WESTERN CAROLINA
UNIVERSITY
FACULTY GUIDE TO
ACCOMMODATING
STUDENTS
WITH DISABILITIES
OFFICE OF EQUAL EMPLOYMENT
OPPORTUNITIES
1
TABLE OF CONTENTS
ABOUT THE AMERICANS WITH DISABILITIES ACT (ADA) AND SECTION 504……………………...1
What is the Purpose of the ADA?…………………………………………………………1
What Does the ADA do?…………………………………...……………………………..1
Title II of the ADA………………………………………………………………………..1
Who is Protected under the ADA?………………………………………………………..1
What is Section 504 of the Rehabilitation Act of 1973?………………………………….1
How are the ADA and Section 504 different?…………………………………………….2
PREFERRED LANGUAGE……………………………………………………………………………2
COMMON DISABILITY TERMS………………………………………………………………...……3
FACULTY RESPONSIBILITIES……………………………………………………………………….6
How are Academic Standards Preserved?………………………………………………...6
What are the Rights and Responsibilities of the Faculty Member?………………………6
STUDENT RESPONSIBILITIES……………………………………………………………………….6
STRATEGIES / TIPS FOR TEACHING STUDENTS WITH DISABILITIES…………………………………7
Examples of Classroom Accommodations for Teaching Diverse Learners………………7
More Commonly Used Teaching Techniques…………………………………………….8
SPECIFIC TEACHING CONSIDERATIONS WITH EXAMPLES OF ACCOMMODATIONS………………….9
Students with Acquired Brain Injury (ABI)……………………………………………….9
Students with Attention Deficit / Hyperactivity Disorder (ADHD)…………………..…10
Students with Chronic Illness or Pain……………………………………………………12
Students who are Deaf or Hard of Hearing………………………………………………12
Students with Environmental Illnesses………………………………………………..…14
Students with Learning Disabilities……………………………………………………...15
Students with Mobility Impairments…………………………………………………….18
Students with Physical Disabilities………………………………………………………18
Students with Psychiatric Disabilities……………………………………………………19
Students with Epilepsy and Seizure Disorders……………………………………...…...21
Students with Speech Impairments………………………………………………………22
Students with Systemic Health Disabilities……………………………………...………23
Students with Visual Impairments……………………………………………………….23
WCU POLICIES AND PROCEDURES……………………………………………………………….25
Students…………………………………………………………………………………..25
Faculty Members, Employees, and Applicants………………………………………..…25
WCU Policy #XX……………………………………………………………......25
WCU ADA Employment Accommodation Process……………………………..28
SAMPLE SYLLABUS STATEMENT……………………………………………………………….…29
WCU CONTACT INFORMATION……………………………………………………………….….29
LINKS TO ASSIST FACULTY MEMBERS……………………………………………………………29
WORKS CITED…………………………………………………………………………………….31
APPENDICES………………………………………………………………………………………33
(A) Accommodation Request Form……………………………………………………...33
(B) Documentation of Disability Form…………………………………………………..35
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ABOUT THE AMERICANS WITH DISABILITIES ACT (ADA) AND SECTION 504
What is the purpose of the ADA?
The purpose of ADA is to extend to people with disabilities civil rights similar to those
now available to individuals on the basis of race, color, sex, national origin, and religion
through the Civil Rights Act of 1964
(http://www.snhu.edu/Southern_New_Hampshire_University/Academics/CLASS/About
ADA504.html).
What does the ADA do?
It prohibits discrimination on the basis of disability in private sector employment,
services rendered by state and local governments, places of public accommodation,
transportation, telecommunications, and relay services
(http://www.snhu.edu/Southern_New_Hampshire_University/Academics/CLASS/About
ADA504.html).
Title II of the ADA states that:
“A public entity shall make reasonable modifications in policies or procedures where
modifications are necessary to avoid discrimination on the basis of disability, unless the
public entity can demonstrate that making the modifications would fundamentally alter
the nature of the service, program, or activity (http://www.ods.ohiostate.edu/ods/faculty/handbook/page16.htm).”
Who is protected under the ADA?
Under the ADA, a person has a disability if he/she has a substantial physical or mental
impairment, has a record of such impairment, or is regarded as having such an
impairment even if he/she is not continuously impaired by his/her disability (i.e. random
epileptic seizures), or has a personal relationship with someone with a known disability.
Personal relationships are not limited to family members.
A substantial impairment is one that significantly limits or restricts a major life activity.
It includes conditions controlled by medication such as epilepsy or depression or those
mitigated by a prosthetic device. A major life activity includes performing manual tasks,
learning, walking, working, seeing, caring for oneself, hearing, and breathing
(http://www.snhu.edu/Southern_New_Hampshire_University/Academics/CLASS/About
ADA504.html).
What is Section 504 of the Rehabilitation Act of 1973?
Section 504 states that “no otherwise qualified handicapped individual in the United
States…shall, solely by reason of…handicap, be excluded from participating in, be
denied the benefits of, or be subjected to discrimination under any program or activity
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receiving federal financial assistance
(http://www.snhu.edu/Southern_New_Hampshire_University/Academics/CLASS/About
ADA504.html).”
How are the ADA and Section 504 different?
Section 504 requires those entities that receive federal funding to make their facilities and
services accessible for individuals with disabilities. The ADA extends the scope of
Section 504 to include the private sector. The purpose of the ADA is to provide certain
protections to people with disabilities by guaranteeing equal access and opportunities in
the areas of employment, public accommodations, transportation, state and local
government, and telecommunication (http://www.ods.ohiostate.edu/ods/faculty/handbook/page16.htm).”
PREFERRED LANGUAGE
Positive language empowers. When speaking or writing about people with disabilities, it is
important to put the person first (i.e. persons with disabilities).
People with disabilities prefer that people focus on their individuality, not their disabilities. The
term “handicapped” has fallen into disuse and should be avoided. The terms “able-bodied”,
“physically challenged”, and “differently abled” are also discouraged. The following are some
recommendations
(www.ada.ufl.edu/publication/facultyguide_4thedition/ufadaguide_access.pdf).
1) Never use the article “the” with an adjective to describe people with disabilities. The
preferred usage, “people with disabilities”, stresses the essential humanity of individuals
and avoids objectification. Examples:
Not
Use
the deaf
people who are deaf
Not
Use
the visually impaired
people who are visually impaired
Not
Use
the disabled
people with disabilities
2) Be careful not to imply that people with disabilities are to be pitied, feared, or ignored, or
that they are somehow more heroic, courageous, patient, or “special” than others. Never
use the term “normal” in contrast.
4
Not
Use
Trina held her own while swimming with normal students.
Trina qualified for her swimming certificate.
A person in a wheelchair is a “wheelchair user” or “uses a wheelchair.” Avoid terms that
define the disability as a limitation such as “confined to a wheelchair” or “wheelchairbound.” A wheelchair liberates. It doesn’t confine.
3) Never use the terms “victim” or “sufferer” to refer to a person who has had a disease or
disability. This term dehumanizes the person and emphasizes powerlessness.
Not victim of AIDS or AIDS sufferer
Use person with HIV/AIDS
Not
Use
polio victim
had polio
COMMON DISABILITY TERMS
The following limited list of common terms may be of assistance to you when working with
students with disabilities (http://www.asu.edu/drs/fachandbook_cdt.html).
A
Adventitious Deafness – also called traumatic or acquired deafness. Occurs after birth.
American Sign Language – a visual/gestural language. Grammar and syntax differ from
English.
Auditory Perception Disorders – affect how a person perceives information through listening.
C
Cerebral Palsy – congenital condition resulting in motor or sensory defects, non-progressive in
nature.
