auditory nerve), conductive (a defect of the auditory system which
interferes with sound reaching the cochlea), or a mixed impairment of both the
aforementioned. Hearing loss is measured in decibels and may be mild, moderate, or
profound. A person who is born with hearing loss may have language deficiencies and
exhibit poor vocabulary and syntax. Many students with hearing loss may use hearing
aids and/or rely on lip reading. Others may utilize a sign language interpreter or assistive
technology devices such as pocket talkers.
Reasonable accommodation requests may include but are not limited to:
1. A sign language interpreter.
2. A front row seat in order to clearly view the instructor and/or interpreter.
3. Repetition of questions and remarks of the other people in the room.
4. Open, closed, or real-time captioning of video tapes (if available).
5. Critical information in writing.
6. Recruitment and facilitation of volunteer note takers or classroom partners.
7. Copies of class outlines, lecture notes, lists of terms, and other supplemental material.
8. Extended time for reading assignments and for examinations.
9. Available assistive technology such as pocket talker amplifiers, etc.
10. Other modifications to be determined on a case-by-case basis.
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Tips to facilitate lip reading and working with a sign language interpreter:
· Face the student, keep your hands away from your mouth, speak slowly, use shorter
sentences, and use appropriate facial expressions and gestures when speaking.
· Only 30% of the English language can be lip-read. Make sure you write down those
words that will help the student become familiar with technical and unfamiliar language.
· Repeat the comments and questions of other students, especially those in the back.
· Make sure you have the student’s attention before speaking. A light touch on the
shoulder or a visual signal such as a wave work well.
Note: Professional interpreters are bound by a code of ethics developed by the National
Registry of Interpreters for the Deaf, which specifies that interpreters are to serve only as
communication facilitators who are not otherwise to be involved in the class or activity.
Interpreters are never to be utilized as tutors or in any capacity other than as
communication facilitators.
Additional Tips
· Speak directly to the deaf person; speaking through, not to, the interpreter
· Do not speak to the interpreter while he or she is working.
· Avoid phrases like, “Tell him” or “ask her” as these imply the deaf person is a third
party rather than a primary conversation participant.
· Speak at a normal rate of speed and use a natural tone of voice.
· Maintain everyday speech patterns.
· Let the deaf person dictate where the interpreter sits or stands in the classroom.
· Remember that in a situation where the interpreter is speaking the words of the deaf
person, the words are not the thoughts of the interpreters, but of the person he or she is
interpreting for and any response should be made accordingly.
· Realize that sometimes the gender of the interpreter is different than that of the deaf
person and that can become confusing, especially over the phone.
· Expect the deaf person to look at the interpreter most of the time and not at the
instructor.
· Inform the interpreter in advance if there is an audiovisual element in a presentation, so
arrangements can be made for lighting, positioning, or closed captioning equipment.
Speech Impairments
Speech impairments may range from problems with articulation or voice strength to
complete voicelessness, including difficulties in projection and fluency.
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Reasonable accommodation requests may include, but are not limited to:
1. Written instead of oral presentations.
2. Course modifications, including one-on-one presentations when available.
3. Extended time for exams.
4. Other accommodations to be determined on a case-by-case basis.
Psychological Impairments
A psychological disability is an invisible or hidden disability that may affect people of
any age. Psychological disabilities cover a wide range of disorders such as anxiety
disorders, bipolar disorders, major depression, obsessive/compulsive disorders, post
traumatic stress disorders, and schizophrenia. The National Institute of Mental Health
reports that one in five Americans has some form of diagnosable and treatable mental
illness. The majority of psychological disabilities are controlled using a combination of
medications and psychotherapy. Students with psychological disabilities should be held
to the same behavioral expectations as other students.
While psychological disabilities are not usually intellectual in nature, medications may
negatively impact cognitive abilities such as memory. Students with psychological
disabilities often become socially isolated, develop low self-esteem, and struggle with
disclosure of their disability for fear of being stigmatized.
Some of the functional limitations that may exist with a psychological disability include:
feelings of anxiety or fear, depressed mood or feelings of worthlessness, time perception
and planning problems, short-memory problems, irritability, trouble concentrating,
impulsiveness, and fatigue or loss of energy.
Reasonable accommodation requests may include, but are not limited to:
1. In rare cases, extended time on assignments.
2. Testing in a low-distraction environment.
3. Permission to record class meetings.
4. Extended time for exams and in rare instances, testing in parts.
5. Other accommodations to be determined on a case-by-case basis.
In rare circumstances, one reasonable accommodation for a student with a psychological
impairment may be flexibility in terms of class attendance. Such flexibility cannot be
without limits, and the students must bear responsibility for notification of absences and
for make-up work and tests. If repeated absences threaten the essential components of
the course, a medical withdrawal may be necessary. Students should always be
encouraged to speak with Financial Aid and/or Records before withdrawing from any
class for any reason.
15
The following is a list of strategies that may be especially helpful in the facilitation of
student learning and in working effectively with students with psychological
disabilities/impairments. These strategies are merely suggestions; they are not required
by law as are reasonable accommodations.
Lectures
· Outline the day’s lectures on the board, an overhead, handout, or Power Point.
· Provide periodic summaries during the lectures to emphasize key points.
Exams
· Provide sample exams and/or study guides to aid in test preparation.
· Go over failed exams with the student and provide insight into the correct answers.
Course/Classroom Organization
· Give immediate and honest feedback when behavior is inappropriate. Suggest
acceptable behavior.
· Set clear boundaries and goals with the student.
· Clearly define course requirements, the dates of exams, and assignment due dates.
· Provide advance notice of any changes in dates or assignments.
