STUDENTS WITH DISABILITIES FACULTY HANDBOOK - PDF

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STUDENTS WITH DISABILITIES FACULTY HANDBOOK This handbook is designed to provide faculty and staff a reference for information regarding the Access Program, which provides services for students with disabilities
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STUDENTS WITH DISABILITIES FACULTY HANDBOOK This handbook is designed to provide faculty and staff a reference for information regarding the Access Program, which provides services for students with disabilities at Cuyahoga Community College so that they may compete equally with students without disabilities. Services for students with disabilities are individualized based on functional limitations and documentation provided. If more detailed information is needed, please contact the Access Office at your campus for further assistance. Metro Campus West Campus East Campus Liberal Arts 103 Liberal Arts 102 Education Center TTY TTY TTY Westshore & CCW Campus Brunswick University Center Please contact Please contact TTY TTY Hours of Operation: Monday Friday: 8:30 am 5:00 pm Evenings by appointment Visit our website at: Faculty and staff who need accommodations should contact: District Administration Office of Inclusion, Diversity, and Equal Employment Compliance 700 Carnegie Avenue Cleveland, Ohio TTY The Access Program is funded by the U.S. Department of Education (Carl Perkins), the State of Ohio (OBOR), and Cuyahoga Community College. 1 This publication provided in alternate format upon request. 2 Dear Faculty: Cuyahoga Community College serves over 1,700 students with disabilities. These individuals have chosen our institution for their education because of our continued commitment to serving their needs. As a result of our ongoing efforts to improve assistive technology and remove architectural barriers, we have developed a reputation of being an exemplary institution in the area of accessibility. Our reputation has been favorable in large part because of you our faculty. Over the years you have expanded your knowledge of various disabilities and broadened your willingness to be of assistance. You have worked with the Access Program to find and provide solutions when reasonable accommodations were required. This dedication to excellence has made all the difference in the world of our hundreds of graduates with disabilities. As you continue to break new ground in the area of disabilities, I would recommend that you utilize this Faculty Handbook. This tool will assist you greatly in your efforts to improve your personal knowledge on the subject. Thank you for your hard work and steadfast support of our students. Sincerely, Alex Johnson, Ph.D. President Cuyahoga Community College Cuyahoga Community College Mission Statement: To provide high quality, accessible and affordable educational opportunities and services including university transfer, technical and lifelong learning programs that promote individual development and improve the quality of life in a multicultural community. 3 TABLE OF CONTENTS Introduction (P 6) Legislation (P 7-8) The Rehabilitation Act of 1973 The Americans with Disabilities Act The Ohio Revised Code Shared Responsibilities (P 9-10) Student Access Program Faculty All College Employees Mandated Services (P 11-15) Testing Accommodations Classroom Accommodations Printed Materials Advising Information Technology Accessibility Assistive Technology Additional Information (P16-17) Campus Accessibility Parking Transportation TDD/TTY Emergency Evacuation Procedures Medical Emergencies Transfer to Other CCC Campuses Temporary Disabilities Service Animals Services Not Provided (P 18) Accommodations by Disability (P19-20) Blind/Visually Impaired Chronic Health Deaf/Hard of Hearing Mobility Psychiatric Specific Learning Disabilities Teaching Strategies (P21-24) Universal design 4 Classroom tips Common Issues Faculty and Staff Encounter (P25-27) Confidentiality Timeliness Changing Accommodations Seeking Assistance Disruptive Behavior Grievances Additional Resources (P 28-30) 5 INTRODUCTION All colleges and universities are required by law to have a procedure by which students with disabilities may request services. At Tri-C, that procedure is for students to be referred to the Access Office at the campus the student is attending. If the student is attending classes off campus, he may be referred to the Access Office at the campus most convenient for him. Once a student contacts the Access Office, an appointment will be scheduled for the student to complete an intake with an Access Student Advisor. In order to qualify for services, the student will need to present documentation to establish that a disability exists which would have a major impact on the student s ability to participate in the educational process if reasonable accommodations are not made. Students are advised to schedule an intake appointment prior to the start of the semester (we recommend that they begin the process at least 8 weeks in advance). If it is established that a disability does exist, the Student Advisor will conduct an assessment with the student to determine appropriate and reasonable accommodations. An accommodation letter for faculty is then issued to the student. It is the student s obligation to present this letter to faculty to begin the accommodation process. At the postsecondary level students must self-identify their disability status. The obligation of the College to respond begins at the time the student discloses a disability to faculty or other College departments or staff. The appropriate response is to refer the student to the Access Office. It is not mandatory for students with disabilities to register with the Access Office if they are not requesting accommodations. However, if a student has not registered with the Access Office, accommodations need not be provided. The College has an obligation to provide physical accessibility, i.e. ramps and automatic doors, as well as program accessibility, i.e. testing proctoring, class room accommodations, and assistive technology. Services provided for all students, such as tutoring and use of computer labs, must be accessible for students with disabilities. It is important to note that services provided at the high school level may differ from those available or required at the postsecondary level due to a difference in the laws which apply at each level. For example, provision of tutoring and homework assistance is required at the high school level but not the postsecondary level. 