Cerebrovasular Accident (CVA) – stroke; an interruption of the blood supply to the brain
Closed Circuit TV/Print Enlarger – video camera system that can enlarge the printed page or
other materials and broadcast them onto a TV screen
Congenital Deafness – deafness acquired at or shortly after birth
D
Deaf – a general term used to describe a person who cannot hear or perceive speech, with or
without an aid
5
Dissociative Identity Disorder – rare emotional disturbance characterized by the existence of
two or more distinct memories, self-images, behavior patterns, and social relationships. Each
personality may be aware of some or all of the others.
Dyscalculia – severe difficulty with mathematics
Dysgraphia – severe difficulty with handwriting
Dyslexia – severe difficulty with reading
F
Fingerspelling – using hand shapes to represent letters to spell words
H
Hard of Hearing – a general term used to describe a person who has difficulty understanding
speech, with or without the use of an aid
Head Trauma – injury to the brain as a result of accident or trauma
Hemiplegia – paralysis to one-half of the body (laterally), often the result of CVA
K
Kurzweil Reading Machine – ASCII character recognition with speech
Kurzweil 1000 – character recognition with speech and text display
Kruzweil 3000 – character recognition with speech and graphical display
L
Language Disorders – can affect how a person processes language, verbal and/or non-verbal
Legally Blind – 20/200 visual acuity with best correction in best eye and/or field of vision of 20
degrees or less
Low Vision Aids – aids sometimes prescribed when prescriptive lenses can not help. Varies
from magnification to closed circuit TV
M
Major Depression – A brain disorder characterized by fatigue, indecisiveness, difficulty
concentrating, and lack of emotion or bouts of crying and diminished interest in activities for no
apparent reason. It is more intense and lasts longer than the unhappiness that usually
accompanies distressing events. It may cause overwhelming feelings of sadness, hopelessness,
worthlessness, guilt and recurrent thoughts about suicide and death.
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Manic Depression (Bipolar Disorder) – a bio-chemical brain imbalance often characterized by
cycling episodes of frantic highs and incapacitating lows
Multiple Sclerosis – progressive degeneration of nerve tissue, characterized by exacerbations
and remissions
Muscular Dystrophy – general term for several neuromuscular diseases, usually with
progressive degeneration of muscle fibers
O
O & M – Orientation and Mobility. The term used to describe travel training for individuals
who are blind or visually impaired.
Optacon – tactile reading device which transposes printed letters into electronic stimuli on the
user’s hand
Oral Communication – communication through speech and speechreading without using sign,
fingerspelling, or gestures
P
Paraplegia – paralysis involving both legs, often with loss of bladder and bowel control
Perkins Braille Writer – the typewriter equivalent for producing Braille
Poliomyelitis – viral infection of the spinal cord resulting in muscle atrophy and weakness of
Limbs
Post-traumatic Stress Disorder – an anxiety disorder that results from exposure to a
devastating trauma, often a terrifying, life-threatening event. Vivid and sudden flashbacks of the
stressful event are the most common symptom. Nightmares, detachment, depression, alienation,
and emotional numbness may result.
Q
Quadriplegia – paralysis involving parts of all four limbs, with decreased respiratory reserve
and loss of bowel and bladder control
S
Schizophrenia – a brain disease resulting in impaired thinking, delusions, hallucinations, and
changes in emotions and behaviors
Sign Language – a method of communicating words, ideas, feelings, and concepts using one’s
body, hands, arms, and face. Differs from country to country.
Simultaneous Communication – communication using both manual and oral communication
Slate and Stylus – the “pen and paper” equivalent of Braille. The slate is a template into which
a stylus is punched to make Braille characters.
7
Spatial Perception Disorders – affect a person’s ability to perceive spatial relationships (i.e.
visual organization, directionality)
Speechreading – also called lip-reading. Interpreting what is said by reading mouth
movements. Approximately 25-50% of what is said is visible on the lips.
Spina Bifida – failure of fusion of spinal cord, resulting in a gap in the vertebral column
T
Tape Recorders, 4 Track – records and plays cassettes at either normal or half speed; two
channels per side. Used by Recordings for the Blind and Dyslexic (RFB&D) to maximize
information recorded on a single tape
Total Communication – using any and all means of communication to convey ideas, feelings,
or concepts
TYY or TDD – a telecommunication device used by people with hearing and speech
impairments. A TYY (teletypewriter), also called a TDD (telecommunication display device),
must be used at both ends of the conversation in order for a written conversation to travel over
phone lines to each receiver.
V
Visual and Auditory Memory-to-Motor Disorder – affects a person’s ability to integrate
visual and/or auditory information with the motor function
Visual Perception Disorder – affects how a person perceives information through the visual
channel
FACULTY RESPONSIBILITIES
How are academic standards
preserved?
The preservation of the standards or essential features of the course as established by the
instructor is not in jeopardy under the ADA. In fact, courts have upheld the position of
universities to establish and maintain standards through numerous cases. The most recent
and vivid is the 1997 decision in Guckenberger v. Boston University. In this case, Judge
Saris’ decision supported the rights of a university to establish and uphold the standards
as set forth in its curriculum, in this case to require the student to take a foreign language
to complete the degree program. “Reasonable accommodation” does not mean academic
“slippage.” The requirement for the student to have access to educational experience is
not necessarily in conflict with setting and preserving high academic standards. The
8
confusion (and sometimes conflict) occurs when the instructor cannot explain why a task
is essential or the faculty of the program cannot give professionally supported reasons for
maintaining a requirement
(http://www.emory.edu/COLLEGE/TEST/PORTALS/act/application.html).
What are the rights and
responsibilities of the faculty
member?
•
•
•
•
•
To develop a course of study that meets the highest academic standards
To use the most appropriate methods of instruction to convey information and to
develop new ways of thinking for all students
To organize your courses so that tasks are clear and manageable
To be available to students who need assistance
To be true to your own vision of excellence in instruction while keeping in mind
the diversity in your classroom
(http://www.emory.edu/COLLEGE/TEST/PORTALS/act/application.html)
STUDENT RESPONSIBILITIES
Students are responsible for ensuring that WCU is aware of their disabilities that require
accommodation in the educational process. Students with disabilities should contact Carol
Mellen in Student Support Services (Graham Building).
While faculty members are encouraged to work with all students, students with disabilities must
first register with Student Support Services, located in the Graham Building.
After providing appropriate documentation of a disability that requires accommodation and
consulting with Student Support Services, the student is registered with Student Support
Services. When registration is complete, the student should contact faculty members early in the
semester and provide a copy of a letter of accommodation from Student Support Services that
informs faculty members of necessary specific accommodations. These letters are updated each
semester. Finally, students are responsible for requesting accommodations in a timely manner so
instructors may plan for those accommodations.
Students with disabilities must maintain the same responsibility for their educations as students
who are not disabled. This includes achieving the same academic standards, attending class,
maintaining appropriate behavior, and providing timely notification of individual needs.
9
STRATEGIES / TIPS FOR TEACHING STUDENTS WITH DISABILITIES
The following was retrieved from
http://www.snhu.edu/Southern_New_Hampshire_University/Academics/CLASS/Class_Accomm
odation_Examples.html.
Examples of classroom accommodations for teaching diverse learners:
1)
Environmental Adaptations
• Seat the student so that he/she can see the material presented visually and is
away from visual and/or auditory distractions.
• Consider whether the student needs to move around during class.
• Consider seat placement next to helpful peer(s).
• Provide breaks for long periods of instruction.
• Allow visual aids to remain posted.
• Face a student with a hearing impairment when speaking.
2)
Presentation Adaptations
• Use multi-sensory approaches including handouts, overhead transparencies,
graphic organizers.
• Vary class instruction (lecture, discussion, student presentations, etc.).
• Highlight important information.
• Use learning strategies and mnemonics when available.
• Allow students to share notes.
