Division of Student Affairs
2009-10 Annual Report
Department: Disability Resource Center
Person Completing Report: Cathy Patus
Executive Summary
The Disability Resource Center staff coordinate support services for qualified students
with disabilities, serve as a resource to other units within the University and the
community on disability compliance issues, and advocate for systemic change to
enhance the accessibility of our campus. Highlights for the 2009-10 academic year
include personnel changes, significant reduction in funding from the state for deaf/hard
of hearing services, receipt of an i2a grant, successful wrap-up of chairing a national
conference, and development of a summer transition program for students with
LD/ADHD.
1. Programs and Services:

DRC staff coordinates accommodations and support services for eligible students
with disabilities to gain effective access to University programs and services.
Programs and services include but are not limited to:
- meeting and consulting with prospective students and their
families/advocates
- review of medical documentation to determine eligibility for
accommodations
- notification and consultation with faculty regarding accommodations
- provision and coordination of testing accommodations, note-taker
service, sign language interpreters, real time captionists, lab assistants
- identification of and assistance with barrier removal in collaboration with
ADA Coordinator, Legal Counsel, Physical Plant, University Planning,
Design and Construction, Housing, Parking, academic units and virtually
every unit on campus

In addition, the DRC staff serves as a campus and community resource on
disability issues and advocates for a more accessible campus environment.
2. Major Accomplishments :

Bob Blake, Coordinator of LD/ADHD Services, and Katherine Rucker, GSA and
Note-taker Coordinator, wrote a grant proposal and were awarded a $5000
Supporting Undergraduate Innovation: Ideas to Action Implementation Grant in
the category Co-Curricular and Student Support Projects. The project is titled
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Disability Resource Center - Critical Thinking, Note Taking, and Diversity Training
Program: A New Service Learning Opportunity.

Cathy Patus, DRC Director and Robert Plienis, Program Coordinator Senior,
served as Conference Co-chairs with significant assistance from all DRC staff for
the 32nd annual international AHEAD conference which was held in Louisville in
July 2009. The conference and the local planning and facilities were very highly
evaluated by attendees. - Molly Smith, Coordinator of Services for Deaf/Hard of
Hearing, played a key role in addressing the need for continuation of American
Sign Language classes and consideration for the development of a U of L
Interpreter Training Program

DRC staff sponsored the play Into the Fire (Had-to-be Production) highlighting
the challenges experienced by veterans with disabilities as they transition from
military to civilian life

DRC staff (with assistance from graduate student/summer intern) developed a
summer transition program (“Into the Cardinal’s Nest”) for freshmen with LD
and/or ADHD. Despite phenomenal parent interest, the required minimum
number of students did not materialize and the program was cancelled

Collaboration with University officials and an outside architect addressing our
renovation needs as we anticipate our relocation to Stevenson Hall in December
2010.
3. Staffing Summary:

DRC staff include four professional staff (staff interpreter resigned effective July
2009 and position remains vacant due to decreased number of students
requiring sign language interpreting), two support staff, one graduate service
assistant, and numerous work study students.

The Administrative Assistant resigned effective July 2009 and the position was
filled in October 2009. The new Administrative Assistant has engaged in
extensive training since joining our staff.

Program Coordinator Senior resigned effective July 30, 2010. The DRC is
currently in the process of filling that position.
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4. Activities and Initiatives that Support Academic Units:

DRC activities impact all academic units through determination of eligibility for
classroom accommodations, notification to faculty of accommodations needed,
provision of accommodated exams, alternate format texts, hourly and
supplemental note-takers, sign language interpreters, realtime captionists, and
lab assistants as needed. DRC staff provides regular and on-going consultations
with faculty regarding accommodations needed to achieve effective access to
the curriculum.

Specific examples of extensive collaboration and consultation with academic
units this year include:
- Continuation of work with School of Public Health on accommodation
needs of blind graduate student and student with paraplegia.
- Continuation of working with staff from College of Urban Affairs (and
member of Planning, Design and Construction staff) to address access
issues of Muskie Fellow with physical disability.
- Consultation with History Department chair to address lack of
appropriate testing accommodations provided by one faculty.
- Extensive collaboration with Law School faculty/staff to address
coordination of accommodations for increasing numbers of Law School
students with disabilities.
- Working with faculty liaison to Athletics and Athletic Academic Advising
staff to address accommodation needs of student athletes with
disabilities.
- Working with University Archives faculty/staff to address access to
archives for blind student.
- Working with faculty in numerous academic units to address the role of
the sign language interpreter and classroom strategies to accommodate
students who are deaf.
- Working extensively with faculty in all academic units to address and
resolve accommodated testing issues.

