DISABLED STUDENT
SERVICES
FACULTY HANDBOOK
Disability Support Services office Robert Smith Building, room RS 12
Roxanne Tillman, Director
Phone: 206-934-5137 FAX: 206-934-6649 [email protected]
TABLE OF CONTENTS
Introduction Process
Confidentiality Focus on Abilities
Students Need to be Empowered Students as the Experts
Student Completes DSS Intake
Student and Faculty Meet to Discuss Issues
Implementation and Periodic Review of Accommodations The Team: Student, DSS, and Faculty
o Student Responsibilities o DSS Responsibilities o Faculty Responsibilities
Required Statement on Syllabus
Advising Students
Respond to Reasonable Requests
Test Rationale
Testing Accommodations Contact us
Appendix
Review of Accommodations Inappropriate Words
INTRODUCTION
South Seattle Community College embraces the philosophy of inclusion-- of persons from a wide variety of cultural and ethnic backgrounds, persons of all ages, and persons who have disabilities. Increasing numbers of people with disabilities are graduating from college and becoming employed, fulfilling their career goals, as are their peers without disabilities. In the future, SSCC and other colleges can anticipate an increase in the number of students with multiple, and more severe disabilities. With the passage of The Rehabilitation Act of 1973, and The Americans with Disabilities Act of 1990 (ADA), more and more people with disabilities have the opportunity to reach their educational and career goals. These federal laws require that institutions such as SSCC not discriminate against persons with disabilities in their services or through employment. Non-discrimination mandates in employment also exist for state/local government entities (ADA Title II), and private businesses (ADA Title I). These protections under federal law
provide a clear incentive for persons with disabilities to pursue their dreams. It is important to remember that accommodations are provided for the purpose of equalizing opportunity, and not to give the student with a disability an advantage over other students.
Many faculty at SSCC have had students with disabilities in their
classrooms. We want to emphasize that SSCC has a very good track record in providing reasonable accommodations to students with disabilities, and you, as faculty members, are to be commended.
This handbook is being written primarily to keep information current. Early editions highlighted the process of accommodating students, and clarified the roles played by students, Disability Support Services (DSS), and faculty. Sections are included on people with specific disabilities and the types of issues and accommodations unique to their needs. However, bear in mind that students needs frequently change depending on the class and
instructor delivery method and no one manual can produce an exhaustive list that covers all disabilities and all possible accommodations. Appendices with useful summary information are also included for quick reference. We hope that this handbook will give you some general guidelines for working with any student who learns differently or requires some kind of accommodation in order to achieve his or her potential. The staff of
Disability Support Services (DSS) is also interested in coming to your
departments to answer your questions and/or make presentations. We hope you will call on us.
PROCESS
Support Services. DSS and SSCC administration, encourage you to maintain an open attitude and willingness to learn, as we help you to enhance your role as part of the team which seeks to provide equal opportunity for SSCC students with disabilities.
CONFIDENTIALITY
Under the laws affecting higher education, students have the right to confidentiality. Faculty and staff can't mention to others that the student has a disability, or refer to it in front of other students. This includes all communications when recommending students for awards, scholarships, and applications to four year universities, trade schools or employment. Unless the student has specifically told you ( in writing) it is all right to discuss disability issues, or even more specifically, which disability issues, you are not at liberty to mention them.
FOCUS ON ABILITIES
Approach accommodating a student who has a disability with the attitude that he or she has the ability to do the work, but simply needs to accomplish some things in a manner that is different from the traditional way. Too often people focus on the negative, what the person cannot do. We urge you to focus on abilities. There have been a number of attempts to find a replacement for the word "disability" that would have a positive rather than a negative connotation, and we sometimes see terms such as "people with differing abilities" and "the differently-abled". No such replacement has been widely accepted by the disability community, but the concept of differing abilities may be useful for students and faculty in the college environment.
STUDENTS NEED TO BE EMPOWERED
Disability Support Services believes that students should be their own best advocates. Our goal is to help students prepare for and achieve professional employment through:
learning their legal rights and responsibilities;
understanding what accommodations will best enable them to succeed both in school and on the job;
communicating their needs effectively; and becoming successful self-advocates.