• Provide manipulative objects or displays when teaching abstract concepts.
• Provide study guides.
• Allow students to audiotape classes.
• Choose texts and other printed materials that are well formatted and include
visual information.
3)
Expression Adaptations
• Allow various methods of expressing knowledge. Avoid the “all eggs in one
basket” syndrome.
• Utilize authentic assessment whenever possible.
• Provide for a variety of evaluative assignments.
• Allow students quiet areas to take exams.
• Allow extra time for processing answers.
• Format exams with a limited number of questions per page, etc.
• Provide all assignments at the beginning of the semester. Space them out.
• Provide the grading rubric whenever possible.
• Provide models of correct assignments.
• Allow students to hand in drafts.
10
4)
Feedback Adaptations
• Provide supportive feedback frequently.
• Identify positive aspects of work.
• Provide specific constructive feedback on error patterns.
• Encourage students to use office hours.
• Encourage students to seek help from peers, the supplemental lab instructors,
tutors, etc.
• Encourage students to choose schedule wisely.
• Encourage students to get into learning teams.
More commonly used teaching techniques (www.asu.edu/drs/fachandbook_ctt.html):
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
Announcing in each class or on a syllabus, “…availability to privately discuss any
needs, including disability accommodations” invites students to identify
themselves early in the semester without isolating their needs from those of
others.
Providing and adhering to a course syllabus which includes test/quiz dates and
due dates for assignments supports student organization (ADHD, LD,
psychiatric).
Providing access to lecture outlines, notes and/or copies of overheads for students
to reference during class may negate the need for an in-class note taker in many
cases (LD, ADHD, visually impaired).
Speaking clearly and slowing down if you speak quickly or have an accent
supports good note taking and optimal in-class learning (language disorders, hard
of hearing, ADHD, psychiatric).
Introducing each lecture with a brief overview of the previous class information
reinforces memory and cognition.
Using verbal and visual highlighting for major concepts and terminology allows
students to benefit from a form of the neurological impress method, i.e. see/hear
(ADHD, LD, visually impaired, hearing impaired).
Giving assignments both orally and in written form allows students to benefit
from a form of the neurological impress method, i.e. see/hear (ADHD, LD,
visually impaired, hearing impaired).
Verbally describing or explaining charts, diagrams, and graphs is critical to
students with visual impairments but also reinforces learning for students with
certain visual processing disorders, i.e. directionality, spatial orientation (LD,
visually impaired).
When possible, demonstrating new procedures (see/hear).
Verbally discussing information on the board or on transparencies (LD, visually
impaired, psychiatric)
Using cooperative learning techniques involves many learning styles and
encourages active learning.
Preparing course handouts and overheads on computer disk in advance (always
prepared for alternative print user).
11
13)
Using voluntary student response options when possible to allow for differences
in student response time minimizes anxiety and allows for differences in
processing time.
Being student centered to create a low anxiety situation for optimal learning in the
whole class.
Encouraging peer learning and teaching promotes active learning and allows
students to take on roles that can accentuate strengths.
Using and creating materials that focus on students’ experiences, opinions, and
reactions provides a frame of reference for new learning.
14)
15)
16)
SPECIFIC TEACHING CONSIDERATIONS WITH EXAMPLES OF ACCOMMODATIONS
Unless otherwise noted, the items in this section were retrieved from
http://www.asu.edu/drs/fachandbook_abi.html.
Students with Acquired Brain Injury (ABI)
What are some of the functional limitations students with ABI may have?
The limitations will vary based on the specific location and severity of the injury.
Students with ABI may experience one or more limitations as a result of their injuries.
The following is a limited list of some common characteristics:
•
•
•
•
•
•
•
•
•
•
•
Difficulty with receptive and/or expressive language (oral and/or written)
Difficulty with memory, long-term, short-term, or sequential
Difficulty with abstract thinking, reasoning, problem solving
Difficulty managing frustrations and social behavior
Problems organizing and generalizing information
Difficulty with attention and concentration
Physical problems
Gross and/or fine motor deficits
Difficulty with the speed of processing
Poor organizational and time management skills
Psychological concerns
In addition to the individual characteristics of the disability, the presence of medication(s)
can have a profound effect on cognitive functioning. Some medications can create
varying physiological states (i.e. sedation) such as depression, anxiety, hypervigilance,
and some impact cognitive processes such as memory, concentration, and speed of
processing).
What are some of the common in-class accommodations used by students with ABI?
•
•
Reduced course loads
Alternative print formats (i.e. taped texts)
12
•
•
•
•
•
Note takers
Testing accommodations
Assistive technology
Physical accessibility
Medical precautions if needed
What tips can assist faculty when they are working with students with ABI?
•
•
•
Repeat information as needed.
Stick to an established syllabus including reading deadlines, assignment
deadlines, and set test dates.
If initiated by the student, discuss problems or side effects related to medications.
Students with Attention Deficit Hyperactivity Disorder (ADHD)
What is ADHD?
ADHD is a neurobiological disorder affecting learning and behavior. It is typically
characterized by inattention, impulsivity, distractibility, possible hyperactivity and/or
aggression. Current diagnostic criteria require evidence of the disorder prior to the age of
seven. The symptoms must be pervasive in two or more settings. Evidence of the
disorder may be significant in social, academic, and occupational settings. Of those
diagnosed with ADHD in childhood, 70-80% will continue to manifest symptoms into
adulthood. As many as 30-60% of the individuals diagnosed with ADHD may have
accompanying learning disabilities and/or other psychological concerns, such as
generalized anxiety disorder, obsessive compulsive disorder, and oppositional defiant
disorder.
What are some common characteristics of ADHD?
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Inattentiveness, visual and/or auditory
Impulsivity
Distractibility
Hyperactivity
Aggressiveness
Mental and/or physical restlessness
Difficulty initiating, maintaining, or shifting focus
Obsessiveness
Procrastination
Disorganization
Forgetfulness
Mood swings
Lack of follow through
Inconsistency
13
What are some of the areas that can be most impacted by ADHD?
•
•
•
•
•
•
•
•
•
•
•
Academic achievement
Employment
Socialization
Time management, organization
Impulse control
Concentration
Meeting deadlines
Prioritization
Self confidence
Tolerance
Reliability
What are some of the positive characteristics that can accompany ADHD?
•
•
•
•
•
•
•
•
High general intellectual ability
High energy
Creativity
Sensitivity
Good sense of humor
Intuitiveness
Resourcefulness
Tenacity
What are some of the most common compensation techniques and in-class
accommodations used/requested by individuals with ADHD?
Students with ADHD often compensate for and accommodate their disability/ies by:
•
•
•
•
•
•
•
•
•
Becoming strong self-advocates
Developing awareness of cognitive strengths and weaknesses
Implementing appropriate learning and behavioral strategies
Appropriately balancing and reducing course loads
Using appropriate testing accommodations, most often a quiet testing area
Extended time
Using technology (i.e. taped textbooks, computer technology)
Using note takers and/or tape recording classes
Using tutorial support
Students with Chronic Illness or Pain
(http://wwwsa.csuhayward.edu/~sdrcweb/chronicill.shtml)
What are some common characteristics of chronic illness or pain?
14
Students can be disabled by chronic illnesses such as asthma, arthritis, diabetes,
multiple sclerosis, cardiopulmonary disease, cancer, and chronic fatigue immune
dysfunction syndrome. They can be disabled by medical conditions that cause
intense and continual pain (i.e. back problems).
Symptoms of all these conditions can be unpredictable and fluctuating. Students
with chronic pain may have limited energy and difficulty walking, standing or
sitting for a long time. Their pain or the effects of medication may cause them to
become dizzy or confused, making it hard for them to pay attention in classes,
complete out-of-class assignments, do library research, and/or stay focused during
exams.
