The privacy of a student’s disability-related information is of utmost importance to Calhoun Community College. All documentation related to a student’s disability is kept secure in the Office of Student Disability Services and is treated as confidential. The disclosure of such information is governed by the Family Educational Rights Privacy Act (FERPA), which regulates the sharing of disability documentation and records maintained by the Disability Services Department. 

As per FERPA, disability-related information can only be shared on a limited basis with college officials who have a “legitimate educational interest.” The Office of Student Disability Services will only share information with school officials when it is deemed appropriate and necessary while ensuring that the student’s confidentiality is maintained. 

Please note that the student’s Accommodations Letter, emailed to faculty, does not contain information about the student’s disability. However, a student may request the disclosure of specific information, such as emergency medical information, which will be listed in the letter. Faculty members will only have access to information regarding accommodations that are appropriate and necessary to meet the student’s needs. 

What should I include in the syllabus to inform students of the Student Disability Services?

It is important that instructors include in their syllabus a statement encouraging students to inform the office of Student Disability Services of any special-needs that require accommodations. A further recommendation is that the statement be read aloud by the instructor during the first week of the course.

Disability Statement:

If you have a disability for which accommodations may be required in this class, please contact the Office of Student Disability Services at ada@calhoun.edu as soon as possible to discuss your needs and register for accommodations with the College. The Office of Student Disability, Counseling & Support will work with students and faculty to arrange academic accommodations and adjustments for students whose accommodations requests have been approved. The Office of Student Disability Services  is located on the Decatur campus in the Chasteen Student Center Room 220, and on the Huntsville campus in the Sparkman Building Advising Center Room 101 E/C. The office can be reached at ada@calhoun.edu or 256-306-2630.

Can I refer a student to the office of Student Disability Services ?

As educators, you are in direct contact with students and may observe signs of their challenges. It’s crucial to refer a student to our office if you suspect they could benefit from our services. You can take various approaches: have a confidential conversation with the student, issue a general announcement to the class about the resources offered by Student Disability Services, or make a post on Canvas. Don’t hesitate to contact the Office of Student Disability Services  directly if you’re unsure whether a student is registered with Disability Services.

How do students become eligible for accommodations?

Students can access the procedures and guidelines for requesting reasonable accommodations on the Calhoun Community College website under the Center for Student Disability, Counseling, & Support . There, a student can access the Request for Academic Accommodations form; or they can access via their MyCalhoun portal.  After the application and supportive documentation are submitted, the materials are evaluated to determine the appropriate accommodations, if any, for the student.

How will I be notified if a student is approved for accommodations?

The office of Student Disability Services utilizes Accommodate to manage requests and distribute approved accommodation letters. Accommodate is accessible via your MyCalhoun portal. If you are unable to access your Accommodate account, unable to verify a student’s accommodation letter, or if a student asks you for accommodations and you have not received the Academic Accommodation letter from the office of Student Disability Services, please contact the office of Student Disability Services. 

Can I provide accommodations for a student without utilizing the Office of Student Disability Services?

To guarantee the proper and efficient administration of accommodations for students with disabilities, we advise instructors against offering accommodations outside the procedures established by Student Disability Services. By utilizing Student Disability Services, instructors can be assured that students qualify for specific accommodations and are not gaining an unfair advantage over their peers.

Why are instructors required to provide exam accommodations to students with disabilities?

Federal law (Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973) mandates that post-secondary instructors must provide reasonable accommodations to students with disabilities. This includes allowing students extended time on exams and a reduced-distraction testing environment. In these cases, the student’s disability hinders his or her functional abilities during a standard testing situation.

What do I tell other students regarding the exam accommodations for students with disabilities?

Maintaining confidentiality is crucial; therefore, it is advisable to refrain from discussing exam accommodations with other students or within a classroom setting. Sharing any details about a student’s disability in the presence of others can lead to discomfort for the student. Additionally, confidentiality is a legal matter, and students have the right to privacy regarding their disability, protected by Federal Law.

Where are exams given for accommodated students?

  As long as the student’s required accommodations can be met (e.g. extended time, reduced distractions), the preferred method is for the student to be accommodated by the instructor or at the testing center. The office of Student Disability Services acts as an extension of the academic area by proctoring tests when neither the instructor nor the testing center is able to provide the accommodations. It is the student’s responsibility to make an arrangement with the instructor prior to the exam date. If the office of Student Disability Services is needed to proctor an exam, it is the faculty member’s responsibility to send the test to the SDS office via Accommodate. Students request testing rooms via the student Accommodate portal. The office of SDS will determine the alternate testing sites. The goal is to provide a safe, quiet environment with reduced distractions.