6 LEGISLATION The Rehabilitation Act of 1973 The Rehabilitation Act of 1973, specifically Section 504, provides protection of the rights of those with disabilities in education. It states that no otherwise qualified handicapped individual in the United States...shall, solely by reason of his handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. A qualified person is defined as one who meets the academic and technical standards requisite to admission or participation in the institution s programs and activities. A person with a disability in the 1974 amendment to the Act is defined as any person who has a physical or mental impairment which substantially limits one or more of such person s major life activities, including learning. Subpart E of Section 504 applies directly to postsecondary institutions, which must not discriminate in recruitment, admission, or treatment of students with disabilities. Reasonable accommodations must be made by the college to insure optimal participation by such students. An accommodation is a reasonable adjustment in an academic program in order to allow a person with a disability to compete equally with people without disabilities. Under the provisions of Section 504, Colleges and Universities may not: Limit the number of students with disabilities admitted. Make preadmission inquiries regarding whether or not an applicant has a disability. Use admission tests or criteria that inadequately measure the academic level of applicants with disabilities because special provisions were not made for them. Exclude a student from a course of study. Counsel a student with a disability toward a more restrictive career. Measure student achievement using modes that adversely discriminate against a student with a disability. Institute prohibitive rules that may adversely affect students with disabilities. Colleges and Universities may be required to: Extend the time permitted for a student with a disability to earn a degree. Modify teaching methods and examinations to meet the needs of students with disabilities. Develop course substitutions or waivers for students with disabilities. Provide auxiliary aids, such as tape recorders, word processors, spell checkers, etc., for students with disabilities. 7 Section 508 is a 1998 amendment to the Rehabilitation Act which requires federal departments and agencies to provide accessibility in the development, procurement, maintenance or use of electronic and information technology. Adherence to Section 508 requirements can be used by a college or university as a way of meeting Section 504 and ADA obligations. The Americans with Disabilities Act The Americans with Disabilities Act (ADA) of 1990 and the Americans with Disabilities Amendments Act of 2008 provide civil rights protections for people with disabilities similar to those provided on the basis of race, color, sex, national origin and religion under the Civil Rights Act of The ADA thus effectively broadened the scope of 504, while not replacing or invalidating it, allowing people with disabilities equal participation in mainstream American society. Areas of society affected by the ADA include employment, public accommodations, government services, transportation, and telecommunications. Schools are considered to be public accommodations and are mandated to comply with the law. Specifically, the law states that no individual shall be discriminated against on the basis of disability in the full and equal enjoyment of the goods, services, facilities, privileges, advantages, or accommodations of any place of public accommodation. The Ohio Revised Code Section of the Ohio Revised Code prohibits state-assisted institutions of higher education from discriminating against individuals with disabilities. 8 SHARED RESPONSIBILITIES The provision of services under 504 and the ADA is a shared responsibility at postsecondary institutions. This responsibility is shared by the student, the Access Office, faculty, staff, and administration. The list below includes some, but not all, of the responsibilities. Student Pick up his accommodation letter in the Access Office and meet with his instructors in private at the beginning of each semester to discuss his requested accommodations. Students who test in the Access Office should make appointments for exams at least 3 days in advance. Students testing in the Testing Center do not need to schedule in advance for exams and quizzes. Read, sign, and adhere to the Student Testing Responsibilities form. Discuss any concerns regarding his accommodations with his instructors in private or with his Access Student Advisor. Access Office Review disability documentation and assess student accommodation needs. Help the student understand and articulate the need for appropriate accommodations. Provide an accommodation letter for the student to give to faculty. Assist in arranging appropriate accommodations, such as readers, scribes, interpreters, assistive technology, alternative testing. Facilitate communication between students and faculty. Faculty Include a statement in your syllabus encouraging students who need accommodations to identify themselves to you in private or to the Access Office, such as the following: If you need accommodations because of a disability, if you have emergency medical information to share, or if you will need assistance in the event of an evacuation, please discuss this with me in private or contact the Access Office. 9 Provide requested accommodations needed in the classroom. In the event of concerns or disagreement regarding recommended accommodations, provide the requested accommodations until the disagreement is resolved. Maintain the privacy of the student information. All matters regarding disability are confidential. Insure that all material used in the classroom and for online courses are accessible i.e. captioning for deaf, audio for blind. Etc. Please refer to E- Online Learning for detailed information on how to make materials accessible. Provide advanced copies of other printed materials to be used in the course. Request that audio-visual materials be captioned. Tests and exams to be proctored in the Access Office must be dropped off prior to exam time and an exam form completed. Test may also be submitted electronically. Contact the Access Office for details. Contact the Access Office if assistance is needed in understanding accommodations, providing services, or referring students who may have a disability All College Employees Refer any students who identify themselves to you as having a disability to the Access Office for determination of services. Provide assistance to students with disabilities in your area as needed, such as filling out forms. Maintain the privacy of the student information. All matters regarding disability are confidential. Assist with ensuring the accessibility of the College s programs, services and activities. 