What tips can assist faculty when they are working with students with chronic
illness or pain?
•
•
•
Extra time on exams
Allow extra time in getting to class
If students have trouble sitting, allow them to stand using podiums for a
place to rest books and write.
Students who are Deaf or Hard of Hearing
When is a student considered deaf or hard of hearing?
•
•
Deafness is a term applied to individuals who have a hearing loss of 90 decibels
or greater. This degree of loss usually precludes development and comprehension
of speech and language. Some people who are deaf find hearing aids useful.
Others do not. Some individuals whose hearing loss is less severe, but who
embrace the deaf culture and communicate using sign language, are also
considered deaf. Most people who were born deaf, or lost their hearing before the
age of two, have never heard English. Often, American Sign Language is their
natural language and English is their second language.
Hard of Hearing is a general term applied to individuals with a degree of hearing
loss. Individuals who are hard of hearing rely on residual hearing to communicate
through speaking and speechreading. Individuals who are hard of hearing often
use assistive listening devices.
What is the primary challenge facing students with hearing impairments?
For students who are deaf, the primary challenge is in oral communication. Many
students also have difficulties in reading and writing English due to the importance of
hearing in the acquisition of these skills. Also, note taking is a significant problem due to
student reliance on speechreading or sign language interpretation. For students who are
hard of hearing, the precision of assistive listening devices can be an issue. Often, there
are frequency and range issues that must be solved before accommodation can be
provided.
15
What are some common compensation techniques used by students?
•
The use of sign language and oral interpreters, C-Print Operators, and Real Time
Captioners (RTC) are common techniques. Interpreters are trained professionals
who adhere to a professional code of ethics. They do not tutor or represent the
student, participate in class, edit material, or add their opinions. They keep all
information and meetings confidential. When working with an interpreter, CPrint Operator, or RTC, it is helpful to have a meeting with the student and/or
interpreter(s), C-Print Operator, or RTC to discuss logistics and ways to use the
services most effectively.
Some helpful tips for working with interpreters:
•
•
•
•
•
•
•
•
•
Seat the interpreter, C-Print Operator, or RTC near you. The student will then
be able to see the interpreter, C-Print, or RTC information as it is presented to
the class.
Speak normally.
Provide good lighting.
Be sensitive to the difficulty of natural delays when working with an
interpreter and trying to participate in rapid discussions.
Be aware if the student wants to make comments.
Provide a reading list when requested by the student, interpreter, C-Print
Operator, or RTC. Interpreters, C-Print Operators, and RTC must read
assigned materials in advance in order to learn vocabulary and basic concepts.
Inform the student and interpreter ahead of time if slides or videos will be
shown.
Note takers. Alternative note-taking strategies are recommended.
Assistive Listening Devices. In many cases the lecturer wears a microphone and the
student has a receiver to receive the “broadcast”.
Tips for working with students who use assistive listening devices in your class.
•
•
Remember that the student only has access to the person speaking into the
microphone.
Repeat questions or comments from the class for the benefit of the person using
the assistive listening device.
What are some common testing accommodations that may be approved for students who
are deaf or hard of hearing?
•
•
Extended time to complete tests.
Test re-structuring by the faculty member (i.e. in the event of an oral exam).
16
What are some tips for interacting with students who are deaf or hard of hearing?
•
•
•
•
•
•
•
•
•
Look directly at the student and avoid blocking or putting things in your mouth.
If an interpreter is present, address the student directly, not the interpreter.
Speak slowly and clearly but do not exaggerate lip movements.
Be aware that not all words can be lip-read and that many speech sounds have
identical mouth movements.
Use visual cues or touch to get the student’s attention before speaking.
Provide preferential seating.
Avoid turning your back to students who speechread.
If the student doesn’t understand you, try rephrasing rather than repeating.
Don’t be embarrassed about using paper and pencil when necessary.
Students with Environmental
Illnesses
(http://wwwsa.csuhayward.edu/~sdr
cweb/envillness.shtml)
What are some of the functional limitations of students with an environmental illness?
Students with environmental illness or sensitivities may have adverse reactions to such
environmental pollutants as solvents, volatile organic chemicals, smoke, perfume, and
pollen. Serious health problems can result from exposure to these pollutants including
visual and perceptual distortions, breathing difficulties, dizziness, and other debilitating
symptoms that are associated with this auto-immune disorder. Some people with
environmental illness will need to wear a mask to filter the air.
What are some possible accommodations for students with environmental illnesses?
•
•
•
•
Allowing students to take exams, if necessary, in a separate room free from any
chemical conditions.
Allowing extended time on tests or assignments as needed. A student’s
symptoms may impact his or her ability to perform at potential.
Allowing the student to tape record classes or have a notetaker.
The student my need to sit near a window or door and may need to leave the room
during class.
17
Students with Learning
Disabilities
What is a learning disability?
Although learning is clearly established as a major life function, nowhere in the federal
regulations (ADA and Section 504) is there a definition of specific learning disabilities
that pertains to adults and higher education. The definition proposed by the National
Joint Committee on Learning Disabilities (NJCLD) in 1988 is widely accepted as the
definition that most appropriately addresses learning disability issues as they pertain to
students in higher education and adults as follows:
Learning disabilities is a general term that refers to a heterogeneous group of
disorders manifested by significant difficulties in the acquisition and use of
listening, speaking, reading, writing, reasoning, or mathematical abilities. These
disorders are intrinsic to the individual, presumed to be due to central nervous
system dysfunction, and may occur across the life span. Problems in selfregulatory behaviors, social perception, and social interaction may exist with
learning disabilities but do not of themselves constitute a learning disability.
Although learning disabilities may occur concomitantly with other handicapping
conditions (i.e. sensory impairment, mental retardation, serious emotional
disturbance) or with extrinsic influences (i.e. cultural differences, insufficient or
inappropriate instruction), they are not the result of those conditions or influences
(National Joint Committee on Learning Disabilities, 1988, p. 1).
Understanding the nature and impact of specific learning disabilities:
•
•
•
•
Learning disabilities are life-long and heterogeneous in nature. They affect the
manner in which individuals of average to superior general intellectual ability
take in information and retain and express the knowledge and understanding they
possess. They are presumably due to central nervous system dysfunction and they
occur in all languages, culture, and nations of the world.
Learning disabilities are frequently inconsistent. Problems manifested may
change throughout life depending upon the setting and learning demands. They
may manifest in only one academic area, such as math or a foreign language, or
they may manifest across a variety of subject areas and disciplines.
Having learning disabilities can be frustrating. They are not visible, and family,
teachers, and peers frequently do not understand the challenges faced by
individuals with learning disabilities. Individuals with learning disabilities often
have to prove their disability is “real”.
Learning disabilities are not emotional disorders, a form of mental retardation, or
difficulties due to sensory impairments. They are not primarily due to
environmental or cultural influences. However, they can occur concomitantly.
18
What are some of the areas most impacted by learning disabilities?
Some of the areas most commonly impacted by specific learning disabilities are: reading,
written expression, mathematics, listening comprehension, oral expression, reasoning,
attention, thinking, learning efficiency, memory, organization, time management, or
social perception. Keep in mind that no one person will manifest difficulties in all areas.
What are some common characteristics of students with learning disabilities?
Again, keep in mind that these are students with average to above average ability. None
will manifest all of these characteristics. Many will offset areas of disability with
significant ability in other areas.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Good verbal expression but poor written expression and/or poor test performance.
Good written expression despite weak verbal expression.
Frequently will request clarification (verbal and/or written).
Excellent auditory reception but poor visual perception.
Poor auditory reception but great visual perception.
Difficulty following directions, verbal or written.
Difficulty interpreting social cues and subtle differences in body language.
Struggles with written expression.
May have difficulty copying information from a distance with accuracy.