Faculty can be a part of this process by encouraging students with
disabilities to use the college’s counseling and career planning services, and through advising students toward identifying their marketable skills.
part-time employment, work-study experiences, internships, independent study, and volunteer work. Students with disabilities sometimes make great tutors for other students with similar challenges.
STUDENTS AS THE EXPERTS ON THEIR DISABILITIES
There is a wide range of diversity within a disability type, and each person with that disability comes with years of experience dealing with their challenges. Those students are very adept at telling you what
accommodations will work for them. On the other hand, there are those who have limited experience with what accommodations they need to succeed in your class. For example, first year students whose disabilities are recent or have changed over time, and students who are taking a certain type of class for the first time, such as a computer class or a lab science may need more help and personal attention by the instructor. Not all students will feel at ease initiating the arrangements needed for appropriate accommodations. There are a number of reasons why students become apprehensive within this process. Some of these may include: drawing attention to their differences, acquiring labels that stigmatize, experiencing negative reactions in the past, asking for accommodations others may perceive as unfair, lacking confidence in approaching those in power, and/or having never been required to assess their own needs and initiate required action(s).
It is important to keep in mind that two people with the same disability may require different accommodations. For example, one student who is deaf may request an interpreter for exams, another may not. Similarly, one student with low vision may request exams and handouts in large print, while another may be able to read the small print using a magnification device.
STUDENT COMPLETES DSS INTAKE
Though some students with disabilities may not have come to DSS first, the first step is to have the student visit the DSS office and complete a DSS intake. Through this process students identify their accommodation needs. The DSS officer goes over the student’s documentation and arranges
reasonable, appropriate accommodations with the student. This procedure is individualized and based on the students' documentation, courses taken that quarter, the student’s schedule and their past academic experiences. During intake, students are given a memo and accommodation form to give to faculty that The student is reminded to come to the DSS office each quarter with their class schedule to receive a new memo and
all-encompassing document that gives you all the answers, but it does identify the accommodations determined to be necessary, verify the person does have a disability, and opens the door for further discussion.
We understand faculty concerns about fairness and not wanting to give a student an unfair advantage over others. If a student does not have a letter from DSS, and you are not certain how to proceed with accommodations, please contact us and encourage the student to complete a DSS intake. In the intake process we strongly urge students to communicate their needs to faculty but also make them aware that the DSS office will be available to talk to faculty as well. We promote DSS as an important resource for faculty and students as everyone works together to promote a positive outcome.
STUDENT AND FACULTY MEET TO DISCUSS ISSUES
We encourage students to approach you either before classes begin or within the first few days of class. Scheduling an appointment to discuss accommodations during your office hours or at some mutually convenient time eliminates the feeling of being rushed, caught by surprise, and possibly surrounded by other students wanting your attention before or after class. Scheduling an appointment also ensures privacy and that there will be no distractions, as well as a providing for a comfortable working rapport.
We strongly emphasize the need for your commitment to
confidentiality regarding any information students disclose to you personally. Information gained through your contacts with DSS, or any other information about a student's disability you might have must remain strictly between you and the student..
In your discussions with students, please do not ask for more information on the specific disability but feel free to ask “how will your disability impact your learning in my class.” If you need more information on the specific disability, please contact the DSS officer for more information. Consider the student's needs as they are related to you and agree on possible
alternatives.
If you feel you do not have enough information to help the student be successful, or the student is too shy or uninformed to advocate for themselves, please contact DSS. For many students, well-executed
accommodations mean the difference between success and failure. Help us teach the student simply by being inquisitive and by communicating that it is okay to ask for an accommodation. When we all work together to solve problems, a solution is not far away.
Finally, work out any logistical arrangements (e.g., where the tests will be taken when extended time and a distraction-free room are needed).
IMPLEMENTATION AND PERIODIC REVIEW OF ACCOMMODATIONS
If you wish to retain a copy of the accommodation form, please remember to destroy that copy at the end of the quarter. Initial the accommodation form along with the student and have the student return the form to the DSS office.
Throughout the semester, you and the student should discuss whether the accommodations are adequate or need revision. There is no single formula that works for everyone, and sometimes trial and error using a variety of accommodations is necessary. Also, sometimes what both of you thought would work turns out not to be adequate, e.g., the distraction-free room has unanticipated distractions.
Unanticipated needs do arise and periodic review can identify alternative accommodations to get the issues resolved quickly.