What is the Instructor’s responsibility in providing accommodations to a student who approaches them immediately before an exam?

The office of SDS clearly sets out the expectation that students will approach instructors at least a week before an exam date. If a student chooses to wait until the day of the exam, instructors are encouraged to make a good faith effort in accommodating his or her needs. However, it is the student’s responsibility to follow all procedures and policies, therefore instructors in this situation are not obligated to provide an alternate testing site.

What if a student notifies the instructor of needed accommodations late in the semester?

There might be various reasons why a student submits a late request. At times, students may struggle to obtain documentation of a disability until later in the semester. Alternatively, a student may initially attempt a class without accommodations but realize later that they require them due to academic challenges. Nevertheless, it’s essential for instructors to understand that accommodations cannot be applied retroactively. While the Office of Student Disability Services encourages instructors to make a genuine effort to accommodate, there are instances where a late request may render the accommodation impractical to provide.

What is my responsibility as an instructor in assisting students with acquiring a note-taker in class?

One of the accommodations provided for some disability students is an alternate copy of course notes. There may be situations where a student needs a copy of the instructor’s lecture notes. As the instructor, you can ask for a classmate to volunteer to take notes. You should review the notes to see if they are adequate, make a copy of the notes and discreetly give the notes to the accommodated student. The note-taker should not know who will receive their notes.

What are ways that I can ensure that student with disabilities are supported during the semester?

1. Encourage students with disabilities to register with the office of Student Disability Services.
2. Provide students with a detailed course syllabus.
3. Clearly set out expectations before the course begins (e.g., attendance policy, materials to be covered and due dates).
4. Start each lecture with an outline of material to be covered that period.
5. Present new or technical vocabulary in written form.
6. Give assignments both orally and in written form to avoid confusion.
7. Point out if a study guide is not comprehensive or lacks new subjects that may be covered in an exam.
8. Provide study questions for exams that demonstrate format as well as content. Explain what constitutes a good answer and why.
9. If possible, select a textbook with an accompanying study guides or software programs for optional student use.
10. Provide adequate opportunities for questions and answers, including review sessions.

Does a student need medical documentation to use a wheelchair in class or other academic settings?

No. The use of a wheelchair is considered a mobility aid and a right of access under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. It is not classified as an academic accommodation. Therefore, students are not required to register with the Center for Student Disability, Counseling, & Support Services or provide documentation in order to use a wheelchair on campus or in the classroom.

What should faculty or staff do if a student shares that they use a wheelchair?

Faculty and staff should simply acknowledge and respect the student’s use of the mobility aid. No additional verification or documentation is required. The student’s statement or the visible use of the wheelchair is sufficient.

How does the use of a wheelchair differ from academic accommodations?

Academic accommodations (such as extended time on exams or deadline flexibility) must be supported by appropriate documentation and communicated through an official accommodation letter from the Center for Student Disability, Counseling, & Support Services. Mobility aids, such as wheelchairs, fall into a different category: they are access-related supports and do not require formal approval from our office.

What if a student in an online course mentions they use a wheelchair, but I never see them in person?

In an online environment, the same principles apply. If a student discloses that they use a wheelchair, faculty should accept that statement without requiring additional proof or documentation. No formal verification is needed for a mobility aid, even if the student is not physically visible. Faculty should also understand that certain behaviors—such as remaining seated during a presentation or not standing on camera—may be related to the student’s mobility needs. As long as the student is meeting the expectations outlined in the assignment rubric, their use of a mobility aid should not impact grading.

Roles, Rights & Responsibilities

Postsecondary education is seeing an increase in students with disabilities every year. Faculty and staff should know the roles, rights, and responsibilities of postsecondary institutions in supporting these students. These are supported by federal laws that provide equal opportunities to students with disabilities for postsecondary education. 

Instructors must ensure accessibility of the learning environment while students should request accommodations when needed. Instructors should include a statement on their syllabus outlining how students can receive classroom accommodations through the office of Student Disability Services. 