Difficulty reading (i.e. inability to use phonics, poor word recognition skills, poor
comprehension, or slower reading rate). Some students struggle to read aloud but
have excellent reading comprehension when reading silently.
Visual and/or auditory distractibility impacting attention to detail and accuracy.
Slower speed of processing information, verbal or written.
Poor math performance. Some who struggle in math excel in language and the
reverse is also true. Some excel in math and struggle in reading or written
expression.
Difficulty concentrating for long periods of time in certain situations.
Inconsistent test performance.
Memory difficulties - short term, long term, visual, auditory, or sequential.
What are some of the common compensation techniques used by college students with
learning disabilities?
•
•
•
•
•
Developing an awareness of cognitive strengths/weaknesses.
Developing and implementing appropriate self-advocacy.
Developing techniques for writing and supplementing notes (i.e. taping, using laptop computers).
Using appropriate technology (i.e. computers with spelling and grammar
software, lap-tops, calculators).
Actively participating in study groups.
19
•
•
•
•
Actively using faculty and TA office hours for information clarification using
tutorial assistance.
Developing study skills, organization/time management skills, and individualized
learning strategies.
Working closely with academic advising to appropriately balance course loads.
Developing proficiency at using supplemental taped text.
What are the most common accommodations used by students with learning disabilities?
•
•
•
Appropriate testing accommodations (i.e. extended time, readers, scribes,
computer technology, private room).
Note taker, tape recording classes and/or using assistive listening technology.
Reduced courseloads.
Helpful tips for working with students who have learning disabilities
(http://wwwsa.csuhayward.edu/~sdrcweb/learningdisable.shtml)
•
•
•
•
•
•
If possible, provide frequent opportunities for feedback (i.e. weekly quizzes,
instructor review of early drafts of essays).
Encourage students to contact you in order to clarify assignments.
Be sensitive to students who, for disability-related reasons, may be unable to read
or answer questions aloud when called on.
Use multi-modal aids and strategies during your lectures (i.e. videos with
subtitles, transparencies, modeling and demonstrations).
Allow students to use tape recorders during class.
Compose exams in a way that makes them accessible for students with learning
disabilities:
o Make sure the exams are clearly typed, in large black letters or numbers
and with double or triple spaces between items. Avoid cramming too
many questions or math problems onto one page.
o Group similar types of questions together (i.e. all true/false, all multiple
choice, all short answers). Leave several spaces between multiple choice
items.
o Permit students to circle answers in the test booklet rather than darkening
circles on a Scantron answer sheet.
o Allow students to use extra paper in preparing answers to essay questions.
o Suggest that math students use graph paper (or lined paper turned
sideways) to encourage neatness and avoid confusion when performing
math calculations.
o Allow students to use electronic spellers during exams.
20
Students with Mobility
Impairments
(http://wwwsa.csuhayward.edu/~sdr
cweb/mobilityimpair.shtml)
What causes mobility impairments?
Mobility impairments can have many causes including cerebral palsy, multiple sclerosis,
muscular dystrophy, spinal cord injury, and accidents. Students with mobility
impairments have varying limitations and deal with their limitations in different ways.
They may use crutches, braces, walkers, or wheelchairs.
Suggestions for working with students who have mobility impairments:
•
•
•
•
•
•
•
Students who have upper body limitations may need notetakers, extended exam
time, tape recorders, or scribes to record exam answers.
Students with upper body weakness may not be able to raise their hands to
participate in discussions. Establish eye contact with the students and call on
them when they indicate that they would like to contribute.
A wheelchair is part of a student’s “personal space”. Do not lean on a chair or
touch it unless you’ve asked permission to do so. Whenever you are talking oneto-one with a student in a wheelchair, be seated so that the student does not have
to peer upward at you.
If a classroom or faculty office is inaccessible, it is required that instructors find
an accessible location in which to meet.
Please understand that for reasons beyond their control, students with mobility
impairments may be late to class. Some are unable to move quickly form one
location to another.
Special seating arrangements may be necessary to meet student needs. Students
may need lowered tables on which to write or spaces for wheelchairs. In
laboratory courses, students who use wheelchairs may need lower lab tables to
accommodate their chairs and allow for manipulation of tools or other equipment.
Instructors in courses requiring field trips or internships should work with Student
Support Services to make sure the students’ needs are met.
21
Students with Physical
Disabilities
What are physical disabilities?
Physical disabilities, sometimes referred to as orthopedic disabilities, are conditions that
affect the supporting and locomotive structures of the body (i.e. bones, muscles, joints).
These disabilities may result in functional limitations in walking, manual dexterity,
strength, endurance, coordination, and range of motion. They can vary in intensity from
mild to severe. Factors such as environmental conditions, medication and individual
emotional state may also affect the degree to which symptoms manifest themselves.
What are some of the more common physical disabilities?
Some of the more common physical disabilities are: multiple sclerosis, spinal cord
injury (SCI), muscular dystrophy, cerebral palsy, arthritis, spina bifida, and amputation.
This list is not all-inclusive.
What are some concerns frequently faced by students with physical disabilities?
Mobility, manual dexterity, strength, and endurance are all common concerns in this
group of students and as such, accessibility is a major concern. For example, steps,
narrow or heavy doors, thick carpet, extremely low or high tables or shelves, aisle
obstructions, items lying on the floor or extremely rough floor surfaces can all be
potential barriers. The location of elevators, accessible restrooms, and the distance
between classes are all possible concerns faced by students with physical disabilities.
What are some common academic accommodations that would be considered reasonable
to provide students with physical disabilities?
The accommodations required by students with physical disabilities will differ for each
individual. However, some of the more commonly requested accommodations are:
•
•
•
In-class note takers
Lab aide
Test accommodations (i.e. extended time, use of a computer, scribe, and an
accessible table on which to write)
22
Students with Psychiatric
Disabilities
How are these disabilities defined?
Psychiatric disabilities are persistent psychological, emotional, or behavioral disorders
which result in significant impairment of educational, social, or vocational functioning.
The diagnosis of psychiatric disabilities must be based on appropriate diagnostic
evaluations completed by a qualified professional (i.e. psychiatrist, psychologist). The
criteria most often used to diagnose psychiatric disorders are found in the Diagnostic and
Statistical Manual, 4th edition (DSM-IV). Keep in mind that in order for the disorder to
rise to the level of a disability under the ADA, the impact must substantially limit one or
more major life activities. Documentation must specify the functional limitations of the
individual that meet the disability criteria.
What are some of the stereotypes often faced by individuals with psychiatric disabilities?
Fear and misunderstanding of individuals with psychiatric disabilities often create
obstacles to their participation in general society although recovery rates range from 50 –
70%. Common stereotypes include:
•
•
•
Individuals with psychiatric disabilities are potentially violent. Individuals with
psychiatric disabilities are more likely to be victims of violence than perpetrators.
As a group, they are no more violent than any other member of the general
population.
Individuals with psychiatric disabilities have lower levels of intelligence. A
psychiatric disorder is not the same as a cognitive impairment. Most have
average to well above average general intellectual ability.
A psychiatric disability is a personal weakness. Individuals with psychiatric
disabilities cannot just “snap out of it”. They do plan an important part in their
own recoveries, but they do not choose to be ill.
What are some of the functional limitations that could impact academic achievement?
Although returning to school is a sign of progress and health for students with psychiatric
disabilities, it can be stressful and intimidating. Difficulties are encountered in
negotiating everything from admission to financial aid including renewing or developing
relationships with peers, faculty and staff. There are some specific problems including
medication side effects, labile moods, absence due to treatments and medication
adjustments, fluctuations in energy and focus, panic attacks, social isolation,
distractibility, anxiety, and depression sometimes resulting from long-term goal setting,
and difficulties monitoring social responses when under stress. There is also a high rate
of co-morbidity with other disabilities (i.e. learning disabilities, ADHD, traumatic brain
injury, and systemic health disorders. Additional concerns:
23
•
•
•
•
•
Difficulty screening out environmental stimuli
Fear in approaching figures of authority
Difficulty initiating personal contact
Problems with time management, organization and meeting deadlines
Limited ability to tolerate noise and crowds
What are some of the common compensation techniques used by students with
psychiatric disabilities?