DRC staff provided presentations in the classroom and to faculty meetings as
requested including:
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ECPY Sub-cultures class which included a panel comprised of students
with disabilities -Kent School of Social Work Preparing Future Faculty
class
Kent School of Social Work Human Diversity class
Sharon Moore’s Inclusive Teaching circles workshop
English Department’s Graduate Teaching Assistants
Kent School of Social Work’s undergraduate program faculty
Nursing School faculty
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
Excellent faculty attendance at DRC cookout provided a great opportunity for
faculty to interact with students with disabilities and Student Affairs staff on an
informal basis.

Noteworthy again this year is the continued collaboration between the DRC
Coordinator of Services for Deaf/Hard of Hearing Students with the
ASL/Interpreter Training Program faculty and staff, including mentoring of four
ITP practicum students.
These collaborations are mutually beneficial as they assist an academic unit in
meeting their curricular goals, contribute positively to the on-going shortage of
qualified professional sign language interpreters, and bring added awareness to
access issues experienced by the deaf and hard of hearing population.


DRC staff (Coordinator of Services for Deaf/Hard of Hearing) worked extensively
with EKU’s ITP staff and faculty, Dr. Augustus Mastri of Classical and Modern
Languages, Student Government Association representatives, Kentucky
Commission for Deaf and Hard of Hearing (KCDHH) and others to address the
closure of the ITP and the potential for U of L to continue offering ASL classes
and to develop our own ITP. The U of L program has come to fruition.
5. Activities and Services that Support Diversity:

Students with disabilities contribute significantly to the diversity of our campus.
All DRC direct services and coordination of accommodations impact retention
and support the University’s diversity initiatives.

DRC staff works with other University units to address the accessibility of all
University programs and services. In addition to our work with academic units,
we also work with other support and administrative units. Examples include:
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Recruitment of three students and one DRC staff person for Diversity
video produced by Vice Provost for Diversity.
Participation on Veteran Services Task Force and Advisory Group.
Participation in Freshman, Family, Graduate and Transfer Orientation
Fairs, numerous Welcome Weekend and Week activities, Campus
Preview Day.
Presentation for Student Orientation Staff training.
Presentation for REACH tutoring staff.
Presentation at Student Health retreat.
Presentation for Writing Center staff.
Presentation to two sessions of new Graduate Teaching Assistants.
Presentation to Resident Directors.
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
Collaboration with Housing to address needs of resident students with
disabilities.
Participation in Cultural Center’s Colloquium on Diversity.
Participation on University Web Access Group.
Participation on Parking Advisory Committee.
On-going and regular consultation with staff from University Planning,
Design and Construction, Physical Plant, Department of Public Safety,
Environmental Health and Safety, ADA Coordinator, Legal Counsel to
identify, address and resolve access issues.
Hosting DRC semester cookouts.
In addition, DRC staff support diversity through:
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Participation on planning group for Take Back the Night and Women’s
Empowerment Luncheon.
Participation on COSW (Commission on the Status of Women).
Service on LGBT Advisory Board.
Service as EEO liaison for the Division of Student Affairs.
Participation at LGBT allies luncheon.
6. Activities and Services that Support Community Service and/or Civic Engagement:

DRC staff work with community and state agencies and associations in numerous
ways to enhance opportunities for individuals with disabilities. Examples include:
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Addressing the transition to college for high school and transfer students
with disabilities by participation in:
Ohio Valley Educational Cooperative’s Regional Interagency Transition
Team
Jefferson County Public Schools’ Regional Interagency Transition Team
Archdiocese of Louisville’s annual college fair at Trinity High School
Shawnee High School Transition Fair
Kentucky School for the Deaf College Day
ACCESS booklet revisions state group.
Consultations with Kentucky School for the Blind counselors and hosting
prospective student campus visits.
Parents as Partners conference (Jefferson County Public Schools)
Collaboration with deaf/hard of hearing staff from Kentucky Community
and Technical College regarding programs and services.
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
Other examples of community engagement:
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Collaboration with staff from Kentucky Autism Training Center.
Meeting with staff from CPE and ADA Coordinator’s office to address
accessible textbook legislation and annual student service survey.
Service on ADA state task force.
Participation in Metro Disabilities Coalition’s Breaking Barriers Awards
program.
Regular and on-going consultations with staff from Office for the Blind,
Office of Vocational Rehabilitation, Veterans Affairs, Recording for the
Blind and Dyslexic, Kentucky School for the Blind, Kentucky School for the
Deaf, Transit Authority River City, American Printinghouse for the Blind,
Center for Accessible Living regarding access issues.
Service as liaison to Jefferson County Public Schools’ PACT program.
7. Staff Professional Development Activities and Programs:

DRC staff are members of the following national professional associations:
- AHEAD (Association on Higher Education and Disability)
- LDA (Learning Disabilities Association)
- NASPA (National Association of Student Personnel Administrators)
- RID (Registry of Interpreters for the Deaf)

And the following state professional associations:
- C-PAK (College Personnel Association of Kentucky)
- KY-AHEAD (Kentucky Association on Higher Education and Disability)
- KY-RID (Kentucky Registry of Interpreters for the Deaf)

Attendance at professional association meetings/conferences:
- AHEAD (Association on Higher Education and Disability) national
conference
- KY-AHEAD state conference
- AHEAD regional conference
- CPAK (College Personnel Association of Kentucky)
- RITT (Regional Interagency Transition Team) annual state conference

Attendance at professional development workshops:
- Human Resources Customer Service Leadership and Train the Trainer
workshops
- Veterans Symposium
- Sorenson trainings
- Student Affairs Summer Academy
- Director’s Retreat
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
Leadership positions include:
- President of KY-AHEAD
- Immediate Past President, KY-AHEAD
- KY-AHEAD affiliate representative to AHEAD
- Committee Chair and Co-coordinator for Deaf Awareness Day
- DRC staff planned and delivered the annual KY-AHEAD state conference

Awards/recognitions include:
- Director and Program Coordinator Senior were highly evaluated for
service as Conference Co-Chairs for the International AHEAD conference
for 2009.
- Coordinator, Deaf/Hard of Hearing Services, recognized for 15 years of
service at Staff Appreciation Luncheon.

Professional association/meeting presentations:
- Director presented at National College Fair (regional conference) at
invitation of Admissions staff.
- Director presented at Protection & Advocacy’s Youth in Transition
regional conference. Program Coordinator Senior presented at Office for
the Blind’s “Success Building” course.

See Diversity section for additional staff involvement on campus committees.
8. Assessment Initiatives:

On-going assessment activities include:
- Evaluation of accommodated exam services from faculty perspective.
- Evaluation of note-taker services from disabled student perspective and
from note-taker perspective.
- Evaluation of interpreter services from student perspective.
- Evaluation of interpreter services from Coordinator of Deaf/Hard of
Hearing Services perspective.
- DRC staff participated in Student Affairs’ workshops addressing
assessment and Ideas to Action initiatives and participated in model
program to develop Student Learning Outcomes for student workers..

Assessment of Goals and Objectives 2009-10

Goal 1.
Assist with recruitment of qualified students with disabilities and provide
services and information to ease the transition into postsecondary education.
General objectives met. Measurable goal (Participate in minimum of six
transition activities in the academic year) met and surpassed.
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
Goal 2.
Provide and coordinate support services for enrolled students with disabilities.
General objectives met. Measurable objective (Obtain necessary web
development and accessible web training for new Administrative Assistant by
December 2009 and continue update of DRC web pages) met.

Goal 3.
Develop and administer assessment instruments/activities with emphasis on
continued modification and improvement of services for students. General
objectives met. Measurable objective (Develop and administer student
satisfaction survey by July 2009. Develop new student learning outcomes by
September 2009 and evaluate in December 2009 and May 2010) met.

Goal 4.
Facilitate development of leadership, self-advocacy and independent living skills
of students with disabilities.General objectives met . Measurable objective
(Involve minimum of ten students in disability awareness planning activities,
and/or classroom panel discussions) met.