Learning Disabilities
A Learning Disability (LD) is a disability that affects the manner in which individuals
take in information, retain it, and express the knowledge and understanding which they
possess. According to the Joint Community of Learning Disabilities, “Learning
Disability” is a term that refers to a heterogeneous group of disorders manifested by
significant difficulties in the acquisition and use of listening, mathematics computation
and reasoning, mechanics of writing, problem-solving, reading comprehension,
reasoning, and/or spelling. Learning disabilities may co-exist with another disabling
condition or extrinsic influence (such as cultural differences or inadequate instruction),
but they are not the result of these conditions or influences. Some common terms
associated with Learning Disabilities are:
· dyslexia – difficulty with reading
· dyscalculia – difficulty with mathematics
· dysgraphia – difficulty writing words with appropriate syntax
· dysphasia – difficulty speaking with fluency or sometimes in understanding others
· visual discrimination – inability to the see difference in objects.
· auditory processing and sequencing – inability to hear sounds in the right order.
16
College students with learning disabilities need careful and ongoing academic advising
because they:
· frequently enroll in courses that are too difficult for them.
· tend to enroll in courses out of sequence.
· often misperceive the progress they are making in courses.
· rarely seek out services they need to overcome academic and social difficulties.
· tend to accept poor advice from well-intentioned peers.
It is important for advisors to ensure that such students do not schedule overly difficult
course loads, avoid taking courses out of sequence, and plan practical schedules. It is
essential that advisors be familiar with the assistance (ex. Smarthinking.com, Learning
Center etc.) available to students with learning disabilities and the characteristics and
needs of these students.
Some adults with learning disabilities may have difficulty detecting subtle social cues in
interpersonal communication and relationships. For example, these individuals may be
unable to detect the differences between sincere and sarcastic comments, or they are
unable to recognize other subtle changes in tone of voice for the same reason a person
with visual perception problems may have difficulty discriminating between the letters,
“b” and “d”. Difficulties in interpreting nonverbal messages may result in
misunderstanding others and impair work relationships.
Reasonable accommodation requests may include but are not limited to:
1. Recruitment and facilitation of a volunteer note taker.
2. Permission to record lectures and/or use of recording device.
3. Obtain copies of instructor notes or other supplemental materials.
4. Use of calculators or note cards.
5. Books on CD.
6. Not being required to read aloud in class.
7. Extended time on tests or in rare instances testing in parts.
8. Other accommodations to be determined on a case-by-case basis.
The following list of strategies that may be especially helpful in the facilitation of student
learning and in working effectively with students with learning disabilities. These
strategies are merely suggestions; they are not required by law as reasonable
accommodations.
Lectures
· Use a multimodal approach to presenting information.
· Break difficult or complicated concepts into steps or parts.
· Outline lecture information on the board, on overheads, PowerPoint, or handouts.
17
Exams
· Provide sample exams and/or study guides to aid in test preparation.
· Go over failed exams with the student and provide insight into the correct answers.
Course/Classroom Organization
· Clearly define course requirements, the dates of exams, and assignment due dates.
· Provide advance notice of any changes in dates or assignments.
· Have the syllabus prepared and available six to eight weeks prior to the first day of class
to aid in the student’s arrangements for textbooks on CD.
· When possible, incorporate “hands-on” experiences.
· Provide a suggested timeline and checkpoints when making long-range assignments.
Attention Deficit Disorder/ Hyperactivity Disorder
Attention Deficit Disorders are neurological conditions that occur in 5 to 10% of the U.S.
population. Attention deficit disorders affect cognition, learning, and behavior. It is
believed that the condition arises from anomalous brain chemistry and is persistent
throughout adulthood. ADD may be present with or without hyperactivity. Inattentive
and/or impulsive characteristics may be present as well. Symptoms of ADD or ADHD
may include: low tolerance for stress, impulsivity, mood swings, high anxiety, poor
organization and task completion.
There is a common misconception that the attentional problems with ADD and ADHD
appear in a consistent manner in all areas of life. Attention Deficit Disorders are really
more of an inability to regulate attention to tasks and/or to screen out extraneous stimuli.
Therefore students with such disorders have difficulty concentrating on or completing
tasks. They often shift from one uncompleted task to another. In social situations,
inattention may be apparent in frequent shifts in conversation, poor listening
comprehension, and not following the details or rules of games and other activities.
Symptoms of hyperactivity may take the form of restlessness and difficulty with quiet
activities. Attention Deficit Disorders with or without hyperactivity, arise during
childhood (usually before the age of seven) and are not attributed to gross neurological,
sensory, language or motor impairments, mental retardation, or severe emotional
disturbance.
Students with Attention Deficit Disorders may exhibit difficulty:
· concentrating
· following directions
· listening
· making transitions
· starting, organizing, and completing tasks
· interacting with others
18
Reasonable accommodation requests may include, but are not limited to:
1. Recruiting and facilitating a volunteer note taker in the classroom.
2. Permission to record class meetings and/or use of recording device.
3. Copies of instructor notes and other supplemental class materials.
4. Testing in a non-stimulus or low distraction environment.
5. Priority seating.
6. Extended time for exams and in rare instances testing in parts.
7. Textbooks on CD.
The following is a list of strategies that may be especially helpful in the facilitation of
student learning and in working effectively with students with attention deficit disorders.
These strategies are merely suggestions; they are not required by law as reasonable
accommodations.
Lectures
· Explain information in more than one way if possible utilizing visuals, outlines,
overheads, PowerPoint, demonstrations, hands-on learning activities etc.
· Break information into smaller parts when teaching new tasks.