•
•
•
•
•
•
•
•
•
•
Developing an awareness of cognitive strengths / weaknesses.
Developing and implementing appropriate self-advocacy.
Developing techniques for writing and supplementing notes (i.e. taping, laptops).
Using appropriate technology.
Actively using faculty office hours for information clarification.
Using tutorial assistance.
Developing study skills, organization / time management skills, and
individualized learning strategies.
Working closely with academic advising to appropriately balance course loads.
Academic coaching.
On-going use of mental health resources.
What are some of the common in-class accommodations used by students with
psychiatric disabilities?
•
•
•
•
•
Alternative note taking strategies (i.e. tape recording, in-class note takers,
laptops).
Alternative testing accommodation (i.e. extended time, private room).
As appropriate, negotiated absences, incompletes, or withdrawals without penalty
to accommodate psychological states, treatment and medication adjustments.
Reduced courseloads.
Arranged seating.
What tips can assist faculty when they are working with students with psychiatric
disabilities?
•
•
•
•
•
•
•
•
Expect behavior that is consistent with the student code of conduct.
Provide clear direction regarding behavioral expectations and be consistent with
all students.
Be willing to clarify class information expectations as needed.
If initiated by the student, discuss problems or side effects related to medications.
Express acceptance and reassurance.
Don’t attempt a therapeutic relationship.
Keep all information confidential.
Focus on the accommodations, not the disability.
24
Students with Epilepsy and
Seizure Disorders
What is epilepsy? (http://www.stlcc.cc.mo.us/fp/access/Fac/Epilepsy.html)
The word “epilepsy” comes from the Greek word for “seizure”. It is a disorder of the
central nervous system. Brain cells (neurons) create abnormal electrical discharges that
cause seizures – the temporary loss of awareness and/or control over certain body
functions. The many types of epilepsy are often called seizure disorders.
Seizures may include:
• Muscle spasms
• Mental confusion
• Loss of consciousness
• Uncontrolled or aimless body movements
Epilepsy is not:
• A disease
• Contagious
• A mental illness
• A sign of low intelligence
What if a student has a seizure during class?
(http://wwwwa.csuhayward.edu/~sdrcweb/seizuredisorder.shtml)
•
•
•
•
•
•
•
•
•
•
Call 911.
Avoid restraining the student during a seizure.
Help the student to a lying position and place something flat and soft (i.e. pillow)
under his/her head.
Loosen restrictive clothing and remove his/her glasses.
Turn the student’s head to the side to provide an open airway.
Do not put anything in the student’s mouth.
Time the seizure with a watch to inform the paramedics when they arrive.
After the seizure subsides, reassure the student by telling him/her that he/she is
okay, telling him/her the time and place, and informing him/her that he/she has
had a seizure.
Don’t try to give the student liquids during or just after the seizure.
Protect the student from embarrassment by asking onlookers to give the student
some room, perhaps by announcing a break or terminating the class session.
25
Students with Speech
Impairments
(http://wwwsa.csuhayward.edu/~sdr
cweb/speechimpair.shtml)
Speech impairments can have many causes, including stuttering, neurological conditions,
surgical removal of the larynx, stroke, traumatic head injury, degenerative illness, or
psychological conditions. Students with speech impairments may exhibit such obvious
signs as stuttering or they may not speak at all. Some students communicate by writing
notes, pointing to boards, using electronic speech-synthesizers, or through assistants who
interpret their speech.
How does a professor work effectively with a student whose speech is so severely
impaired that he/she cannot be understood?
(http://www.asu.edu/drs/fachandbook_physical.html)
•
•
•
•
•
•
•
Recognize that any personal discomfort experienced is a completely normal
reaction.
Let the student speak at his/her own rate of speed and avoid completing words or
sentences for him/her.
Talk directly to the student and do not hesitate to ask him/her to repeat a sentence
if it was not understood. Recognition of the difficulties will ease some of the
stress or discomfort being felt by both the student and faculty person.
Keep in mind that this student is probably used to being misunderstood and asked
to repeat himself/herself.
Ignoring the problem or “pretending” to understand only makes things worse.
Given some time and patience, it is possible to develop an “ear” for the student’s
speech patterns and in this case communication will become relatively easy.
Keep in mind that having a speech impairment does not always imply that the
student has a hearing impairment.
26
Students with Systemic Health
Disabilities
What is a systemic health disability?
A systemic health diagnosis is given when a person experiences a chronic, debilitating
health problem. Some typical examples are as follows: asthma, cancer, chronic fatigue
syndrome, HIV, heart disease, epilepsy and diabetes. These disabilities are often
unpredictable, creating chaotic situations for the student.
In addition to the individual characteristics of the disability, the presence of medication(s)
can have a profound effect on cognitive functioning at times. Some medications can
create varying physiological states (i.e. sedation), some can create various psychological
states (i.e. depression, anxiety, hyper-vigilance), and some can impact cognitive
processes (i.e. memory, concentration, speed of processing).
What are some of the common in-class accommodations used by students with systemic
health disabilities?
Accommodations used by students with systemic health disabilities will be specific to the
individual and the specific disability. They can vary considerably from none to extensive
accommodation needed. As appropriate, some of the most common accommodations
include:
•
•
•
•
•
•
Reduced courseloads
Alternative print formats (i.e. taped text)
Note takers
Testing accommodations
Assistive technology
Physical accessibility
27
Students with Visual
Impairments
When is a student considered visually impaired?
A student is considered partially sighted when his/her vision is 20/70 or less in the best
eye with best correction.
When is a student considered legally blind?
A student is considered legally blind when his/her vision is 20/200 or less in the better
eye with best correction or when a student has a field defect such that the greatest
diameter of arc subtends an arc no greater than 20 degrees (i.e. the student cannot see out
of the center or sides of the eyes. What the student can see is only 20 degrees or less of
his/her total vision.).
What testing accommodations are commonly recommended for this population?
•
•
•
•
•
•
•
Alternative print formats (i.e. Braille, large print, audio tapes, electronic format)
Readers and/or scribes
Computers with appropriate adaptive technology for independent testing
Closed circuit TV devices for print enlargement
Extended time
Private or quiet room
Lab science aides
Are there effective accommodations that could be implemented in lab science courses?
Yes. These accommodations will differ based on the class requirements and a student’s
specific vision loss. However, in addition to having access to all print materials in
accessible formats at the same time as the other students in class, the following may also
be recommended:
•
•
•
A lab aide
Three dimensional tactile models
Raised line charts and drawings
What can faculty and instructors do to enhance communication with students with visual
impairments?
•
Begin conversation by identifying yourself and letting the student know you are
talking to him/her.
28
•
•
•
•
•
•
Talk directly to the student in a normal volume and tone of voice, using your
typical vocabulary.
Don’t assume. Some students with visual impairments function independently
except for reading.
Be aware that the student will know if you’re doing something like reading a book
while talking to him/her.
Do not pet, talk to, or feed a guide dog. The dog and owner are a working team.
Distracting the animal from work can create a safety hazard for the working team.
Any time the dog is wearing the harness, he/she is working.
Tell the student when you are going to walk away.
When using visual aids in class, use a large print-size (at least 18 points).
WCU POLICIES AND PROCEDURES
Students
The office of Student Support Services, located in the Graham Building, offers career,
academic, and personal counseling; tutoring; advisement; and academic disability
services. Services are provided at no cost to eligible students.