Goal 5.
Assist with University-wide efforts to comply with Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.
General objectives partially met. Measurable objective (Seek and obtain
commitment from ADA Coordinator to establish two sub-groups (Information
Technology and Facilities) and co-chair meetings with Harvey Johnson during
academic year) not met.

Goal 6.
Serve as a disability resource for students, staff, faculty, and administrators
within the University and for individuals and agencies within the community on
access and advocacy issues.General objectives met. Measurable objective
(Provide minimum of five in-service trainings for service units and/or
presentations for faculty meetings within academic year) met and exceeded.

Goal 7.
Assist in the successful transition of students with disabilities from
postsecondary education to career field or graduate school. General objectives
met. Measurable objective (Recruit minimum of ten students with disabilities to
participate in Workforce Recruitment interviews in January 2010) met.
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
Goal 8.
Pursue internal and external funding sources to enhance services for students
with disabilities. General objectives met. Measurable objective (Develop (by
December 2009) list of students with disabilities who graduated in December
2008, May 2009, August 2009 or December 2009) not met.

Goal 9.
Provide service and support to other units to assist in attaining University goals
and objectives. General objectives met. Measurable objective (Participate in
minimum of five activities supporting other units within the academic year) met
and exceeded.

Goal 10.
Facilitate and support the professional development of DRC staff. General
objectives met. Measurable objective (Remain current with timetable of wrap-up
activities for co-chairing the national AHEAD conference to be held in Louisville
in July 2009.Plan and deliver a successful state KY-AHEAD conference in Spring
2010) met.

Goal 11.
Continual evaluation and upgrade of internal office procedures to comply with
University requirements and improve internal operations. General objectives
met. Measurable objective (Complete data entry (by December 2009) for current
students with disabilities into Peoplesoft and abandon Access-a-file database by
January 2010) partially met.
9. Department Goals for 2010-2011:

Assist with recruitment of qualified students with disabilities and provide
services and information to ease the transition into postsecondary education.
Objectives:
- Continue development of transition materials intended for “Into the
Cardinal’s Nest” and post on DRC web page. Request and establish link on
Parent Association web page.
- Work with transition consultants from Kentucky Special Education
Cooperatives (JCPS and OVEC) to address transition issues.
- Continue development of network of veterans affairs staff and seek ways
to address successful transition of student veterans to U of L .
- Work collaboratively with Admissions, Orientation and Housing staffs to
identify students with disabilities in advance of enrollment to address
accommodation needs.
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
Participate in Admissions Office-sponsored activities such as Freshman
and Family Orientation Programs, Campus Preview Day, Jefferson County
Open House, and Think College Now.
Maintain contact with counselors at Kentucky School for the Blind,
Kentucky School for the Deaf, Jefferson County and surrounding high
schools, Office of Vocational Rehabilitation, and the Kentucky Office for
the Blind to address transition issues for individual students.
Participate in transition program for deaf/hard of hearing students
sponsored by the Post-Secondary Education Consortium for the Deaf and
Kentucky post-secondary institutions.
Attend transition fairs for high school students including those sponsored
by Archdiocese of Louisville.
Attend individual transition planning meetings as requested by local high
school personnel.
Conduct pre-admissions visits with prospective students and their
families.
Provide and coordinate support services for enrolled students with disabilities.
Objectives:
- Pursue purchase of data tracking software to track student contacts and
utilization of specific support services.
- Continue collaboration with service units to recruit volunteer note-takers,
development of on-line note-taker training and disability awareness
materials in accordance with i2a grant to convert note-taker service to
volunteer program.
- Provide video phone for deaf/hard of hearing students to utilize video
relay service.
- Investigate ways to enhance University’s captioning capabilities including
in-house captioning of videos through purchase of equipment and
software and training of deaf/hard of hearing student services staff or
student workers and/or collaboration with Delphi Center staff.
- Identify and recruit pool of qualified, freelance interpreters to meet
service needs of deaf students.
- Identify and recruit local court reporters to provide real-time captioning
for students when appropriate.
- Assist students with disabilities with admissions, ACT, placement testing,
advising and registration procedures.
- Review documentation of disability for each student and determine
appropriate accommodations.
- Provide and coordinate individualized support services as appropriate for
each student using DRC services.
- Provide accommodation in testing for qualified students.
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
Collaborate with other campus units to assure access by students with
disabilities to tutoring, housing, parking and other University programs
and services.
Contact publishers for electronic textbooks and continue in-house
production of e-text for students requiring conversion of printed text into
alternate format.
Continue to build collaborations with staff from Recording for the Blind
and Dyslexic to secure materials in alternate format.
Produce large print material as needed to meet accommodation needs of
blind students.
Locate and place furniture in classrooms as needed by students with
disabilities.
Continue development of Disability Resource Center web page to
improve communication with enrolled students with disabilities.
Develop and administer assessment instruments/activities with emphasis on
continued modification and improvement of services for students.
Objectives:
- Collaborate with Student Affairs’ Tier I staff to place note-taker service
assessments on-line.
- Assess Student Learning Outcomes with emphasis on students’
acquisition of critical thinking skills, continual enhancement of student
learning and program effectiveness.
- Administer on-line faculty evaluation of test accommodations.
- Develop and administer assessment of exam accommodation services
from perspective of students with disabilities who use exam services.
- Administer assessment of note taker services from perspective of
students with disabilities who use note taker services and from
perspective of students providing note-taker services.
- Evaluate interpreting staff through observation and student feedback.
- Modify policies and services as appropriate based on assessment results.