Faculty Roles

• Make Reasonable Accommodations
• Provide Access to Classroom & Materials
• Maintain Confidentiality

In certain situations, reasonable accommodations may require modification of standard classroom approaches. The following are examples of accommodations that may be necessary to ensure equal access to education:

• Provide necessary accommodations for exam taking or provide the exam to the office of Student Disability Services where the student can receive the accommodations needed. 
• Provide alternative ways to fulfill course requirements.
• Allow assistive technology such as audio recorders, electronic note takers, and laptop computers to be used in the classroom.
• Consider alternate ways of assessing student’s knowledge of the course content which allows the student’s academic abilities to be measured.

It is important for all parties involved to maintain confidentiality in the accommodation process. The Academic Modifications and Adjustments Form should be kept in a secure place, and faculty members should avoid discussing a student’s disability and necessary accommodations in the presence of other students or those who are not authorized to know. Faculty members are not required to provide accommodations until they receive the Accommodations letter, but they should still address any obvious needs, such as wheelchair accessibility. In case a student requests accommodation without providing the approved form, kindly refer them to the office of SDS and inform the office of SDS about their request. SDS is always available to answer any questions and provide assistance to faculty members who need help in accommodating students.

Faculty Rights

Faculty members have the right to:

• Maintain academic standards for courses
• Determine course content and how it will be taught
• Discuss accommodations with the student to ensure that there is a mutual understanding. A copy of the Academic Accommodations letter will be available via Accommodate to both you and the student. (Students are told to request a meeting to review the Academic Adjustments and Modifications Form; however, if they do not you have a right to do so.)
• Ask for clarification on any questionable accommodations listed on the letter with the office of SDS.
• Deny a student’s personal request for accommodations – if the faculty member has not received the Academic Accommodations letter from the office of SDS. Refer them to the office of SDS to get approved for accommodations.
• Award grades appropriate to the level of the student’s demonstration of mastery of material
• Fail a student who does not perform to passing standards

Faculty members do not have the right to:

• Refuse to provide an approved accommodation for a documented disability
• Challenge the legitimacy of a student’s disability
• Review a student’s documentation, including diagnostic data

Faculty Responsibilities

Faculty members have the responsibility to:

• Understand the laws and Calhoun Community College guidelines regarding students with disabilities
• Refer students to the Office of Student Disability Services when necessary
• Submit the Acknowledgment Receipt of Academic Accommodations.
• Provide requested accommodations and academic adjustments to students who have documented disabilities in a timely manner.
• Maintain appropriate confidentiality of records concerning students with disabilities except when disclosure is required by law or authorized by the student
• Provide handouts, videos and other course materials in accessible formats upon request

Note-taking support is provided for students whose documentation indicates an inability to effectively take their own notes in class. Students who qualify for note-taking support may recruit their own note-taker or may request faculty assistance in locating one. Note-taking support is a supplement to a student’s participation and attendance in class.

If a student has an Academic Accommodations Letter requesting note-taking support, here are some tips to assist the student in locating a note-taker:

• Feel free to ask a specific student if you feel he/she would be a good note-taker (generally good grades, attendance, etc.) or make an announcement in class, similar to: “We have a need for a note-taker in this class. If you feel that you take good notes and would be willing to provide copies of your notes for use by another student, please see me after class.”
• When making the announcement, do not identify the student who needs the note-taker to the class.
• The instructor should copy the notes and give them to the student needing accommodations (observing their confidentiality).

A reasonable accommodation includes actions to eliminate or reduce physical or instructional barriers to learning. Accommodations are individualized to a student’s needs, which can include physical accessibility and participation in course activities. Accommodations are reasonable unless they:

• Alter or remove essential requirements.
• Fundamentally alter the nature of the program.
• Impose undue financial or administrative burden.
• Pose a threat to others.

Determining that an accommodation is unreasonable is an institutional decision that must meet legal and educational requirements. Though the academic judgments involved in such decisions are typically the prerogative of the academic unit involved, those judgments must be made within legal parameters. Therefore, such determinations require collaboration between faculty, the academic department and the Office of Student Disability, Counseling & Support. Faculty members may not unilaterally determine that an accommodation is unreasonable. 

Accommodation Disputes

Faculty submit concerns if it is felt the accommodation is unreasonable per the description and guidelines listed above. If a faculty member is concerned about providing an accommodation, the concern should be addressed with the SDS who will promptly initiate an informal resolution of the matter. If this informal resolution effort is not successful, SDS will notify the student of his/her right to file an ADA Complaint Form. The procedures listed in ADA Grievance Procedures will be followed. 

