Division of Student Affairs
2008-09 Annual Report
Department: Disability Resource Center
Person Completing Report: Cathy Patus
Date: 07/31/09
1. Major Accomplishments (accomplishments from your department associated with
the Strategic Plans. These should also be accomplishments we can use to promote
your department and Student Affairs.
General Statement: The Disability Resource Center staff coordinate support services for
qualified students with disabilities, serve as a resource to other units on disability
compliance issues, and advocate for systemic change to enhance the accessibility of our
campus. Results of the external review conducted last year have been reviewed and
changes implemented to the extent possible. We continue to collaborate with virtually
all academic units within the University. The DRC is a strong partner with academic units
identifying access barriers for students and working collaboratively with students and
faculty to reduce or eliminate these barriers. Considerable time and energy have been
spent preparing for the international AHEAD conference to be held in Louisville in July
2009. Staffing changes and the uncertainty of our pending relocation have presented
challenges.
Major Accomplishments:
(Tied to Department/Strategic Plan)
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Significant accomplishments include the DRC Director and Program Coordinator
Senior serving as Conference Co-chairs for the 32nd annual international AHEAD
conference to be held in Louisville in July 2009. Planning activities have included
recruiting sub-group chairs for Volunteers, Silent Auction, Transportation,
Hospitality, Local Information, Access Services, Session Moderators, and overseeing
planning and activities for all. Hosting the AHEAD conference presents a unique
opportunity to showcase our city as well as the University of Louisville.
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Also noteworthy is the role that DRC (Coordinator of Services for Deaf/Hard of
Hearing and Staff Interpreter) has played in addressing the need for continuation of
American Sign Language classes and consideration for the development of a U of L
Interpreter Training Program.
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Finally, we are pleased that our services have run fairly smoothly in spite of
significant staffing changes.
2. Staffing summary: (Changes, Updates, Challenges, Issues related to staffing in your
department )
General Statement: DRC staff include five professional staff, two support staff, one
graduate service assistant, one part-time computer lab assistant, and numerous work
study students.
Specific Changes and Issues:

Assistant Director relocated to serve as Interim Director of Counseling Center
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Temporary position created to coordinate services for students with learning
disabilities and/or attention deficit hyperactivity disorder.
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Need for full-time assistive technology coordinator remains critical.
3. Activities and initiatives that support Academic Units (Collaborative efforts with
academic units or programs and services that support students classroom
experience)
General Statement: 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 Activities, Programs or Initiatives:

Service on planning group for development and implementation of Rehabilitation
Certification program with faculty from Mechancial Engineering.

Working with School of Public Health on accommodation needs of blind graduate
student and student with paraplegia.

Working with staff from College of Urban Affairs and members of International
Resource Exchange to address accommodation needs of Muskie Fellow with physical
disability.
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Working with Law School faculty to address coordination of accommodations for
Law School students with disabilities.

Working with Communications Department faculty to resolve attendance issues for
student with chronic health issues.
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Working with School of Music staff and faculty on accommodation needs of blind,
international student.

Working with faculty from Computer Engineering/Computer Science on grant
proposal to National Science Foundation addressing under-representation of
students with disabilities in engineering.

Working with faculty liaison to Athletics and Athletic Academic Advising staff to
address accommodation needs of student athletes with disabilities.

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.
4. Activities and services that support diversity
General Statement: 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 highlighted
elsewhere, we also work with other support and administrative units. Examples include:
Specific Activities, Programs or Initiatives:

Participation in Freshman and Graduate Orientation Fairs, Parent Orientation,
Welcome Weekend activities.

Presentations for Student Orientation Staff, REACH tutoring staff, two sessions of
Graduate Teaching Assistants trainings, Resident Directors.

Collaboration with Housing to address needs of resident students with disabilities.

Collaboration with Admissions staff to address access issues associated with Campus
Visit program.
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Participation on University Web Access Group, Parking Advisory Group.
5. Activities and services that support community service and/or civic engagement:
General Statement: DRC staff work with community and state agencies and associations
in numerous ways to enhance opportunities for individuals with disabilities.
Specific Activities, Programs or Initiatives:

Addressing the transition to college for high school 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 Assumption High School, Blue
River Services transition planning fair in Harrison County, Indiana, Transitions Fairs at
Bullitt East, North and Central High Schools, Hardin County Transition Fair, Kentucky
School for the Deaf College Day,consultations with Kentucky School for the Blind
counselors and hosting prospective student campus visits, Parents as Partners
conference (Jefferson County Public Schools)
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DRC staff met with deaf/hard of hearing staff from Kentucky Community and
Technical College regarding programs and services.

Collaboration with staff from Kentucky Autism Training Center.

DRC staff member chaired the State ADA Task Force.

DRC staff have 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.