THE TEAM: STUDENT, DSS, AND FACULTY
It is best to approach the issues of accommodating students with disabilities as a team. You, the students, and DSS all have the same goal: to enable students to participate and compete equally in the classroom; and each of us has areas of expertise to contribute. We want to assist and support you and our students who have disabilities.
If you have experienced success in working with students who have disabilities, please consider acting as a mentor for other faculty in your department. We will assist you in this in any way we can. The more people we have to help disseminate techniques, approaches, and success stories, the better for all students with disabilities.
Student Responsibilities
Students with disabilities are not required by law to identify themselves to SSCC and DSS, or to provide documentation of a disability. However, if a student desires accommodations (particularly such things as extended time on exams), the student is obligated to complete necessary forms and
provide disability documentation at the time the requests are made. It is reasonable for you to expect the student who states he or she is disabled, either to have already gone to DSS, or to go to DSS at your suggestion, before accommodations are provided.
The student is responsible for letting his or her accommodation needs be known. Since the type of requirements, lecture styles, and exams will vary, the student must find out what your course requires, what activities are planned, and any other information that may be relevant. This is not
DSS Responsibilities
Disability Support Services staff are here as resources to faculty, as well as students. If you have any concerns that cannot be resolved through
discussion with the student, please contact us.
DSS is available for consultation or to meet with you and the student to come up with satisfactory options. Sometimes finding solutions takes talking through the difficulties and possibly generating some creative ideas not yet tried. Sometimes, if a student is new and unsure of how to express his or her needs, we will make an initial appointment with you and the student to discuss accommodations. If you would like more information about
disabilities, we can either provide it or guide you to some resources.
In addition, DSS hires and schedules interpreters for students who are deaf or hard of hearing, and readers to read textbooks for students who have impaired vision and learning disabilities. We also periodically conduct campus-wide faculty and staff training.
Faculty Responsibilities
Please include the following statement on every syllabus.
It is the policy of SSCC to accommodate students with disabilities according to federal law, state law, and the College’s commitment to equal educational opportunities. Any student with a disability who needs accommodation should inform the instructor at the beginning of the course. Students with disabilities are encouraged to contact Disability Support Services, which is located in the Robert Smith Building, room RS 12 or phone 206- 763-5137
It will also help if you make a brief announcement or read this statement out loud the first day of class. This will show students who may be apprehensive that you are aware needs may exist and that you are approachable.
Advising students
As an advisor to students in your department, you may have had questions or concerns about whether accommodating students in class might make them less competitive in the real world job market. The Americans with Disabilities Act does provide for reasonable accommodations in private or public employment. Often, however, the kinds of accommodations required in the academic environment, such as testing modifications, are not
necessary in employment since testing is not a common aspect of most jobs. Assume that your students with disabilities are here to prepare for a career. Please contact Disability Support Services if you want to discuss specific issues, or if you want to set up a meeting to discuss career options. Respond to reasonable requests
An example of a reasonable request: A student with a learning disability and attention deficit disorder requests:
extended time on exams;
to take tests orally
a distraction-free room.
Anything that is requested through our memo and accommodation form indicates that we have reviewed the documentation and consider these accommodations reasonable.
An example of an unreasonable request: A student with any type of disability requests that he orshe not be required to turn in written assignments
because he or she cannot physically perform the task of handwriting
These examples illustrate the fact that our goal is not to change the requirements of your course. Our goal is to enable the individual with a disability to meet those requirements in such a way that does not have the effect of discrimination based on disability. When this does not appear possible to you or the student, we would like to work with you to find an option that works for both parties. You should not lower or compromise your academic standards in any way.
Test what you want to test, not the disability (a rationale)
The rationale for providing test accommodations is that it would be discriminatory to administer any test in such a fashion that would "test the disability" instead of testing knowledge or skills you expect your students to have acquired. When a disability prevents the
student from demonstrating to you what he or she knows, an accommodation is necessary.
One example is a student with a mobility impairment which causes him or her to write slower. If the test is collected with all the others and the student has only completed half of the test, the student fails the test without having the opportunity to demonstrate knowledge or skills tested on the second half. The instructor has "tested the
disability", or assessed the student's writing speed rather than what the exam was designed to assess. The same thing occurs when a student with a learning disability (a processing disorder) is not given adequate time to process questions and answers.