· Allow time for questions and answers to clarify directions and/or essential information.
· Keep instructions brief, break into smaller chunks, and make directions available in
written and verbal format.
· Assist the student in finding an effective note taker or partner for class projects.
Frequently Asked Questions
1. How is extra time justified for students with learning disabilities since other
students could improve test scores if they were allowed additional time as well?
Various factors account for the need for extra time on tests for students with learning
disabilities. Some of these include: speed of processing, visual perceptual deficits,
difficulty with mechanics of syntax, spelling and punctuation, and reading
comprehension deficits.
Research (at UC Berkeley, 1991 and the University of Toronto, 1993) on the effects of
extended time on exams, has shown dramatic improvements for students with learning
disabilities, but only marginal improvement for students without learning disabilities.
Rather than providing an unfair advantage in the class, extended time for exams allows
these students to demonstrate their level of mastery of the course objectives, rather than
reflecting the deficits innate to their learning disabilities. In other words, “it levels the
playing field.”
2. How are accommodations determined for a student with a disability? Reasonable
accommodations are determined by Disability Services on an individual basis after
considering the specific disability and documentation of functional limitations in
accordance with the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act of 1973. For more information regarding documentation guidelines,
19
see the Roane State Disability Services Student Handbook by going to the RSCC
homepage and typing in keyword: disability.
There are many other informational resources available on the Disability Services
Resource page as well including various PowerPoint presentations, simulations, and case
study scenarios. Accommodations are designed to provide an equal educational
opportunity, not to give the student any sort of competitive edge.
3. Do I have a right to know the nature of a student’s disability? The information
regarding a student’s disability may be shared only when there is a compelling reason for
disclosure. The U.S. Department of Justice has indicated that a faculty member generally
does not have a need to know this information, only that it has been appropriately verified
by the office assigned this responsibility on behalf of the institution, in this case
Disability Services, located in the Office of Counseling, Career, and Disability Services.
While students are not required to share their specific disability information, students are
encouraged to discuss their specific needs with their instructors. Roane State Disability
Services makes every effort to protect the privacy of students with disabilities.
4. What do I do in the case of an emergency? For students with disabilities, special
considerations must be made for emergency situations such as fire or tornadoes.
Ultimately, the person with a disability is responsible for his/her own safety in emergency
situations. It is wise for the student to plan ahead and make every effort to understand the
college’s emergency preparedness plan. In addition, students may wish to discuss
emergency procedures with their instructor at the beginning of each semester. It is also
prudent for faculty and staff to develop and review the plan of action for emergencies
when they have a student with a mobility, visual, or hearing impairment in their
classroom. The student with a hearing impairment is not likely to hear the alarm or other
audible warnings. Therefore, it is the responsibility of the instructor to inform the student
that there is an emergency.
There are two ways to get the person’s attention:
1) Write a note to the student alerting him/her where to go.
2) Turn the light switch on and off to get his/her attention.
Additional emergency questions may be directed to Roane State Security at 865-8824565 or ext. 4565 from a campus phone, or simply call 911.
5. A student in my class presented an Accommodation Plan Form which included a
Medical Alert. What does this mean? Occasionally, a medical alert will be included on
a student’s Accommodation Plan Form. This is usually due to the possibility that the
student might have a seizure or need some sort of immediate assistance due to his/her
medical condition.
20
If a student has a medical emergency, call 911 and contact Security immediately. The
phone number for Roane State Security is 865-882-4546 or ext. 4546 from a campus
phone.
6. Why do students with disabilities sometimes have to leave the classroom for a
break? Some disabilities require consuming large quantities of fluids and urinating often
and some medications result in frequent urination. Thus, some students may need to
leave the classroom more frequently than others. Students with certain psychological
disabilities may also need short breaks due to their diagnosis. In addition, other students
with attention difficulties may benefit from extra breaks during extended lecture periods.
Some students with physical disabilities may not necessarily have to leave class, but may
benefit from being able to stand occasionally.
7. How are students with temporary disabilities accommodated? Some disabilities are
temporary but may require accommodations for a limited time. Temporary disabilities
are not covered under ADA, however the student, faculty and staff and Disability
Service’s staff can work together to establish some temporary assistance.
8. Why is it sometimes necessary to amend accommodations in the middle of the
semester? Due to the varying nature of disabilities, and because of the diverse needs of
individual students, it is sometimes difficult to predetermine the best accommodations for
particular classes. The severity of a disability and a student’s circumstances can also
change. Therefore, it may be necessary to alter, add to, or omit certain accommodations
in the middle of a semester. If this is necessary, it will be communicated to you, and it
will be necessary to submit a new Accommodation Plan Form for your signature.
Acknowledgements
The organizations listed below were utilized in the preparation of this faculty disability
handbook. More information about these groups may be found in the appendix of this
handbook and online on our disability resource webpage which can be accessed by going
to the Roane State homepage and typing in the keyword: “disability”.
Association on Higher Education and Disability (AHEAD):
http:// www.ahead.org
Alliance for Technology Access:
http://www.chadd.org
HEATH Resource Center:
http://health-resource-center.org/
Nashville State Community College
http://www.nscc.edu
21
Appendix_________
Faculty Tips Physical Impairments
23
Faculty Tips Traumatic Brain Injury
24
Faculty Tips Attention Deficit Disorders
25
Faculty Tips Learning Disabilities
26
Faculty Tips Hearing Impairments
27
Faculty Tips Visual Impairments
28
Faculty Tips Psychological Impairments
29
Sample RSCC Accommodation Plan Form
30
Testing Center Guidelines and Forms
Resources Available to Students
Resources Available to Faculty
31-33
34
35-37
Sample Syllabus Disability Statement
38
The Accommodation Process Flow Chart
39
22
Faculty Tips
Physical Impairments
1. Do not assume that students with motor impairments cannot participate in an activity;
always consult with the student regarding limitations.