Facilitate development of leadership, self-advocacy and independent living skills of
students with disabilities.
Objectives:
- Encourage and facilitate qualified students’ individual memberships in
Recording for the Blind & Dyslexic (RFB&D) to independently access texts
in alternate format.
- Involve students with disabilities in the development and implementation
of a series of disability awareness activities.
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
Develop and deliver workshops specific to deaf/hard of hearing students
with emphasis on self advocacy skills.
Provide training to students with disabilities in procedures to access
support services including exam accommodation, note taking,
supplemental tutoring, textbook conversion, reader service, and effective
use of interpreter services.
Provide opportunities for students with disabilities to participate on
panel discussions for classroom presentations and awareness activities.
Provide training for students with disabilities in communicating support
needs to faculty and other members of the University community.
Provide training for students with disabilities in use of adaptive
equipment.
Refer students to group and individual training in academic skill building
offered by REACH.
Assist with University-wide efforts to comply with Section 504 of the Rehabilitation
Act of 1973 and the Americans with Disabilities Act of 1990.
Objectives:
- Work with HRVP/University ADA Coordinator to define a collaborative
relationship.
- Work with University ADA Coordinator to define process of identifying
access barriers and requesting central funds for barrier removal.
- Work with University ADA Coordinator to develop sub-groups on
Information Technology and Physical Facilities and offer to co-chair both
groups.
- Work with staff from Delphi Center, Information Technology, and
Marketing and Communication to address accessibility of distance
education classes and general web content.
- Assist Planning, Design, and Construction staff with renovations and new
construction through participation in Technical Advisory Group meetings
to address access issues.
- Present training/in-service sessions for academic and service units on
disability.
- Provide advocacy for access to all University programs and services for
students with disabilities.
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
Serve as a disability resource for students, staff, faculty, and administrators within
the University and for individuals and agencies within the community on access and
advocacy issues.
Objectives:
- Develop and implement disability awareness activities.
- Monitor ASKDRC service account to provide on-line access to information
about disability services.
- Develop additional on-line information and provide links to existing
information regarding effective teaching strategies for students with
disabilities. Refer faculty to these resources appropriately.
- Represent University on State ADA Task Force for Post-secondary
Education.
- Provide continued leadership to Kentucky Association on Higher
Education and Disability through general membership, Board
membership, and participation in listserv discussions.
- Provide information on request to individuals and agencies inside and
outside the University on disability issues.
- Provide in-service and classroom presentations on disability services as
requested.
- Continue to support New Faculty Orientation.
- Serve as University contact for Jefferson County Public School’s
classroom for JCPS students ages 18-21 housed on our campus.