In order to be eligible for disability services, students must:
•
•
•
Be enrolled at WCU
Present current documentation that includes diagnosis, current functional
limitations, and recommendations for accommodations.
Participate in planning of support services.
Available services and equipment offered by the office of Student Support Services
include:
•
•
•
•
•
•
•
•
Readers
Note-takers
Testing accommodations
Interpreter services
Books-on-tape
Adaptive equipment
Educational support plans
Priority registration
Faculty Members, Employees, and Applicants
WCU Policy # 83: Accommodation of Faculty, Employees, and Applicants with
Disabilities
29
Western Carolina University is committed to ensuring that all qualified individuals with
disabilities have the opportunity to take part in educational and employment programs
and services on an equal basis. The aim is to provide this opportunity in an integrated
setting that fosters independence and meets the guidelines of the Americans with
Disabilities Act (ADA) and the Rehabilitation Act of 1973. More information on these
two laws may be found at the website of the Equal Employment Opportunity Commission
(www.eeoc.gov/laws.html).
Reasonable accommodations are made on an individual and flexible basis. Appropriate
services may include: (1) support, resource, and referral information; (2) academic
assistance services; and (3) environmental modifications. However, it is the
responsibility of the individuals with disabilities to make their needs known and to
provide documentation of a disability. The responsibilities of supervisors include:
•
•
•
Inquiring about accommodations only if the employee has an obvious disability.
Meeting with an employee who has a disability after the employee has disclosed the
disability.
Complying with accommodation decisions made by appropriate university offices.
A reasonable accommodation is any modification or adjustment to a job, an employment
practice, or the work environment that makes it possible for an individual with a
disability to enjoy an equal employment opportunity. Examples of reasonable
accommodations may include:
•
•
•
•
•
•
Making facilities readily accessible to and usable by an individual with a disability;
Altering when or how an essential job function is performed;
Modifying examinations, training materials, or policies;
Providing qualified readers and interpreters;
Providing reserved parking for a person with a mobility impairment; or
Allowing an employee to provide equipment or devices that an employer is not
required to provide (Equal Employment Opportunity Commission, 2002, p. 61, 6869).
Western Carolina University ensures equitable access through the following offices.
Students should contact any of the following:
•
•
•
•
Student Support Services (828) 227-7127
Student Affairs (828) 227-7234
Counseling and Psychological Services (828) 227-7469
Health Services (828) 227-7460
Employees and applicants, including faculty, should contact any of the following:
•
•
Office of Equal Opportunity (828) 227-7116
Human Resources (828) 227-7218
30
Complaints of discrimination on the basis of a disability may be directed to the Equal
Opportunity Office. Faculty, staff, students, and applicants are protected from
retaliation for filing a complaint or assisting in an investigation under the University’s
Equal Opportunity policy.
Employees may pursue complaints beyond the Office of Equal Opportunity. Appeals of
decisions may be made through procedures stated in University Policy # 77 (for SPA
employees), the procedures for grievance and hearing for EPA employees (may be
accessed in Human Resources office), and in Article IV, Section 3 of the faculty handbook
(for faculty).
Appeals will be limited to issues involving the professional judgment of the Director of
Equal Opportunity Programs. However, the decision of the Director may not be
appealed.
Western Carolina University’s Employment Accommodations Process can be found on
the following page.
See Appendix A for WCU’s Accommodation Request Form. See Appendix B for
WCU’s Documentation of Disability Form.
31
32
WESTERN CAROLINA UNIVERSITY ADA EMPLOYMENT ACCOMMODATIONS PROCESS
Employee discloses disability to ADA coordinator via Accommodation Request Form. ADA coordinator determines
if condition is covered under the Americans with Disabilities Act.
Condition is covered under ADA and a meeting is held with:
• Employee
• Employee’s supervisor
• Human Resources representative
• ADA Coordinator
It will be determined at this time if reasonable accommodation can be made
within the employee’s existing position.
ADA Coordinator reviews ADA checklist and
essential job functions.
Accommodation unable to be
made within existing
position. Letter sent by ADA
coordinator.
Employee responds and
meets with ADA coordinator
& HR to review knowledge,
skills, & abilities for
available positions. If
possible, ADA checklists will
be reviewed.
Employee does not respond
to letter within two weeks.
ADA coordinator attempts
another contact with
employee.
Accommodation is made
within existing position.
Employee returns to work.
The ADA coordinator
follows up with the employee
on a quarterly basis.
Employee does not respond
or meet with ADA
coordinator and the case is
closed.
ADA coordinator & HR
monitors vacant positions
based on current skills and
abilities.
ADA coordinator follows up
with the employee at 2month point regarding
placement and progress.
An accommodation is
made.
Employee is reassigned.
University cannot make an
accommodation and
separation occurs.
33
Sample Syllabus Statement
The following is a sample syllabus
statement that may be used by faculty
members.
Western Carolina University makes every effort to provide appropriate accommodations for
students with documented disabilities in compliance with the Americans with Disabilities Act.
To receive academic accommodations, students must be registered with the office of Student
Support Services (contact Carol Mellen at 227-7127, Graham Bldg.). The letter received from
Student Support Services should be presented as documentation to the instructor as early in the
semester as possible.
WCU CONTACT INFORMATION
Undergraduate students with a concern regarding an academic accommodation should contact
Student Support Services, Graham Building, (828) 227-7127.
Graduate students with a concern regarding an academic accommodation or an accessibility issue
should contact the Disability ADA/504 Officer for students located in Student Affairs, H.F.
Robinson Building, (828) 227-7234.
All students with concerns regarding accommodations that relate to on campus housing should
contact either of the following:
•
•
Student Affairs, H.F. Robinson Building, (828) 227-7234.
Residential Living, Scott Hall, (828) 227-7303
Employees and applicants, including faculty, should contact either of the following:
•
•
Office of Equal Opportunity, H.F. Robinson Building, (828) 227-7116
Human Resources, H.F. Robinson Building, (828) 227-7218
34
LINKS TO ASSIST FACULTY MEMBERS
•
http://www.washington.edu/doit/Faculty/Resources/ - this website provides ideas for
specific academic activities as well as resources that may be useful to postsecondary
educators.
The following are websites for faculty guides from various campuses:
•
http://www.ada.ufl.edu/publication/facultyguide_4thedition/ufadaguide_access.pdf
•
http://www2.ucsc.edu/ada/accessibleweb.html
•
http://www.virginia.edu/vpsa/ada-fac.html#disability
•
http://www.asu.edu/drs/fachandbooke.html
•
http://www.stlcc.cc.mo.us/fp/access/Fac/index.html
•
http://www.snhu.edu/Southern_New_Hampshire_University/Academics/CLASS/Faculty
Staff_Resources.html
•
http://wwwsa.csuhayward.edu/~sdrcweb/faculty.shtml
•
http://www.usip.edu/affirmativeaction/faculty&staffcanhelp.shtml
•
http://www2.kettering.edu/admin/studaff/wellness/frameset.html
•
http://www.ods.ohio-state.edu/ods/faculty/handbook/page16.htm
•
http://www.emory.edu/COLLEGE/TEST/PORTALS/act/application.html
•
http://projects.education.uiowa.edu/icater/faculty.html
•
http://www.sunysuffolk.edu/ADA/FacultyGuide/index.shtml
•
http://www.ed.uiuc.edu/sped/tri/adainfo.html
•
http://www.sds.sdes.ucf.edu/Faculty_Guide/default.htm
35
WORKS CITED
Arizona State University Office of Student Life. Students with Aquired Brain Injury. Retrieved
August 15, 2003 from http://www.asu.edu/drs/fachandbook_abi.html.