Make the arrangements for testing accommodations
Extended time is an appropriate accommodation provided by federal law. Time and a half or double time is standard. Usually the student will not use all of this time, and some students will finish on time, but the extra time should be available. When the disability actually
consider breaking the test into sections and taking more than one day to complete it.
The DSS office has a quiet, distraction- free room available for test proctoring. The school is scheduled on a first-come, first served basis with other spaces available that are not quiet but not as distraction free. Students may also test in the faculty office or an area chosen by the instructor.
Because scheduling is necessary, the where and how must be determined in advance, and not put off until the day of the test. Faculty bring the test to the DSS office (RS 12), fill out a test proctoring form, and put both items in the “testing file”. Student takes the test at the appointed time and the completed test is put back in the “testing file”. Faculty pick up the test later in the day.
CONTACT INFORMATION:
Roxanne Tillman, Director Educational Support Services South Seattle Community College 6000 – 16th Avenue SW
Seattle, WA 98106
Phone: 206-934-5127 (voice) FAX : 206-934-6649
TDD: 206-764-5845 or Washington Relay: 1-800-8336384 TDD: 1-800-833-6388 Telebraille: 1-800-833-6385
APPENDIX:
POSSIBLE ACCOMMODATIONS IN THE CLASSROOM
INAPPROPRIATE WORDS
FACULTY INSTRUCTIONAL TECHNIQUES
POSSIBLE ACCOMMODATIONS IN THE CLASSROOM
Two very important facts to remember are: no two students are alike, even with the same disability; and each student is an expert concerning his or her own specific disability and in some cases has a lifetime of experience at creating accommodations. Therefore, communicating with the student is essential to discovering methods of accommodation. In thinking about necessary accommodations, faculty should consider a student's physical accessibility to the classroom as well as the student's ability to fully participate in all course activities. Accessibility and communication are key to providing an environment where a student with a disability can realize his or her academic potential.
The following are some general tips for possible communication and some suggested accommodations that may be made to aid in achievement of the student's academic potential:
Students with Hearing Impairments
Communication:
Provide a clear view of your mouth. Waving your hands or holding something in front of your lips, thus hiding them, makes lip reading impossible. (Even completely deaf individuals often lip read.) Don't chew gum.
Speak with a clear resonant voice, but don't exaggerate. Use normal speed unless asked to slow down.
Speak directly to the person, if possible, instead of from the side or back of the person.
Speak expressively. Because deaf persons cannot hear subtle changes in tone which may indicate sarcasm or seriousness, many will rely on your facial expressions, gestures, body language to understand you.
If you have trouble understanding a deaf person's speech, feel free to ask him/her to repeat. If that doesn't work, use paper and pen or if the person has a sign language interpreter, ask that person to repeat.
If a deaf person is with an interpreter, speak directly to the deaf person - not to the interpreter. Encourage other students to be considerate of those who may not be able to hear.
Consider learning sign language, either by taking a class offered through SCCC or from the deaf person.
Accommodation:
Attempt to arrange to be in a classroom with proper acoustics
Reduce as much as possible interfering sounds emitted from lights, vents, air conditioning units, etc.
Close doors and windows to reduce interference from outside noise. Offer to seat the student close to the instructor.
Students with Learning Disabilities
Communication:
Repeat information and/or answer questions patiently.
Provide the student with timely feedback to correct errors as soon as possible.
Give praise to the student where merited (hopefully you do this with all students) to build confidence.
Accommodation:
Prepare syllabus and textbook information in advance so the student can tape record assignments if needed.
Break assignments, exercises, and exams into smaller components.
Recommend alternative methods of taking notes, e.g., tape recording, photocopying, etc. Provide written copies or dated outlines of lectures.
For written assignments or tests, allow the student to use a typewriter, computer, or tape recorder, or to dictate answers into a tape recorder or to another person.
Encourage the use of word processors, spell checkers (especially for students with dyslexia), and grammar checkers or working with a proofreader or an editor while preparing their final paper (Writing Center).
distractions, essay or short answer instead of multiple choice, etc.). Contact the DSS Office for appropriate suggestions for alternate test taking and if other special arrangements are needed. Recommend tutoring with a tutor from the pertinent subject area if the student demonstrates a need for this.
Students with Mobility Disabilities
Communication:
Offer help but wait until it is accepted before giving it. Giving help before it is accepted is rude, and can sometimes be unsafe.