Serve as liaison to Jefferson County Public Schools’ PACT program.
6. Staff professional development activities and programs including: individual or
department recognition awards, conference presentations, publications and
involvement in university wide committees and /or professional activities
General Statement: DRC staff are committed to engaging in programs and activities that
enhance our professionalism.
Specific Activities, Programs, Initiatives or Professional Involvement:

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, CPAK (College Personnel
Association of Kentucky), TN-AHEAD conference on ADA Amendments, RITT
(Regional Interagency Transition Team) annual state conference

Attendance at professional development workshops: Sorenson trainings, Student
Affairs Summer Academy, KY-AHEAD regional group meetings, I2A Institute

Leadership positions include: President of KY-AHEAD, President Elect, KY-AHEAD,
Chair, KY-AHEAD Scholarship Committee, KY-AHEAD affiliate representative to
AHEAD, Committee Chair and Co-coordinator for first annual Deaf Awareness Day,
Chair, State ADA Task Force, International Conference Co-chairs, AHEAD
7. Assessment initiatives - (participant surveys, program reviews, student learning
outcomes, focus groups, feedback etc.)
General Statement: The DRC engaged in a total unit review last year. Ms. Teresa
Belluscio, Director of Disability Services at Eastern Kentucky University, made a site visit
on February 26 and 27, 2008 and conducted a series of meetings and interviews with
students, staff, faculty and administrators. Ms. Belluscio used the Council for the
Advancement of Standards (CAS) document specific to Disabled Student Services’ offices
for the review. Information provided in the review has guided us as we set goals and
address strategic planning for the future.
In late Spring 2009, a CSP graduate intern joined us to customize and administer an online survey for students with disabilities to evaluate the effectiveness of DRC services
and general accessibility of our campus. This internship, including recommendations for
service enhancements, will be completed at end of summer 2009.
Specific Activities, Programs, or Initiatives:

Evaluation of accommodated exam services from faculty perspective.

Evaluation of note-taker services from disabled student perspective and from notetaker perspective.

Evaluation of interpreter services from student perspective and Coordinator of
Deaf/Hard of Hearing Services' perspective..

DRC staff participated in Student Affairs’ workshops addressing assessment and
Ideas to Action initiatives.

Utilized College Student Personnel intern to customize and administer on-line
student surveys - project is on-going into Summer 2009.
8. Top Goals for the Department/Program – Include specific goals your department
will be working on during 2009-2010. Goals should be in response to items in the
University and Student Affairs Strategic Planning documents.
General Statement: The DRC staff engage in annual goal setting and incorporate
divisional and University goals in the process.
Specific Goals for 2009-2010:

Assist with recruitment of qualified students with disabilities and provide services
and information to ease the transition into postsecondary education.

Provide and coordinate support services for enrolled students with disabilities.

Develop and administer assessment instruments/activities with emphasis on
continued modification and improvement of services for students.

Facilitate development of leadership, self-advocacy and independent living skills of
students with disabilities.

Assist with University-wide efforts to comply with Section 504 of the Rehabilitation
Act of 1973 and the Americans with Disabilities Act of 1990.

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.

Assist in the successful transition of students with disabilities from postsecondary
education to career field or graduate school.

Pursue internal and external funding sources to enhance services for students with
disabilities.

Provide service and support to other units to assist in attaining University goals and
objectives.

Facilitate and support the professional development of DRC staff.
9. Issues and Challenges for the Department During 2008-2009
General Statement: Personnel changes, relocation uncertainties, the need for assistive
technology personnel, decreased financial support from state appropriated fund for
deaf/hard of hearing services, and the lack of overall commitment/coordination of
federal disabilty compliance mandates have presented challenges this year.
Specific Issues and Challenges 2008-2009:

The loss of our Assistant Director

Inadequate funding allocated for a new Program Coordinator position to coordinate
services for students with learning disabilities and ADHD

Uncertainty of staffing for FY 09-10

Uncertainty of continued funding from state appropriated deaf/hard of hearing
fund.

The challenge of managing increased requests for texts in alternate format

Continued need for an Assistive Technology position

Mnaging increasing requests from University community for consultations, etc. on
issues that should be should be addresed by the ADA Coordinator
10. Report on metrics for programs and services during the year (usage and/or
customer numbers, occupancy data, number of programs provided, participant
demographics, retention statistics, revenue numbers, budget savings, new funding
sources and amounts, benchmark comparisons, professional
development/involvement data, web hits, student employee numbers, etc)
General Statement: DRC is identifying software programs that will allow us to track and
gather more data and service metrics; if budegtary restrictions allow us to make a
purchase, our service delivery data will improve significantly.
Specific Metrics from 2008-2009:

Number of students with disabilities served: 475
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Accommodated exam services:
Number of exams scheduled/administered – 1,896
Number of exams utilizing assistive technology or personal assistant – 739 (39% of
total administered)
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Conversion of texts to alternate format:
Number of texts obtained from Recording for the Blind & Dyslexic – 79
Number of texts obtained from publisher – 47
Number of texts scanned and converted in-house – 131
Number of texts converted in-house requiring extensive editing – 19
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Number of texts converted to large print – 2
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Note-taker services:
Number of classes note-taker service requested – 968
(class rosters solicited and/or student provided with
note-taker announcements)
Number of classes note-taker service provided – 459
(after withdrawals from classes or
withdrawals of request for service)
Number of student note-takers hired
241
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Deaf/hard of hearing services:
Number of hours sign language interpreters provided – 1,294
Number of hours real-time captionists provided – 125