Introduction

Students who are deaf or hard of hearing may require certain accommodations in the classroom to help them comprehend and learn course materials. Sign language is one such accommodation that some individuals with hearing loss may prefer over other methods such as writing or lip reading. In such cases, a sign language interpreter can be arranged for the student to facilitate effective communication and learning. To ensure that the interpreting services are utilized effectively, both the student and the instructor need to understand the interpreter’s role and responsibilities. It is essential to know your own role and responsibilities as an instructor when an interpreter is present in your classroom. You can refer to the guidelines provided below for the effective use of interpreting services. In case you need more information on interpreting in the classroom or teaching students with hearing loss, please don’t hesitate to contact the office of Student Disability, Counseling & Support.

Description

A sign language interpreter is a trained professional who facilitates communication and conveys all auditory and signed information so that both hearing and deaf individuals may fully interact.

The interpreter is bound by a code of professional conduct, which includes keeping all material interpreted strictly confidential. In addition, interpreters are to maintain the integrity of the message, always conveying the content and spirit of the speaker. The interpreter’s mission is to facilitate communication; he/she should neither add nor delete any information at any time. Because of the specific nature of the interpreter’s role, it is important not to ask the interpreter for his/her opinion or to perform any tasks other than interpreting.

It is also important to keep in mind that sometimes, depending on the length of the class, more than one interpreter will be present. Typically, any class over one hour requires the services of two interpreters who will take turns interpreting, usually at 15 or 20-minute intervals.

Guidelines:

• Acknowledge Interpreter’s Role. Remember that the interpreter is in the classroom to facilitate communication for both the student and instructor. As mentioned above, he/she should not be asked to run errands, proctor exams, or discuss the student’s personal issues. He/she should not participate in the class in any way independent of the student or express personal opinions.
• Use Captioned Materials. Captioned films or videotapes are strongly recommended to allow the student direct visual access to the information. However, if you are planning to show a movie or use other audiovisual materials without captioning, inform the interpreter beforehand so that arrangements can be made for lighting and positioning.
• Establish Interpreter’s Location. When a student uses a sign language interpreter, the interpreter and student will discuss where the interpreter should be located in the classroom to provide the greatest benefit for the student while minimally distracting other class members. Keep lines of sight free for visual access to information. In class, the interpreter will attempt to position himself/herself so the student who is deaf or hard of hearing can see both the instructor and any visual aids.
• Consider Classroom Arrangement. For interactive situations, circles or semi-circles work best for students who are deaf or hard of hearing.
• Share Lecture Content. Familiarity with the subject matter will enhance the quality of the interpreted message. If possible, meet with the interpreter to share outlines, texts, agenda, technical vocabulary, class syllabus, and any other background information that would be pertinent.

Helpful Hints to Remember While Using Interpreting Services:

• Speak Directly to the Student. Because the interpreter is in the classroom to facilitate communication for both the student and instructor, speak directly to and maintain communication with the student. The interpreter may request clarification from you and/or the student to ensure accuracy of the information conveyed.
• Spell Out Technical Words. It is helpful to have technical terms or jargon relating to a particular discipline or concept to be spelled or written out, either on the chalkboard, an overhead projector, a class handout, or with some other visual aid.
• Speak at a Reasonable Pace. Interpreters normally interpret with a time lag of one or two sentences after the speaker because interpreters must first process the information before relaying it. Speak naturally at a modest pace, keeping in mind that the interpreter must listen and understand a complete thought before signing it.
• Use “I” and “You” References. The interpreter will relay your exact words. Use personal references such as “I” and “You” when communicating with individuals who are deaf or hard of hearing. Avoid speaking of the individual in the third person; phrases such as “ask her” or “tell him” can be confusing.
• Encourage Communicating in Turn. It is important that only one person speak or sign at a time. The interpreting process only allows one person to communicate at a time. Therefore, encourage students to wait before speaking or signing until you recognize them.
• Allow Ample Time for Reading. The student cannot read and watch the interpreter at the same time. Avoid talking while students are focused on written work or overhead projections/multimedia presentations.
• Recognize the Need for a Notetaker. It is difficult to take good notes while lip reading or watching a sign language interpreter. Therefore, a notetaker to assist the student who is deaf or hard of hearing may be both a helpful and reasonable accommodation in these instances.
• Allow Ample Time for Questions. During class discussions or question/answer periods, give the student an opportunity to raise his/her hand, be recognized, and ask questions through the interpreter. Making time for questions allows the interpreter to finish interpreting for the current speaker and enables the student who is deaf or hard of hearing to participate in class.
• Repeat or Paraphrase Questions and Responses. When questions are asked, be sure to repeat or paraphrase questions before a response is given. Likewise, responses should also be repeated or paraphrased.