Accept the fact that a disability exists. Not acknowledging a disability is similar to ignoring someone's gender or height. But to ask personal questions regarding the disability would be inappropriate until a closer relationship develops in which personal question are more naturally asked.
Talk directly to the person who is disabled, not to someone accompanying him/her. Do not lean or hang on the wheelchair as this is an invasion of personal space.
Don't use automatic doors reserved for person with a disability. Each time you use the door, that is one less time it will operate for someone who needs it.
Treat a person with a disability as a healthy person. Just because a person has a functionally disability does not mean the individual is sick. Students who cannot raise their hands to answer or ask questions may feel isolated or ignored. Ask the student how he or she wishes to be recognized in class. (Some may wish you to call on them, others may prefer to meet with you periodically before or after class to discuss the course content.)
For lengthy conversations, sit down and speak to the student at eye level
Keep in mind that persons with disabilities have the same activities of daily living as you do. Many persons with disabilities find it almost impossible to get a cab to stop for them or to have clerks wait on them in stores.
Accommodations:
Keep the classroom free from physical barriers and obstructions.
If possible make all materials and equipment accessible before the student is called upon to use them.
Minimize the amount of movement required to complete tasks.
Allow for the use of adaptive tools and methods that the student find helpful such as blocks under a desk or lab area.
Allow extra time for exams if necessary.
Give advance notice of field trips to allow the student time to plan his or her transportation. If the final exam is scheduled in another room, make certain that the room is accessible and make sure that the student is reminded so he or she can plan for transportation.
Students with Visual Impairments
Communication:
Introduce yourself and anyone else who may be with you when speaking with student.
Do not avoid using words such as "see" or "look" with the student. Blind and visually impaired persons use these words in their vocabulary.
If you are helping the student, and are not sure what to do, ask the person.
A gentle touch on the elbow will indicate to a visually impaired person that you are speaking to him/her.
Blind is not "deaf". Don't shout. Nor is a Blind "dumb". If you have questions for the visually impaired person, ask him/her, not the companion if one is present.
When walking with the student, allow him or her to take your arm just above the elbow. Let him or her set the pace or walk in a natural manner and pace.
When offering a seat to the student, place the student's hand on the back or arm of the seat and allow the student to seat him/herself.
If the student is accompanied by a guide dog, do not pet or distract the guide dog when the dog is on duty.
Seat the student close to the blackboard. This will enable him or her to see and hear class discussion more easily.
Seat the student in appropriately lit areas, avoiding areas where there are shadows or glare. Keep pathways clear of obstructions.
Use verbal descriptions to supplement use of visual aids.
Try to make sure that printed material is readable, avoiding poor quality copies and illegible inks (Blue ink is very difficult for a low vision person to see.)
Select textbooks early so the student will have time to acquire material in large print, on cassette or in Braille.
Discuss special emergency evacuation procedures if there are any.
Students with Speech Impairments
Communication:
Speak directly to the student and not to an interpreter Be attentive to gestures and facial expressions
Accept and respond to all attempts at communications
Avoid the temptation to complete words or phrases for the student.
Acknowledge when you do not understand the student response and ask the student to try again.
Accommodation:
Try to reserve a front row seat for the student and, if accompanied by an interpreter, for that person as well.
Replace verbal assignments with written assignments.
Allow students who are unable to communicate orally to use a computer, sign board, sign language interpreting class.
Some students with speech impairments may wish to give oral presentations without assistance and should be encouraged to do so. It may be helpful to request an outline as a record of the organization of the student's concepts and to assist in understanding difficulty speech patterns.
INAPPROPRIATE WORDS
I like to think that we are all "temporarily-abled". Persons with disabilities do not like to be labeled as "disabled", "epileptic", "retardate", "mongoloid", "moron", etc. Rather, they are persons with disabilities. Listed below are some socially incorrect phrases and words that should be avoided.
1. Afflicted - this has a negative connotation and suggests hopelessness.
2. Cerebral Palsied - "Person with cerebral palsy" sounds more personable and otherwise qualified.
3. Confined to a Wheelchair - people who use wheelchairs are no more "confined" to them than anyone else. Refer to them simply as person who "uses a wheel chair" or "chair user".