2. Give assistance only if the student asks for it; do not assume that assistance is required.
3. Incorporate a means by which the student can participate in group activities. This may
be accomplished by utilizing adaptive equipment when available, or pairing the student
with another classmate.
4. Check the emergency exits and routes so assistance may be provided as necessary.
5. Keep the classroom as accessible as possible and clutter free.
6. Do not hesitate to ask the student what adaptations, if any are required in the
classroom. The student is the “expert” about his or her particular needs.
7. Don’t lean on person’s wheelchair. It is considered an extension of personal space.
8. When you talk to a person in a wheelchair for more than a few minutes, try to sit down
so that you will be at eye-level with the student.
9. Be aware that a student with a physical disability may need to move around in order
not to remain in the same position for too long.
10. Keep all information confidential.
23
Faculty Tips
Traumatic Brain Injury
1. Provide all accommodations, support, and assistive devices indicated by Disability
Services and remain confidential at all times.
2. Make learning experiences meaningful and present material in a context that helps
reinforce the student’s memory of that material.
3. Reinforce and provide feedback to the student about the process of thinking, rather
than targeting rote memorization techniques, to encourage metacognition (or, thinking
about thinking). Offer comments that reinforce the importance of the thinking process,
such as “that’s good thinking” or “that’s an interesting thought,” and ask questions
beginning with “how”, “why”, or “what if.”
4. Discuss thought organization strategies and provide your own examples that practice
this technique, such as how to construct a research paper from the development of key
ideas.
5. Provide opportunities for the student to paraphrase what he has learned or give specific
instructions for assigned tasks. This technique helps to avoid misunderstanding and
clarifies any potential pitfalls the student may encounter while performing the task.
6. Where possible and appropriate, integrate theory with practice and practice with
theory.
7. Be patient. Offer multiple trials for the student to make errors and help them see the
value in learning from their mistakes.
8. Use task analysis—the strategy of breaking down a task or activity into small steps—
where appropriate.
9. Recovery from Traumatic Brain Injury is a lifelong process. Be flexible with the
unpredictable nature of symptoms such as seizures and absenteeism.
10. Face the class when speaking and repeat questions from class members.
24
Faculty Tips
Attention Deficit Disorders
1. Many teaching strategies that assist students with disabilities are known to also benefit
nondisabled students.
2. Instruction that is provided in an array of approaches will reach more students than
instruction using one method.
3. Maintain confidentiality at all times.
4. Give timely, honest, direct feedback to the student. Errors need to be corrected as soon
as possible.
5. Give praise when merited. It builds confidence.
6. The following are teaching strategies that will benefit students in the academic setting.
· Select textbooks with study guides or study features built in.
· On the syllabus include a disability statement for students.
· Before the lecture, write key terms or an outline on the board or on handouts.
· Create study guides.
· Assign advance readings before the topic is due in the class session.
· Give students questions they should be able to answer by the end of each lecture.
7. During the lecture:
· Briefly review the previous lecture.
· Use visual aids such as overheads, PowerPoint, charts, diagrams, and graphs.
· Allow students to record your class meetings.
· Emphasize important points frequently.
· Face the class when speaking.
· Explain technical language, terminology etc.
· Speak distinctly and at a relaxed rate, pausing to allow students to take notes.
· Leave time for questions periodically.
· Give assignments in writing as well as orally.
25
Faculty Tips
Learning Disabilities
1. Establish a classroom that promotes learning with a framework of attitudes and values.
2. Send a clear message when communicating with students with learning disabilities.
Try to make sure that the student is receiving the message.
3. Use multisensory teaching techniques and active learning strategies.
4. Provide clear, explicit structure for the class time, space, materials and course of study.
5. Provide meaningful assignments and meaningful, honest, feedback.
6. Expose and teach the skills, information and expectations hidden or embedded in the
curriculum.
7. Offer alternatives.
8. Involve and respect students as central partners in learning.
9. Intervene early and effectively with the individual student who is having difficulty
learning.
10. Maintain confidentiality at all times.
11. Give praise when merited. It builds confidence.
12. Give students a clear syllabus, listing tests and assignments with due dates noted.
13. Include a time for questions and answers.
14. Use demonstrations and hands-on experiences.
15. Use overhead projectors or PowerPoint presentations. Break down difficult concepts
into steps and parts.
26
Faculty Tips
Hearing Impairments
1. Pre-arrange a system to notify students who are deaf or hard of hearing and Disability
Services if you have to cancel a class so that the interpreter can be notified of the
cancellation as well. Notification should be made to Disability Services no later than 4
p.m. the prior business day, in order to unnecessary charges.
2. You do not have to raise your voice excessively to speak to people with hearing
impairments.
3. Make sure your face is visible when speaking to a hearing impaired person.
4. Make sure you face the class when speaking.
5. Repeat questions from class members.
6. Keep front seats open for hearing impaired students.
7. If possible, provide instructor notes or recruit and facilitate a volunteer note taker.
8. Provide written instructions or announcements, either on paper or on the board etc.
9. Remember, intelligence is not affected by the presence of a hearing impairment. Lack
of language acquisition in some format can affect cognitive development.
10. Speak directly to the student, not to the interpreter.
11. Avoid standing in front of windows or light sources. The glare makes it difficult to
read lips and facial expressions.
12. Do not hide your mouth with your hands.
13. Check frequently, in a discreet way, with any student using an Assistive Listening
Device to be sure it is transmitting properly.