Other Pointers for Effective Teaching:

• Expectations. Although many students with disabilities need accommodations, expect these students to perform at a level commensurate with their peers. Do not have a special grading scale or other criteria for them. Do not drastically alter or water-down your curricula for that individual.
• Universal Design for Learning. “Universal design is an approach to designing course instruction, materials, and content to benefit people of all learning styles without adaptation or retrofitting.” By incorporating Universal Design principles in instruction that allow students with disabilities access to the classroom, you may also be designing instruction that works better for everyone in the class. Classes designed with this concept in mind offer a variety of methods of content presentation, flexible teaching strategies, and options for demonstrating mastery of course content.
• Guided Notes on the Web. Providing students with guided notes that they can access through the Web prior to class assists them with focusing on the appropriate material. It will help them to learn more effectively in the classroom as well as take better notes.
• Collaboration. Don’t hesitate to call Disability Services (DS) to arrange for a three-way meeting between you, a disability services advocate, and the student to work out any issues and to collaborate on the best instructional strategies for the student.

Material adapted from:

• Darroch, Kathy & Marshall, Liza.  National Technical Institute for the Deaf, Rochester Institute of Technology (RIT). (1998) Northeast Technical Assistance Center Teacher Tip Sheet, “Interpreting.” Publication developed through a grant from the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS) and produced through a cooperative agreement between RIT and OSERS (H078A60004).
• Office for Disability Services, Ohio State University. (2001). Instructor Handbook: Teaching Students with Disabilities.
• The Ohio State University Partnership Grant, Fast Facts for Faculty Series: Teaching Students with Sensory Impairments.
• Disability Services at Columbus State Community College and Alexa Murray at The Ohio State University. This publication was used with general consent from The Ohio State University Partnership Grant and was funded by the US Department of Education grant #P333A990046.

Students with Developmental Disabilities

Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime. Examples of Developmental disabilities include:  ADHD, Autism spectrum disorder, Cerebral palsy, Hearing loss, Intellectual disability, Learning disability and Vision impairment.

Students with ADHD

Examples of limitations faced by these students are:

• Difficulty implementing or following a daily routine
• Difficulty scheduling time to complete short and long-term assignments
• Difficulty completing tests without additional time
• Difficulty prioritizing and completing tasks
• Difficulty concentrating in lectures
• Difficulty building and maintaining interpersonal relationships
• Impulsiveness
• Difficulty trusting themselves, obsess over past failures
• Poor self-esteem
• Difficulty taking notes

When preparing your lectures, and then presenting the materials, consider the following:

• Written Instructions as well as verbal
• Link previous lecture to current lecture
• Outline main points on overhead
• State class objective
• Write key terms on overhead
• Leave overheads up longer than you think necessary for you to copy
• Identify patterns of organization
• Make lectures interactive
• Make notes available on the internet
• Maintain student attention by varying delivery approach
• Move around the room
• Summarize or draw conclusions at the end of the lecture

Commonly used accommodations for students with LD’s:

• Extended time for testing
• Writing on the test, rather than using Scantrons
• Use of a calculator
• Copies of overheads, handouts, lecture notes
• Readers for exams
• Preferential seating
• Use of a note-taker

Students with Autism

College campuses are seeing an increase in the number of students who are diagnosed with Autism. Autistic individuals understand and respond to the thoughts and feelings of others in different ways compared to other individuals. Please note that no two students with Autism are alike in terms of how they respond to others and experience the educational environment.