4. Courageous persons with disabilities are no more courageous than anyone else -they have a normal desire to experience the joys the life just as you and I do.
5. Crippled - this is an outdated term and should not be used. It is used as a "catch-all" term for anyone with a mobility problem or difficulty walking.
7. Disease - this term is used to describe a contagious condition. Most people with disabilities are very healthy.
8. Epileptic - better to use the phrase "person with epilepsy" or "person with seizure disorder"
9. Gimp - This is an insulting, slang, out-dated that meant a person with a limp.
10. Normal - Should not be used. Who among us is "normal". This term used to refer to persons with disabilities as "not normal" or "abnormal". Not true.
11. Retard/retardate/retarded - persons with mental retardation are disabled but should not be identified by their condition. There are many varieties of neurological disabilities that may cause individuals to appear awkward but they may not necessarily be mentally disabled.
12. Spastic - this is an insulting term that is also used to describe persons who disability causes awkward movement. It is OK to use the term "spasmatic" when describing a sudden involuntary muscle spasm. Remember muscles are spastic - not people.
FACULTY INSTRUCTIONAL TECHNIQUES AND PROCEDURES
1. Type all handout material for class.
2. Leave space between lines for notes on handouts.
3. Make sure that clear directions are given orally and in writing.
4. Use manuscript rather than cursive writing on chalkboards.
5. Stand away from windows when lecturing.
6. Close doors to classrooms.
7. Invite students with learning disabilities to sit near the front of the room.
8. Isolate critical reading materials for special projects in the library so that they are readily available.
9. Give time in class for feedback and questions.
10. Stick to dates given in the syllabus.
11. When a student asks a question that you just answered, avoid expressing annoyance.
12. When a student does not get the information the first time, repeat it distinctly or ask if he or she needs it in a different form.
13. Organize your lecture so that comments follow in a logical sequence.
14. Avoid going off on tangents from the lecture outline.
15. Allow extended deadlines for projects or let students with learning disabilities start early.
16. Encourage students to use proofreaders for written assignments.
17. Allow students to tape lectures.
18. Allow essay rather than multiple-choice exams.
19. Provide alternatives to computer-scored answer sheets.
20. Allow alternative testing options.
What to do if your disabled student is failing!
Yes, it is possible to fail a student with a disability. The process centers on compliance with the civil rights laws, which prohibit discrimination. These laws mandate access to education, not guaranteed academic success. When a faculty member has done all that is required, then “failing” the UN-qualified student is proper and lawful. Here's a compliance checklist:
Stand by academic standards and freedoms. Full and equitable access to academic programs serves as the foundation to standards and freedoms.
Communicate (in writing) clear and concise expectations for performance to your students. Care should be taken to distinguish between essential and non-essential components of the course.
Allow reasonable accommodations as requested by the DSS
coordinator. Accommodations are changes in the way things are done and affect only non-essential aspects of a course. They are reasonable so long as course standards are not fundamentally altered.
Notify students of your willingness to accommodate. This can be done verbally during lectures and in writing within a course syllabus. DSS recommends both. One might say "Students with special needs are welcome to discuss accommodations with me."
Consult with the student and DSS coordinator. Students should not generate their own requests for accommodations. Requests must to be backed up by documentation filed in the DSS office and presented to the instructor via a memo and accommodations sheet. A sensible link between the disability's functional limitations and the accommodation requested must be supported by the documentation. Faculty may want to verify the existence of the disability and need for accommodation with the DSS coordinator.
Permit students to use auxiliary aides and technologies, which ensure access. Depending on the disability, students may use note takers, sign language interpreters, readers, scribes, tape recorder/players,
computers, assistive listening devices, and other adaptive aids.
When requested, provide alternatives to printed information such as Braille, computer electronic text, large print, and tape cassettes. If Internet resources and other technologies are used, then they must be as accessible to students with disabilities as they are for other students. DSS produces these alternative formats.
Make academic adjustments in instruction. Some students need
Grant testing accommodations. Again, depending on the particular needs of a student, it may be necessary to extend testing times, change testing formats, test in a quiet environment, etc. Instructors may accommodate independently or use DSS test accommodation services.
Regard disability-related discussions and information with the strictest confidentiality. Remember that you are personally liable under FERPA for violations of student confidentiality.
And there you have it. If compliance checks out, fail the student who isn't otherwise qualified.