14. Allow time during question and answer periods for the student who uses sign
language to raise his/her hand and ask questions through their interpreter.
15. Be careful not to block visual aids or stand between the student and the interpreter.
16. Consider having films open-captioned.
17. Do not speak to the interpreter while he or she is working.
18. Expect the student to be looking at her interpreter most of the time.
19. Do not make any assumptions about the student’s needs or abilities.
20. Maintain confidentiality at all times. The interpreters abide by a strict rule of conduct
and will also in turn keep matters confidential.
21. Remember that the interpreter is not expected to participate in class other than in the
role as a communication facilitator. Interpreters are not tutors.
27
Faculty Tips
Visual Impairments
1. Speak in a normal tone when talking to someone with a visual impairment.
2. Speak directly to a student, not through a third party and look at the student when you
are speaking.
3. Have materials available in alternative formats at the same time materials are given to
other class members. The student with a visual impairment can give advice on format.
4. Be flexible with deadlines. Document conversion can be time consuming.
5. Keep seating arrangements optional. Corner seating is often most convenient for
students with guide dogs. Some students will need seating at the front of the class.
6. Describe clearly what you are writing on the board.
7. It is alright to use phrases such as “look,”, “watch,” or “I’m glad to see you.”
8. Face the class when speaking.
9. Prepare and inform students about assignments well in advance so they can arrange to
have them adapted to the format they need.
10. Identify yourself when greeting a student who is blind. When you are leaving, let the
student know.
11. Allow the student to record your class meetings.
12. Provide tactile instructional materials if possible.
13. You do not need to rewrite your entire course. Simply modify the presentation of
materials to make them accessible for students with visual impairments.
14. When walking with a visually impaired student, allow him or her to take your arm
just above the elbow.
15. A guide dog is trained as a working animal and should not be petted or spoken to
without the permission of the handler. A general rule of thumb is that the dog is working
while in a harness.
16. When offering a seat to a student, place the student’s hand on the back or arm of the
seat to give the student a frame of reference.
17. Your standards for academic credit should not be modified.
18. Do not make any assumptions about the needs or abilities of the student.
19. Maintain confidentiality at all times.
28
Faculty Tips
Psychological Impairments
1. Stress the importance of good study habits and effective time management.
2. Give timely feedback to the student. Errors need to be corrected as soon as possible.
3. Give praise when merited. It builds confidence.
4. Most students with psychological disabilities find confidentiality extremely important.
Maintain confidentiality at all times.
5. Use a variety of classroom strategies in class such as using the board, handouts, videos,
group presentations, role playing etc.
6. Prepare handouts and review technical terms used in your class.
7. Point out the organizational items in textbooks, e.g., chapter summaries, sub-headings,
graphic design, charts, maps, and indexes.
8. Give students a clear syllabus, listing tests, and assignments with due dates.
9. Use demonstrations and hands-on experiences.
10. Use overhead projectors or PowerPoint presentations. Break difficult concepts into
smaller parts.
11. Give assignments verbally and in writing. Outline the day’s lecture on the board,
overhead, or PowerPoint.
12. Give a brief review of the materials presented and emphasize key points.
13. Include time for questions and answers.
14. Realize that many times, students with psychological impairments take a variety of
medication; therefore the student might not always act the same or be able to perform at
the same level of competence.
29
Disability Services
Accommodation Plan Form
(For Internal RSCC Usage Only)
Student’s Name: John Doe Jr.
CWID: R000123456
Date: July 22, 2008
Semester: Fall 08
As indicated in Section 504, students who have a documented disability qualify for reasonable
accommodations for classroom instruction and testing as deemed appropriate by Disability
Services and upon agreement with the student. It is the responsibility of the student to present the
Accommodations Form to the instructor(s), obtain the required signature(s) no later than the first
two weeks of class, and immediately return the form(s) to Disability Services before
accommodations can be finalized. If services are requested later in the semester, certain
accommodations may not be feasible. Disability Services will keep the original forms for the
files and give copies to the student and the instructor(s). The following accommodations are
being requested for this student for the current semester:
1. Please allow the student extended time on exams.
2. Student is eligible for textbooks on CD when available.
Sample Accommodation Plan Form
The listed accommodations are valid for the current academic semester while the student is
enrolled in the course under the identified instructor(s). At the end of the academic semester, this
contract must undergo review for any modifications. Any changes or modifications to the current
contract may be made only with the approval of Disability Services and with the understanding of
both student and instructor(s). Student also gives Disability Services permission to transmit
document by email to instructors and counseling staff.
__________________________________
Student Signature
__________________________________
Disability Services Staff
____________________________________
Instructor’s Signature (also print name)
______________
Date
______________
Date
______________
Date
DSPS 0800-061
Course
**When presented to instructors, this form should include the signature of a counselor
from Disability Services. The instructor will sign the form unless there are questions or
concerns in which case, the instructor should contact the counselor who signed this form.
Once signed by the instructor, the student must return the form to Disability Services.
***Sometimes accommodations are emailed by the counselor for various reasons (online
classes, time constraints, etc.)
30
RSCC Guidelines for Testing Accommodations
(These forms may also be printed off the Testing Website)
The following guidelines are for students who are determined eligible for testing accommodations
by Disability Services. Instructors are encouraged to provide testing accommodations.
However, if an instructor is not able to provide appropriate accommodations, the following
procedures may be followed to arrange testing with the Testing Center, 865-882-4678 (Roane
County) or 865-481-2000, ext. 2251 (Oak Ridge).