Below are some examples of what one may encounter when working with Autistic students:

• The social behavior of persons with Autism may be naive and peculiar.
• Some Autistic students expect all people to be good, and it may be jarring for them to learn that some people may try to exploit them.
• They may not understand jokes, irony and metaphors.
• Autistic students may talk “at” rather than “to” people, disregarding the listener’s interest.
• Autistic students may talk too loudly, stand too close and maintain poor eye contact.
• The individual usually does not accurately convey the intensity of his or her emotions until they are full blown, such that the reaction may appear to be far more intense than the situation warrants.
• Although Autistic individuals may crave social interaction, his or her unusual manner may rebuff others, leaving them feeling misunderstood and isolated.
• Difficulty “fitting in” with other college students (many students with Autism know they are different, there are some students that may have a desire to be “typical”).
• Social immaturity (interest in relationships can be appropriate for their physical developmental level, but their social developmental level may lag behind).
• Lack of structure (students may not know what to do with much more free time than in high school)
• Experience difficulty with classes that are not within their interests (often have preoccupations and they may not see the relevance of “core curriculum” classes).
• Difficulty dealing with ambiguity and lack of problem-solving skills.
• Difficulty getting a job after college (poor interviewing skills, limited knowledge of how to look for a job, lack of references).

When interacting with a student with Autism:

• Use clear, specific language (avoid slang or regional terms).
• Give specific directions.
• Find out the student’s strengths and limitations and advise accordingly.
• Get to know the student so he/she will feel comfortable coming to you with problems.
• Help connect students to academic advisor or other professional who can be a resource.
• Set explicit guidelines for classroom behavior.
• Parents may be more involved in their student’s lives compared to other students.
• Communicate with the ADA Accommodations Office if you observe any behavior or interactions that you are unsure of how to approach.

Students with Hearing Loss

Communication access is the most common barrier between students who are Deaf or Hard of Hearing and their hearing peers and instructors. Some of these students use American Sign Language and not spoken English. They often identify with other people of similar upbringing and prefer to be called Deaf with a capital D. People who became deaf later in life may call themselves Deaf or hard-of-hearing based on the degree of hearing loss they experience.

Examples of disability related limitations include:

• Listening to and understanding lecture information
• Taking notes in class
• Working effectively in group projects or class discussions

Commonly used accommodations are:

• Interpreters, real-time transcription, assistive listening systems, note taking assistance
• Face student when speaking
• Written copies of any oral instructions (directions, assignments, lab instructions)
• Visual aids, visual warning systems
• Repeat questions and statements from others
• Electronic mail for communicating
• Captioned videos and transcripts of audio recordings

Students with Visual Disabilities

There are two categories of visual disabilities: blindness and low vision. Between 70 and 80 percent of all persons in the United States identified with visual disabilities actually have some residual and functional vision, and may use a term such as low vision.  To be diagnosed with low vision, visual acuity has to be 20/70 or less in the better eye after the best possible correction, or have a constricted visual field (peripheral vision) of 30 degrees or less. To be diagnosed as legally blind, visual acuity has to be 20/200 or less in the better eye after the best possible correction or a have a visual field (peripheral vision) of 20 degrees or less.

Academic limitations can be the result of constricted peripheral vision, progressive loss of vision, and/or fluctuation of visual acuity.  Visual disabilities may result in difficulties with the following activities:

• Mobility around campus and in the classroom Ability to take notes in class
• Ability to see classroom visual aids, writing on chalkboard, etc.
• Reading standard print materials
• Finding transportation
• Obtaining textbooks in an alternative format and in a timely manner (audio, large print, Braille)

Some examples of accommodations used by students who are blind or have low vision include:

• Large print or Braille handouts, signs, equipment labels
• TV monitor connected to microscope to enlarge images
• Directions, notices, assignments in electronic format
• Printed materials on colored paper or materials in high contrast
• Computers with enlarged screen images
• Seating where the lighting is best
• Audio, Braille, electronic formats for notes, handouts, texts
• Describe visual aids (text or audio descriptions)
• Raised-line drawings and tactile models of graphic materials
• Computers with optical character readers, voice activated computers, voice output, Braille keyboards and printers
• Extended time for testing
• Use of a reader and/or scribe for exams
• Use of tinted glasses for indoors/outdoors

Students with Learning Disabilities

Examples of LD’s include Dyslexia, Dysgraphia, Math Disorders, and Nonverbal Learning Disorders. Students are diagnosed after a battery of testing with results that indicate lack of achievement at age and ability level and a severe discrepancy between achievement and intelligence.