Assist in the successful transition of students with disabilities from postsecondary
education to career field or graduate school.
Objectives:
- Continue to host Workforce Recruitment Program federal interviewer.
- Provide assistance to students requiring accommodation on GRE, GMAT,
LSAT, and other standardized exams.
- Collaborate with University Career Center, Office of Vocational
Rehabilitation, Office for the Blind, Center for Accessible Living’s
employment initiatives, and other career-related community agencies to
enhance job readiness of students with disabilities.
- Continue development and maintenance of job and career development
information and links for students with disabilities on DRC Web page.
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
Pursue internal and external funding sources to enhance services for students with
disabilities.
Objectives:
- Continue collaboration with staff designated to administer deaf/hard of
hearing funds to secure maximum financial assistance possible.
- Seek funding from Diversity Programming Committee (CODRE) for
purchase of assistive technology.
- Administer i2a grant with 100% financial accountability.
- Collaborate with development office staff to identify applicants for Heidi
King Vaughn scholarship for students with learning disabilities.
- Continue collaboration with Vocational Rehabilitation (Kentucky and
other states) and Office for the Blind to secure additional funding for
individual students/clients.
- Administer Jennifer Soper Memorial Scholarship for students with cystic
fibrosis.
- Develop and maintain scholarship information for students with
disabilities on DRC Web page.

Provide service and support to other units to assist in attaining University goals
and objectives.
Objectives:
- Maintain Graduate Service Assistantship with emphasis on filling position
with College Student Personnel or Higher Education Administration
student.
- Host/supervise ECPY graduate student intern.
- Maintain membership on various University committees.
- Participate in events and programs sponsored by Admissions, Student
Affairs, and other University departments to support divisional and
University goals and objectives.
1. Facilitate and support the professional development of DRC staff.
Objectives:
- Service on Kentucky Association on Higher Education and Disability (KYAHEAD) Board of Directors.
- Provide opportunities for diversity training for DRC staff.
- Provide opportunities for and encourage staff to take University classes
and participate in other University-sponsored professional development
workshops.
- Encourage staff to participate in listservs, professional development
workshops, conferences, and associations to the extent possible.
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2. Continual evaluation and upgrade of internal office procedures to comply with
University requirements and improve internal operations.
3. Objectives:
4. Plan and implement the relocation of DRC from Robbins to Stevenson
Hall.
5. Plan and deliver smooth transitions as personnel changes occur.
6. Support Administrative Assistant’s attendance at University and divisional
procedures training.
7. Continue development of DRC web pages.
8. Continue on-going data entry into Peoplesoft.
9. Investigate and purchase data tracking software such as Titanium or
Clockwork.
10. Issues and Challenges for Department During 2009-2010 and Beyond:



Reduction in level of funding from the state for deaf/hard of hearing
services has been and will continue to be challenging.
Uncertainties (now resolved) associated with pending relocation of DRC
has presented challenges.
Providing effective services for students with disabilities and assisting the
University in meeting general compliance mandates continues to be
difficult in the absence of a strong and effective plan for overall disability
compliance. The DRC Director has only been partially successful in efforts
to collaborate with the University ADA Coordinator to address issues
including: procedures to identify and address physical access barriers, the
need for regular and on-going communication with the University
community regarding responsibility for compliance with federal disability
mandates, and formation of sub-groups on Information Technology and
Physical Facilities. We look forward to developing a collaborative and
productive relationship with the HRVP to address ADA compliance in the
future.
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Disability Resource Center Service Metrics
Number of students with disabilities served: 500
Accommodated exam services:
Number of exams scheduled/administered – 2,161
Number of exams utilizing assistive technology or personal assistant – 886 (41% of total
administered)
Conversion of texts to alternate format:
Number of texts obtained from Recording for the Blind & Dyslexic – 15
(this number is a significant decrease over last year due to the fact that RDB&D now
provides free individual memberships to qualified students thus reducing the usage of
our institutional membership
Number of texts obtained from publisher – 23
Number of texts scanned and converted in-house – 95
Number of texts converted in-house requiring extensive editing – 10
Note-taker services:
Number of classes note-taker service requested – 865
(class rosters solicited and/or student provided with
note-taker announcements)
Number of classes note-taker service provided – 528
(after withdrawals from classes or
withdrawals of request for service)
Number of student note-takers hired
335
Deaf/hard of hearing services:
Number of hours sign language interpreters provided – 650 hours
Number of hours real-time captionists provided – 360 hours
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