STUDENT’S Responsibilities:
•
•
•
•
•
•
•
•
•
Develop a written accommodation plan each semester for each class with Disability Services at
least three weeks (excluding times when the college is closed) prior to the beginning of each
semester. Some accommodations, such as books on tape, require at least eight weeks or more.
At the beginning of each semester, (usually the first week of class) pick up RSCC Guidelines for
Testing Accommodations forms and Section 504 Accommodation forms for each class requiring
testing accommodations from Disability Services. You may also print the Guidelines for Testing
Accommodation forms from the RSCC website www.roanestate.edu under keyword disability.
Meet with each of your instructors to discuss approved testing accommodations and read and sign
a RSCC Guidelines for Testing Accommodations form with the instructor of each class you have
approved testing accommodations. The student should submit the signed Guidelines for
Testing Accommodations form to Disability Services, along with the signed Section 504
Accommodation form for every class with approved testing accommodations, even if you do
not plan on being tested in the Testing Center.
The instructors are encouraged to provide testing accommodations. If your instructor is unable to
provide testing accommodations, you and your instructor must complete the RSCC Testing Center
Accommodation Authorization form more than one week prior to each test (more than two weeks
before final exams).
After the instructor has submitted the completed the Accommodation Authorization with the test,
you are required to schedule an appointment with the Testing Center at least one week in
advance. Final exams must be scheduled at least two weeks in advance. To schedule at the
Roane County Testing Center, please contact Julia Musolf, Director of Testing at 865-882-4678,
Dunbar Building, Room 107. To schedule at the Oak Ridge Testing Center, please contact Mary
Scandlyn in Oak Ridge at 865-481-2000, extension 2251, Room B-102. Walk-in testing will not
be permitted.
If circumstances require you to cancel and reschedule your test, you must contact the Testing
Center. You will have to complete another Accommodation Authorization form with your
instructor. You must reschedule the test at least three business days in advance. The Testing
Center may not be able to accommodate students who request final exams to be scheduled or
changed with less than two weeks notice.
Arrive at the Testing Center on time for your appointment. Students who arrive more than 20
minutes late for a scheduled exam are considered a “no-show” and must reschedule. Your
instructor and Disability Services will be notified of late arrivals and no-shows. You must
complete the test in the amount of time specified on your accommodation form.
Bring and use only the materials that have been approved by the instructor on the Accommodation
Authorization form. Picture ID is required to test. No cell phones are permitted.
Advise the Testing Center staff of any personal or medical needs that may arise prior to the
beginning of the exam. Should you encounter any difficulty during the test, please contact a staff
member immediately.
31
RSCC Guidelines for Testing Accommodations (continued)
INSTRUCTOR’S Responsibilities:
•
•
•
Meet privately with the student to discuss all special accommodations as outlined by Disability
Services on the student’s Section 504 Accommodations form. Be sure that you keep your copy of
the student’s 504 Accommodations form as a reference. The instructor and student should read
and sign the RSCC Guidelines for Testing Accommodations form for every student
approved for testing accommodations, even if you do not intend to use the Testing Center.
Instructors are encouraged to provide testing accommodations as outlined by Disability
Services on the student’s 504 Accommodations form.
If you are unable to provide testing accommodations, meet privately with the student and complete
the RSCC Testing Center Accommodation Authorization form. Instructors may print this form
from the RSCC website www.roanestate.edu under keyword disability. Instructors must submit
the authorization form and test to the Testing Centers prior to the deadlines below for
students to schedule an appointment with the Testing Center. Due to test security, the
RSCC Testing Center Accommodation Authorization form must be submitted directly by
the instructor, not the student. The form and test can also be submitted by campus mail to the
Roane County or Oak Ridge Testing Centers. The form must be submitted directly by the
instructor, according to the Testing Center guidelines, before the student will be allowed to
schedule the test. Deadlines for submitting the RSCC Testing Center Accommodation
Authorization form, along with the test, are as follows:
1.
2.
3.
For regular tests, the completed form and test must be submitted by the instructor
to the Testing Center more than one week in advance. The student is required to
schedule an appointment with the Testing Center at least one week in advance.
For final exams, the completed form and final exam must be submitted by the
instructor to the Testing Center more than two weeks in advance. The student is
required to schedule an appointment with the Testing Center at least two weeks in
advance.
For any tests that the student must reschedule, another RSCC Testing Center
Accommodation Authorization form must be completed and submitted, along with
the test, to the Testing Center more than three business days in advance. The
student is required to reschedule an appointment with the Testing Center at least three
business days in advance. The Testing Center may be unable to accommodate students
who request final exams to be scheduled or changed with less than two weeks notice.
TESTING CENTER STAFF’S Responsibilities:
•
•
Provide testing accommodations as outlined on the RSCC Testing Center Accommodation
Authorization form.
The test will be returned according to the method the instructor has indicated on the RSCC Testing
Center Accommodation Authorization form. It will either be returned by campus mail or held in
the Testing Center for pickup by the instructor.
I have read and understand the above outlined policies, and I understand that failure to follow them
could result in the denial of testing privileges in the RSCC Testing Center.
_____________________________
Student’s signature
________________________________
Student’s name (print)
Date
_____________________________
Instructor’s signature
________________________________
Instructor’s name (print)
Date
32
RSCC Testing Center Accommodation Authorization
(To be completed by the Instructor)
*Please complete and attach this authorization form to every test copy*
Test will not be scheduled until this form is completed and returned to:
Julia Musolf, Roane County Testing Center (865-882-4678)
OR
Mary Scandlyn, Oak Ridge Campus Testing Center (865-481-2000, ext. 2251)
The instructor must complete this form and submit it, along with the test, to the Testing Center more
than one week in advance (more than two weeks for finals) before the student can schedule an exam.
