What you REALLY need to know about Student Accommodations

1. What you REALLY need to know about Student Accommodations DJ Bailey Coordinator of Student Accommodations One College Centre – RM 1450 baileyd@templejc.edu 298-8335

2. OSA’s Mission • Value each person on campus and their right to equal access to Temple College's programs and services • Assist instructors in providing an opportunity for students to be successful learners • Promote students' personal growth inside and outside of the classroom • Maintain legal compliance to all applicable laws

3. Application Process • Student must self-disclose his or her disability to the OSA. • Complete Application Forms • Application for Services Forms • Accommodation Request Form • Student Disability Handbook Acknowledgement Page • Provide proper medical/psychological documentation from a qualified professional.

4. Medical /Psychological Documentation • A school plan, such as an individualized education program (IEP) or a 504 plan is insufficient documentation, but can be included as part of a more comprehensive assessment battery. Documentation should include but is not limited to: • Diagnostic Interview • Specific Diagnosis – based on a comprehensive assessment conducted by a qualified professional. Evidence of a substantial limitation to learning or other major life activity must be provided. • Medications and side effects. • Test Scores (if any) • Clinical Summary • Recommendations for Accommodations • Depending on the disability, current documentation may need to be updated every 1-3 years.

5. Fall 2012 Disability Breakdown • 197 students who have self-disclosed have registered for classes • 66students have requested accommodations • 217letters of accommodations have been requested and delivered. • Learning Disability – 44– Dyslexia, Dysgraphia, Dyscalculia • ADD/ADHD – 43 • Mood Disorders– 22 – Depressions, Bipolar, PTSD • Other – 15 - Cerebral Palsy, gun-shot victim • Hearing Impairments- 13– Deaf or Hard of hearing • Visual Impairments – 7– Blindness or Limited sight • Illness – 6 – Cancer • Orthopedic Impairments – 4 • Psychotic – 3 – Schizophrenia, Schizoaffective, or Personality disorder • Pervasive Disabilities – 3– Autism/Asperger’s • Cognitive Disabilities- 1– High functioning mental retardation • 36students who have self-disclosed on registration forms but have not reported to OSA.

6. How Accommodations are Determined • How does the disability/disorder affect your learning? • What have you done in the past that has helped you succeed in school? • This is where ARD/IEP plans from high school are helpful!!! • Previously assigned accommodations. • Modifications are NOT allowed!!!

7. Fall 2012 Request Count • Extended time on tests and quizzes (time and a half) - 46 • Alternative testing location - 34 • Provide a copy of lecture notes before class begins* -20 • Use of a tape recorder or laptop in class - 16 • Use of a note taker in class - 10 • Seating in the front of the classroom - 9 • Extended time on classroom/homework assignments* - 8 • Someone to read tests to student - 7 • Leniency on attendance* - 4 • Leniency on spelling errors for in-class writing assignments* - 4 • Sign Language Interpreters - 3 • Provide large print handouts, tests, and quizzes - 3 • Breaks as necessary - 2 • Someone to serve as a scribe - 2 • Specified chair for student use only in classroom - 2 • Typed Assignments – 2 • Access to dictionary – 2 • Leniency on tardies - 1 • Word Bank on tests – 1 • Formula Charts on tests - 1

8. Faculty’s Responsibility for Accommodations • Utilize the Letters of Accommodations • They will be emailed to you. If you don’t have a letter, the student either has not contacted me, he/she does not qualify for accommodations in your class. • If a student claims to need accommodations, refer him/her to the OSA office. • Communicate with student regarding his/her accommodations. • Be willing to change the environment by providing assistive technology devices, supports, and accommodations to ensure a person’s success.

9. FERPA • “Are we breaking the law if we ask a student about their disability?” The answer is Yes. You cannot approach a student and ask, “What is your disability?” or “Why do you need accommodations?”  BUT… this does not mean you cannot talk to the student about accommodations. • You CAN approach a student who has been issued a letter of accommodation and ask them if they have any questions for you regarding their accommodations or let them know that if they have any questions or concerns that you are willing to talk/work with them.  Taking a genuine interest in their educational success is not a crime.  It builds a relationship of trust that goes a long way in a classroom and in life. 

10. Questions and Answer Session