Examples of limitations faced by these students are:

• Inability to change from one task to another
• Difficulty scheduling time to complete short and long-term assignments
• Difficulty completing tests without additional time
• Difficulty following directions
• Difficulty concentrating in lectures Problems with grammar
• Impulsiveness
• Difficulty delaying resolution to a problem
• Poor self-esteem
• Difficulty taking notes
• Slow reading rate
• Poor comprehension and retention of material read
• Difficulty with basic math operations
• Difficulty with reasoning

When preparing your lectures, and then presenting the materials, consider the following:

• Link previous lecture to current lecture
• Outline main points on overhead
• State class objective
• Write key terms on overhead
• Leave overheads up longer than you think necessary for you to copy
• Identify patterns of organization
• Make lectures interactive
• Make notes available on the internet
• Maintain student attention by varying delivery approach
• Move around the room
• Summarize or draw conclusions at the end of the lecture

Commonly used accommodations for students with LD’s:

• Extended time for testing
• Use of a computer with a spell-checking program
• Writing on the test, rather than using Scantrons
• Use of a calculator
• Copies of overheads, handouts, lecture notes
• Readers for exams
• Preferential seating

Mental Health Disorders

Mental Health disabilities may not be apparent, but they can have a dramatic impact on interpersonal and school behavior that affects the learning process. These disabilities cover a wide range of conditions that may be chronic or reoccurring. With appropriate treatment many mental health related disabilities can be effectively controlled or improved. However, treatment, which often combines medications and psychotherapy and may effectively stop acute symptoms or halt the downward spiral in some individuals, sometimes causes additional limitations as a result of prescribed medications.

Examples of some mental health disabilities are:

• Major depression
• Bipolar disorder
• Severe anxiety disorders
• Sleep disorders
• Eating disorders
• Substance-related disorders

Academic difficulties can include:

• Concentration
• Cognitive (short term memory difficulties)
• Distractibility
• Time management
• Impulsiveness
• Fluctuating stamina causing class absences
• Irritability
• Feelings of fear and anxiety about exams

Accommodations can include:

• Preferential seating, near door
• Prearranged or frequent breaks
• Audio recorder, note taking assistance
• Text, assignments in alternate formats
• Personal and private feedback
• Permit use of computer software
• Extended test taking time
• Separate, quiet room for testing

Health Related Disabilities

Chronic illnesses include conditions affecting one or more of the body’s functions. These conditions can include, but are not limited to, the respiratory, immunological, neurological and circulatory systems. There can be several different impairments and they can vary significantly in their effects and symptoms. In general, these conditions can vary in severity and length of time, and can be very unstable.

Examples of chronic medical conditions include:

• Cancer
• Chemical dependency
• Chronic fatigue syndrome
• Diabetes
• Dysautonomia
• Epilepsy/seizure disorder
• Human immunodeficiency virus (HIV)
• Multiple chemical sensitivities
• Multiple sclerosis
• Renal disease/failure

Academic difficulties can include:

• Mobility around campus and in the classroom
• Taking notes in class
• Concentration/attention
• Time management
• Anxiety
• Missing classes due to symptoms or treatment of medical condition

Most commonly requested accommodations are:

• Note taking assistance, audio-taped class sessions
• Flexible attendance requirements
• Extra exam time, alternative testing arrangements
• Assignments in electronic formats
• Communication through electronic mail
• Absences due to symptomology and doctor’s appointments

Physical Disabilities

The phrase “physical disability” is used to describe a wide range of physical limitations and diagnoses, the most common of which would be someone that uses a wheelchair or other mobility device. Some limitations may be very severe and noticeable, while other are almost hidden or non-apparent. The most common barrier to academic success for a person with a physical disability is access. Access takes many forms, from a class assigned in an inaccessible building to the person’s own limitations preventing them from taking class notes. As with all other disabilities and impairments, it is important to treat students with physical disabilities fairly. Students with physical disabilities typically are very knowledgeable of both their limitations and abilities and are accustomed to communicating their needs to others.

Examples of physical disabilities include:

• Wheelchair users
• Amputees
• Speech impairments
• Muscular Dystrophy
• Multiple Sclerosis

Some limitations of students with physical disabilities are:

• Difficulty writing, such as class notes and on exams
• Sitting in a standard desk
• Participating in labs where lab tables and equipment are hard to reach
• Transportation
• Classrooms or buildings that are not wheelchair accessible

Possible accommodations include:

• Relocating a class or lab to an accessible building/space
• Audio recorder or notetaking assistance
• Accessible seating or table in the classroom
• Scribe for Scantrons and/or essay exams
• Additional time for completing exams