The student must abide by the Testing Center deadlines for scheduling an exam. The student is
responsible for scheduling tests with the Testing Center (after this form is submitted) a minimum of
one week before tests. Final exams must be scheduled two weeks in advance. No walk-in testing is
allowed. Please review the RSCC Guidelines for Testing Accommodations for complete details.
Instructor’s Name: ____________________________ Course/Course Number: ___________________
Instructor’s E-mail: __________________________ _ Phone ext. ______________________________
Exam Title: ______________________________
Exam Form/Chapter: ______________________
Student’s Name: ______________________________ (one name per form)
Student’s ID Number: R________________________________________________________________
Normal Length of Test: ____________________ Date Test Must be Taken by: ____________________
Instructor approves student to:
___ Write on test copy
___ Use attached answer sheet
___ Use textbook
___ Use notes
___ Use scratch paper
___ Use dictionary
___ Use own paper
___ Use calculator
___ Use spell check device
Approved Disability Services Testing Accommodations for the student (instructor complete):
Extra time on tests:
___ Time and one half
or
___ Double time
___ Reduced distraction environment
___ Reader
___ Other: _______________________________________________________________________
Instructors please inform students of the following:
• Picture ID is required to test.
• Check website www.roanestate.edu for Testing Center closings and hours of operation.
• When exam is available in the Testing Center.
• Location of the Testing Center.
• What the time limit and permissible aids are for the exam.
• No cell phones are permitted.
Instructor will deliver exam to the Testing Center:
___ Hand delivered by instructor
___ Campus mail to the Testing Center
Method of returning exam:
___ Instructor will pick up exam from the Testing Center
___ Testing Center to return exam to the instructor by campus mail (location__________________)
Instructor’s Signature: _______________________________
Date: ___________________
33
Resources Available to
Students with Disabilities
Depending on the disability and the individual accommodations, Roane State
Disability Services has a number of resources to assist in providing students equal
access to the RSCC learning community.
Disability Labs: Both the Harriman and Oak Ridge campuses have Disability Labs and
Career Centers located in the Office of Counseling, Career, and Disability Services. The
Disability Labs are quiet low-distraction environments which house Merlin CCTV
Magnifiers/Computers for students with visual impairments. This technology allows
students the ability to search the internet, work on documents, and read textbooks all
magnified to the students’ visual preferences. In addition, software is loaded onto the
CCTV’s which allows for screen reading. These labs also contain reading materials and
resources which may be helpful to students with disabilities as they explore majors and
careers.
Merlin CCTV/Computers: Most Roane State branch campuses have Merlin
CCTV/Computer technology housed in computer labs. This technology is available for
use when classes are not in session in each respective lab. These computers also have
screen reading technology installed. Students using screen reading software in labs may
need to bring standard personal headphones such as those used on a portable CD device.
Other Resources:
Pocket Talker Ultra personal amplifiers for students with hearing impairments.
Magnifiers for students with visual impairments.
Tape recorders
Reader Vibes for use with Books on CD
ZoomText w/Screen Reader software on most campuses
Window Eyes on most campuses
Test anxiety intervention CDs
34
Faculty Resources
Disability services has acquired a number of resources that may be helpful to
faculty serving students with disabilities or faculty who are interested in keeping
current on disability related issues. Check with the Disability Coordinator located
on the Roane County Campus to learn more about available resources.
In addition, many additional informational and training resources may be accessed
from the Roane State website using the keyword: disability. Below is a list of
resources which may be helpful to those who are teaching students with disabilities.
AHEAD (Association on Higher Education and Disability). Various publications
available for purchase. Web site: http://www.ahead.org/publications.php
The ASD Project (Accommodating Students with Disabilities). Utah State University.
Web site: http://asd.usu.edu (materials for purchase, but there is a free demo
packet they can send)
Charlton, J. I. (2000). Nothing About Us Without Us: Disability Oppression and
Empowerment. Berkeley, CA: University of California Press.
DO-IT Project (Disabilities, Opportunities, Internetworking, Technology). University of
Washington. Web site: www.washington.edu/doit/resources/postsec.html
(materials available free on line for downloading and printing, or for purchase)
Gordon, M., & McClure, F. D. (1996). The Down and Dirty Guide to Adult ADD.
DeWitt,
NY: GSI Publications, Inc.
Gregg, N., Hoy, C., & Fay, A. F., Eds. (1996). Adults with Learning Disabilities:
Theoretical and Practical Perspectives. New York: Guilford.
Hallowell, E. M. & Ratey, J. J. (1994). Driven To Distraction: Recognizing and Coping
with Attention Deficit Disorder from Childhood Through Adulthood. New York:
Touchstone.
Solden, S. (1995). Women with Attention Deficit Disorder. Grass Valley, CA:
Underwood Books.
Willits, P., Gephart, D., Gomez, C., Brodrick, C., & Filo, E. (2005). Faculty Training
Tips: Guidance for Teaching Students with Disabilities. Horsham, PA: LRP
Publications.
