Disability Services Faculty Orientation
Disability Services • Definition of Disability • Legal Requirements • Accommodations Requests • Role of Instructor
How Is Disability Defined? • Legal • Medical • Progressive
ADA and Section 504 • ADA: “A physical or mental impairment that substantially limits a major life activity; a record of such an impairment; being regarded as having such an impairment.” • Section 504: “Major life activities, as defined in the Section 504 regulations…include functions such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. This list is not exhaustive. Other functions can be major life activities for purposes of Section 504. In the Amendments Act…Congress provided additional examples of general activities that are major life activities, including eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating.”
What is Disability? Medical Definition: Disability suggests a deficiency and that it is negative. The “malady” lies with the person. The remedy is a cure or normalization of the person. Progressive Definition: Disability is a form of diversity. The condition is neutral, neither positive nor negative. Disability is a result of the interaction between the individual and the environment.
What Does This Mean for Us? • Section 504: “Any institution receiving federal funds cannot discriminate on basis of disability and must provide equal access. • “At the postsecondary level, the recipient is required to provide students with appropriate academic adjustments and auxiliary aids and services that are necessary to afford an individual with a disability an equal opportunity to participate in a school's program. Recipients are not required to make adjustments or provide aids or services that would result in a fundamental alteration of a recipient's program or impose an undue burden.” - (Office for Civil Rights - OCR)
The Role of Disability Services • The role of disability services or resources office is to collaborate with students, faculty and staff to create usable, equitable inclusive learning environments. (AHEAD - Association on Higher Education and Disability) • Working from the progressive model, Disability Services works with the student to determine the student's functional limitations as it relates to education. If a campus, classroom, testing center, or method of instruction is inaccessible, an accommodation(s) is put in place to modify the environment and eliminate the barrier.
Examples of Common Accommodations • Testing in the Testing Center • Extended Time for Test • It is the students responsibility to communicate with you regarding there testing accommodation. It is not instructor’s job to contact the student. • However, if you receive a Testing Center Accommodation and the student does not contact you, please send a copy of the exam to the testing center. • The Testing Center sends out information at the beginning of each term that explains there process and procedures. You will be receiving and e-mail from Amy Durst out lining the specifics. • P.S. Unlimited Time is not possible for the testing center or Disability Services to accommodate.
What About Exams Issued Online? • A step by step video on how to provide accommodations for students testing online can be viewed here: http://distance.roguecc.edu/videos/faculty/extratime/extratime.htm
Note Taker Accommodation • A note taker is needed in your class for a student with a disability. Please continue to read the announcement from the letter of introduction until a note taker is secured. If class notes are posted online or made available to your students in class, please let me know so I can add your class to the No Note Taker Required List. • In class announcement:“There is a student in this class who requires the assistance of a note taker. If you believe that you take satisfactory notes and would like to be paid for a copy of them, please contact the Disability Services Office on the Redwood Campus in the Wiseman Tutoring Center or on the Riverside Campus in Building G, Room 207.”
Seating Assignments • If students are unable to obtain the appropriate seat on their own, we ask that instructors simply ensure this seat is available for the student. Students have been instructed to clarify seating needs with their instructors the first week of class. The student and the teacher will work together to ensure that the student’s seating needs are met. Students will provide their letter of accommodation noting the specific accommodation. • Appropriate Intervention for asking a student to relocate: Instructor: “Would you mind moving this seat is reserved for another student?” Student: “Why do I have to move?” Instructor: “Because this seat is reserved. I apologize for the inconvenience. Thank you for being understanding.” • Inappropriate Intervention: “Would you mind moving your seat this student has a disability and has requested to sit here?”
Additional Time for Assignments • Intention of Accommodation: The intention of the accommodation for additional time on assignments is to provide a window of time in which a student is granted additional time by disability services. Extensions are considered reasonable only if they able to maintain the continuity of the course. • An agreement between the student and instructor on due dates for course work is essential. The accommodation for additional time is not meant to leave assignment due dates open indefinitely. • Instructions to Student: At the beginning of term, it will be the student’s responsibility to approach the instructor with the student’s letter of introduction verifying that the student should receive the additional time for assignments accommodation along with this guide. The student and the instructor will discuss reasonable timelines for the provision of additional time for each assignment. This form is provided as a guide. It is not required but highly encouraged.
Occasional Absences See Handout
Service Animals • Service Animals, dogs or miniature horses only, are not required to register with the DS office. • https://www.youtube.com/watch?feature=player_embedded&v=1jct6r2NLCI • When it is not obvious what service an animal provides, only limited inquiries are allowed. Staff may ask two questions: (1) Is this dog a service animal required because of a disability, and (2) What work or task has the dog been trained to perform. • Staff cannot ask about the person’s disability, request medical documentation, require a special identification card or training documentation for the dog, nor can they ask that the dog demonstrate its ability to perform the work or task.
What Services Animals Are Not • Emotional Support or Therapy Animals are not considered Service Animals. • The animal must provide a “Non-passive act.” • Emotional support is considered passive.
Additional Considerations • Under the ADA, service animals must be harnessed, leashed, or tethered, unless these devices interfere with the service animal’s work or the individual’s disability prevents using these devices. In that case, the individual must maintain control of the animal through voice, signal, or other effective controls.
What if… • An animal that is disruptive, out of control or not “potty trained” can be asked not to return to school. • The student will be allowed back. • If disruption occurs as the result of a service animal please file and incident report.
Evacuation Procedures • Fire Evacuation (see handout) • Earthquake Evacuation (see handout) • Because the HEC building is a shared space for both RCC and SOU, the evacuation procedures are identical and were developed at the direct instruction of Medford Fire Dept.
How to approach a student who may benefit from DS? • Approach the student from the point of concern: “I have noticed you have been having difficulty with X.” • Have you noticed this as well? “No. I have not.” “Yes. This has been an issue since 3rd grade.” “Disability Services may be able to help you with that.”
Intake • Student contacts our office to request an services • Student attends an intake appointment • During the appointment DS faculty work with the student, referencing their documentation, to determine there functional limitation as it relates to there disability.
Types of disabilities • Sensory – hearing and vission. • Learning – LD NOS, reading, math • Mobility – wheel chairs and walkers. Back, hips and knees. • Mental health • ADHD • Bi-Polar • Schizophrenia • TBI • Medical – Crones, Cancer, Diabetes
Thank you! Please contact us by phone, e-mail, or by dropping by our offices if you have any questions. We’re here to help! Welcome to RCC!