Arizona State University Office of Student Life. Common Disability Terms. Retrieved August
15, 2003 from http://www.asu.edu/drs/fachandbook_cdt.html.
Arizona State University Office of Student Life. Commonly Used Teaching Techniques.
Retrieved August 15, 2003 from http://www.asu.edu/drs/fachandbook_ctt.html.
Arizona State University Office of Student Life. Students with Physical Disabilities.
Retrieved August 15, 2003 from http://www.asu.edu/drs/fachandbook_physical.html.
California State University at Hayward Student Disability Resource Center. Teaching Students
with Chronic Illness or Pain. Retrieved August 15, 2003 from
http://wwwsa.csuhayward.edu/~sdrcweb/chronicill.shtml.
California State University at Hayward Student Disability Resource Center. Teaching Students
with Environmental Illness. Retrieved August 15, 2003 from
http://wwwsa.csuhayward.edu/~sdrcweb/envillness.shtml.
California State University at Hayward Student Disability Resource Center. Teaching Students
with Learning Disabilities. Retrieved August 15, 2003 from
http://wwwsa.csuhayward.edu/~sdrcweb/learningdisable.shtml.
California State University at Hayward Student Disability Resource Center. Teaching Students
with Mobility Impairments. Retrieved August 15, 2003 from
http://wwwsa.csuhayward.edu/~sdrcweb/mobilityimpair.shtml.
California State University at Hayward Student Disability Resource Center. Teaching Students
with Seizure Disorders. Retrieved August 15, 2003 from
http://wwwsa.csuhayward.edu/~sdrcweb/seizuredisorder.html.
California State University at Hayward Student Disability Resource Center. Teaching Students
with Speech Impairments. Retrieved August 15, 2003 from
http://wwwsa.csuhayward.edu/~sdrcweb/speechimpair.shtml.
Emory University Office of Faculty Resources for Disabilities. Application of ADA to Higher
Education. Retrieved August 15, 2003 from
http://www.emory.edu/COLLEGE/TEST/PORTALS/act/application.html.
Ohio State University Office for Disability Services. Teaching Students with Disabilities.
Retrieved August 15, 2003 from http://www.ods.ohiostate.edu/ods/faculty/handbook/index.htm.
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Southern New Hampshire University Office of Disability Services. About ADA and Section
504. Retrieved August 15, 2003 from
http://www.snhu.edu/Southern_New_Hampshire_University/Academics/CLASS/About
ADA504.html.
Southern New Hampshire University Office of Disability Services. Examples of Classroom
Accommodations. Retrieved August 15, 2003 from
http://www.snhu.edu/Southern_New_Hampshire_University/Academics/CLASS/Class_
Accommodation_Examples.html.
St. Louis Community College Access Office Disability Support Services. Retrieved August 15,
2003 from http://www.stlcc.cc.mo.us/fp/access/Fac/index/html.
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APPENDIX A
ACCOMMODATION REQUEST
FORM
38
WESTERN CAROLINA UNIVERSITY
ACCOMMODATION REQUEST FORM
To the Employee:
To initiate this request, please complete this form and a Documentation of Disability Form. Forward this form to
your supervisor. Have your physician or medical provider send the Documentation of Disability Form directly to
A.J. Grube, ADA Coordinator, 530 H.F. Robinson Bldg., Western Carolina University, Cullowhee, NC 28723.
Questions may be directed to A.J. Grube at (828) 227-7116.
Employee Information:
Name: ___________________________________ Social Security Number: _______________________
Classification / Title: _________________________ Work Phone Number: _________________________
College / Division: _________________________________ Department: _______________________________
Work Schedule (Days and Hours):
_________________________________________________________________________
Work Location:
________________________________________________________________________________________
Accommodation Request Information (Please attach additional sheets as necessary.)
1.
Describe the disability that impacts the performance of your job.
__________________________________________________________________________________________
__________________________________________________________________________________________
_____________________________________________________________________________________________
2.
How does this disability affect your job?
__________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3.
What is your recommended accommodation? (Please include alternatives.)
_________________________________________________________________________________________
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__________________________________________________________________________________________
_____________________________________________________________________________________________
I agree to provide any further information or documentation as may be needed to evaluate my request and I
authorize a release of my medical information.
Signature: _____________________________________________
______________________________________
Date:
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APPENDIX B
DOCUMENTATION OF
DISABILITY FORM
41
WESTERN CAROLINA UNIVERSITY
DOCUMENTATION OF DISABILITY
FORM
To the Employee:
To initiate this request, please complete an Accommodation Request Form and have your physician or medical
provider complete this form. Sign the Release of Information below and have your physician or medical provider
send this form directly to A.J. Grube, ADA Coordinator, 530 H.F. Robinson Bldg., Western Carolina University,
Cullowhee, NC 28723. Questions may be directed to A.J. Grube at (828) 227-7116 or agrube@wcu.edu. Your
physician or medical provider will probably ask you to sign his/her own release form before he/she provides the
information requested.
Release of Information:
I, _______________________________________, hereby authorize the release of the following information to
Western Carolina University for the purpose of determining reasonable accommodations.
Signature: ______________________________________________________
____________________
Date:
To the Diagnosing Professional:
To ensure reasonable and appropriate accommodations, employees must provide current documentation of the
disability. The Americans with Disabilities Act defines a disability as a physical or mental impairment that
substantially limits one or more major life activities, a record of such an impairment, or being regarded as having
such an impairment. As the diagnosing professional, you are asked to fully complete all sections of this form.
Additional reports can be attached if necessary. Thank you for your assistance.
Diagnosis (Please attach test results, e.g., an eye report with visual acuity and fields, audiology report,
PT/OT evaluation, neuropsychological report, etc., and any additional sheets as necessary.)
Primary Diagnosis:
______________________________________________________________________________
Date of Diagnosis:
_______________________________________________________________________________
History of Illness:
_______________________________________________________________________________
Describe the nature and severity of the impairment:
____________________________________________________
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Is the condition persistent and long-term?
____________________________________________________________
If temporary, what is the expected duration?
__________________________________________________________
Medication and/or Corrective Measures
Describe whether medication and/or corrective measures that may correct the impairment have been
prescribed (e.g., medication lowers high blood pressure to acceptable level or corrective lenses improve
vision to 20/40).
______________________________________________________________________________________
________________________________________________________________________
Substantial Functional Limitations
Definition: Employee is significantly restricted in comparison to the average person in the general
population as to the conditions, manner, or duration under which activities can be performed.
How does the impairment, in its corrected or medicated condition, affect the employee in the activities
required in the workplace? Does the condition interfere with the employee’s major life activities and to
what extent (e.g., breathing, caring for self, hearing, seeing, learning, performing manual tasks, speaking,
walking, working, or other)? List the substantial functional limitations (e.g., cannot read regular size
print, slow reading speed, slow speech, limited dexterity, or other).
Diagnosis / Condition(s):
_________________________________________________________________________
____________________________________________________________________________________
Major Life Activity(ies):
__________________________________________________________________________
______________________________________________________________________________________
Substantial Functional Limitation(s):
________________________________________________________________
______________________________________________________________________________________
Are there any activities or situations that should be avoided or that would present a significant risk of
serious injury or death for the employee? If so, please list.
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__________________________________________________________________________________________
Thank you for your assistance in providing this information so that we may provide services as soon as
possible. Please attach your business card or other form of identification and mail this document to:
A.J. Grube, ADA Coordinator, 530 H.F. Robinson Bldg., Western Carolina University, Cullowhee, NC 28723
Certifying Qualified Medical Provider/License Number:
_____________________________________________________
Name / Degrees / Title:
_________________________________________________________________________________
Business Address:
_____________________________________________________________________________________
Phone Number:
__________________________
E-mail Address:
__________________________
Signature:
__________________________
Date:
_________________________
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