35
Faculty Resources
Additional Training
Materials
In addition to our Online Resources, RSCC faculty may visit, email, or call
Disability Services to check-out or request additional information in book,
DVD, or brochure format. Just let us know your topic of interest and we
will check our resource collections, and/or send helpful online links if
available. Current collection items purchased through Access and Diversity
and Perkins Grant funds include:
1. Making Math, Science and Technology Instruction Accessible to Students with
Disabilities
(Notebook of Resources)
2. Working Together: Science Teachers and Students with Disabilities
13 min. DVD
3. Science and Students with Sensory Impairments
14 min. DVD
4. Access + Attitude=Success in Math and Science
15 min. DVD
5. STEM: Science, Technology, Engineering, and Math
11 min. DVD
6. Opening Doors, Mentoring and the Internet
14 min. DVD
7. Working Together: Faculty and Students with Disabilities
9 min. DVD
8. Building the Team: Faculty, Staff & Students Working Together
15 min. DVD
9. Equal Access: Universal Design of Instruction
13 min. DVD
10. Equal Access: Student Services
15 min. DVD
11. Invisible Disabilities and Post Secondary Education
12 min. DVD
12. Equal Access for Campus Libraries
10 min. DVD
13. Taking Charge 1: Three Stories of Success and Self-Determination
17 min. DVD
14. Taking Charge 2: Two Stories of Success and Self-Determination
15 min. DVD
15. Taking Charge 3: Five Stories of Self-Determination
27 min. DVD
16. Opening Doors: Mentoring on the Internet
14 min. DVD
17. Universal Design of Computer Labs
11 min. DVD
18. World Wide Access: Accessible Web Design
11 min. DVD
19. Making Distance Learning Accessible to Everyone
12 min. DVD
20. Access to Technology in the Workplace
13 min. DVD
21. Working Together: People with Disabilities & Computer Technology 14 min. DVD
22. Computers and People with Mobility Impairments
14 min. DVD
23. Computers and People with Sensory Impairments
12 min. DVD
24. Computers and People with Learning Disabilities
13 min. DVD
36
25. Computer Access: In Our Own Words
26. College: You Can Do-IT
27. Moving On: The Two to Four Step
10 min. DVD
14 min. DVD
11 min. DVD
28. A Cornucopia of Strategies for Working with LD and ADD Students by Lois Burke,
Patty Carlton, and Tanya Kunze
29. Facilitating an Academic Support Group for Students with Learning Disabilities:
A Manual for Professionals by Janis Johnson
30. Mathematics and Learning Disabilities: Guide to Processing Deficits and Disabilities
by Paul Nolting, Ph.D.
31. ADD: The Race Inside My Head,
37 min. DVD
32. Preparing for College: Options for Students with Learning Disabilities (brochure)
33. College Students with Learning Disabilities
(brochure)
34. College Students Who Have ADHD
(brochure)
35. College Students Who Are Deaf or Hard of Hearing
(brochure)
36. Universal Design in Higher Education
(brochure)
37. College Students with Asperger Syndrome: Practical Strategies for Academic and
Social Success, by Louise Bedrossian and Rodney Pennamon
37
Syllabus Statement
Please include a statement regarding disability services on your class syllabus.
Feel free to use this statement provided by Disability Services.
Any student who has a disability and would like to request academic
accommodations must register with Disability Services (in the Counseling Center)
and submit documentation supporting the disability. The registration and request
for accommodations must be on file before any accommodations are considered.
This is the student’s responsibility. Once registered, the student must submit to
me a copy of the approved accommodation plan form provided by disability
services. Once I have signed the accommodation plan form, the student must
return it to Disability Services. If you suspect that you have a disability, please
contact Disability Services in the Counseling Center in Roane County at 8824546, Oak Ridge 481-2003, or toll-free at 1-866-462-7722, ext. 4209.
38
The Accommodation Process
Note: This process must be completed by the student each semester.
In addition, it may be necessary for Disability Services to amend accommodations during the semester.
Student makes contact with Disability
Services, and asks for accommodations
Student makes contact with an
instructor and asks for
accommodations
Refer students to Disability
Services
All students, whether they have a visible or hidden disability, are
required to provide appropriate documentation to Disability Services.
Disability Services prepares individualized accommodation plan
forms stating approved accommodations. Due to the sensitive nature
of some disabilities and the right to privacy, the specific disability
will not be mentioned on the accommodation plan form.
The student is required to personally take the accommodation plan
forms to each respective instructor, and to discuss the forms as
necessary. In the event of online classes, disability services will
email any necessary accommodations to instructors.
The instructor has no further
questions and implements the
required accommodations.
The instructor has additional
questions or concerns about
implementing accommodations.
The instructor should contact the disability
representative or counselor that signed the
accommodation form with any concerns.
The student and instructor both sign
the form, and the student returns the
forms to Disability Services. Copies
are returned to the instructor, the
student becomes active, and
accommodations are provided.
39
The Accommodation Process Note: This process must be completed by the student each semester. In addition, it may be necessary for Disability Services to amend accommodations during the semester. Student makes contact with Disability Services, and asks for accommodations Student makes contact with an instructor and asks for accommodations Refer students to Disability Services All students, whether they have a visible or hidden disability, are required to provide appropriate documentation to Disability Services. Disability Services prepares individualized accommodation plan forms stating approved accommodations. Due to the sensitive nature of some disabilities and the right to privacy, the specific disability will not be mentioned on the accommodation plan form. The student is required to personally take the accommodation plan forms to each respective instructor, and to discuss the forms as necessary. In the event of online classes, disability services will email any necessary accommodations to instructors. The instructor has no further questions and implements the required accommodations. The instructor has additional questions or concerns about implementing accommodations. The instructor should contact the disability representative or counselor that signed the accommodation form with any concerns. The student and instructor both sign the form, and the student returns the forms to Disability Services. Copies are returned to the instructor, the student becomes active, and accommodations are provided. This handbook was purchased with funds from a TBR Access and Diversity Grant Awarded to Roane State for the grant entitled “Enhancing the Campus Environment to Better Serve At‐Risk Students Including Those with Disabilities.”