10 MANDATED SERVICES As stated above, the Access Office assists in providing reasonable accommodations as mandated by Section 504 and the ADA. Reasonable accommodation is a term borrowed from legislation that protects the rights of individuals with disabilities. In the college environment, it refers to any necessary modification or adjustment to a facility, course, program, service or activity that affords an otherwise qualified student with a disability equal opportunity to attain the same level of performance and benefits and/or privileges available to a student without a disability. When determining reasonable accommodations, the Access Student Advisor takes into consideration information from College faculty and staff regarding essential standards for courses, programs, services, activities, and facilities. It is important to note that the College may not be obligated to modify an element of a course that is deemed essential to the curriculum. Reasonable accommodations are determined by considering the following: Documentation of the disability and recommendations made by the diagnosing professional The student s request for a specific accommodation Barriers resulting from the interaction between the documented disability and the campus environment Possible accommodations that might remove the barriers Whether or not the student has access to the course, program, service, activity, or facility without accommodations (i.e. is he/she otherwise qualified for participation) Whether or not a fundamental alteration in the program would result from the provision of an accommodation Testing Accommodations Below is a list of some of the available testing accommodations that are generally considered to be reasonable depending upon the disabling condition and the functional limitations of the student. Please note that for Distance Learning exams, the testing location should be the same as for all students (online or on campus) as stated under Campus Requirements in the Distance Learning Course information page. For assistance in providing accommodations for online courses, please contact the Access Office or Distance Learning. Extended Time is based on the time the class receives to complete the test and is adjusted to meet individual needs of the student with a disability. In the majority of cases, extended time is 1.5 times the amount 11 the class receives. More time may be required in the case of multiple disabilities or other functional limitations. Testing Location for each student is indicated on the accommodation letter. For the majority of students this will be in the Testing Center at the campus of attendance. For student s with more specialized needs this will be in the Access Office. There may also be need at specific times for a test to be administered by the Academic Department (It will be stated on the accommodation letter). If you have questions about the testing location please confer with the Access Office. Procedures specific to each campus are available in the Access Office. Proctoring All test in the Testing Center and the Access Office are administered in a monitored environment Reading of exams is provided to students whose disability affects the ability to read printed materials. We may request electronic copies of exams so that reading software may be utilized. Exams which require a reader may be administered through the Testing Center, Access Office or is some cases by the Academic Department Scribes write or type exam answers for students who are unable to do so because of their disability. Exams which require a scribe may be administered through the Access Office or the Academic Department. Distraction-Reduced Environments are testing areas which are quiet and free of traffic. Both the Access Office and the Testing Center are considered to be distraction-reduced environments. Alternative Formats for testing include enlarging, audio recording or Braille. Additional time is required to provide materials in an alternative format. Accommodation modifications must be approved in advance the Access Office before they are provided Classroom Accommodations The following are examples of classroom accommodations: Lecture Notes may be needed in alternate format depending on the disability and the specific course. One option is for the student to audio record lectures. An audio recording agreement form is available in the Access Office upon request. Another option is for the instructor to request a volunteer note taker from the class. The note taker may bring their notes to the Access Office to have them copied for the student or may use Note taking paper which is available in the Access Office free of 12 charge for the note taker. A third option is for the instructor to provide a copy of his own notes to the student. All options are intended to augment the student s class attendance, not waive it. Interpreters are provided for students who are Deaf or Hard of Hearing and require this service in order to participate in the classroom experience. Interpreters are also available for any events or activities on campus and should be requested at least one week in advance. Tips for faculty on working with interpreters are available in the Access Office. Lab Assistants may be provided to students who require assistance in a classroom laboratory setting due to their disability. A lab assistant may be a classmate or staff provided by the academic department or the Access Office, depending on availability. Lab assistants do not provide personal attendant services. Extended time, proctoring, readers, scribes, and distraction-reduced environments are also provided for in-class assignments. These assignments are treated as tests and arrangements for them should be made accordingly. These services are generally not provided for homework assignments. Printed Materials Textbooks Textbooks may be provided in an alternate format, such as audio, enlarged, or Braille. This is a time-consuming process, as these services are often coordinated with outside agencies, such as Learning Ally, the Cleveland Sight Center, or the publisher. Therefore it is essential that faculty have their text selections available prior to the start of the semester. The student may need to provide a copy of the textbook to the Access Office in order to arrange these services. Classroom Handouts The Access Office will record, enlarge, or Braille handouts used in class. The instructor will need to provide these handouts to the Access Office in advance. One week is requested for this service. Other College Materials The Access Office can assist other departments with providing other College materials in
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