STUDENTS WITH DISABILITIES

1. STUDENTS WITH DISABILITIES A Faculty Handbook For Indiana University Northwest Prepared By Carol Bryant and Joyce Caldwell Student Support Services Office Interns July/ 2009

2. The 2009-10 Academic Year will represent the 41st year that the Student Support Services Project (formerly known as Special Services) has been afforded the opportunity to serve students on the Campus of Indiana University Northwest (IUN). Student Support Services resides under the umbrella of Trio Services, funded by the U.S. Department of Education. Our mission is to retain, in good standing, the participants selected into our Project. Target participants include IUN undergraduate students who are ADA eligible.

3. Introduction • This pamphlet has been prepared as an introductory overview of a few of the disabilities that impact learning in a university setting. It is not meant to substitute for interaction between faculty and students but rather to facilitate effective interaction. Thus, the information in this publication can be viewed as a general guide for working with students who are ADA eligible. • The following information includes various suggestions for adjustments that can be made in the learning environment. However it is a good rule of thumb to be advised that the student with a disability is the “expert” with reference to his or her needs and can usually suggest the best solution for his or her own learning requirements. We encourage our participants to schedule an individual conference with each faculty person since each student with a disability can have a different level of functioning even within the same disability category. Compensation skills vary widely from one student to another.

4. Please do not hesitate to contact the Office of Student Support Services, 239 Hawthorn Hall, 219-980-6798 for additional information or clarification if necessary. Yours in Educational Progress, • Patricia A. Hicks-Hosch, Ph.D. • Director, Student Support Services 219-980-6941, phicks@iun.edu • Davetta M. Haywood, MPPA • ADA Coordinator, Student Support Services 219-980-6942, patbrown@iun.edu

5. What is the Americans with Disabilities Act? • The American with Disabilities Act is a comprehensive anti-discrimination law for persons with disabilities. The ADA is built on a foundation of statutory, legal and programmatic experience and modeled after the Civil Rights Act of 1964 and the Rehabilitation Act of 1973.

6. What is meant by "Reasonable Accommodation"? • Reasonable accommodation is a key non-discrimination requirement of the ADA given the special nature of discrimination faced by people with disabilities. Many people with disabilities can perform jobs without any need for accommodations. Unfortunately, many others are excluded from positions that they are qualified for because of unnecessary barriers in the environment. For this reason, the ADA requires reasonable accommodation as a means of overcoming unnecessary barriers that prevent or restrict opportunities for otherwise qualified individuals with disabilities.

7. What is meant by "Reasonable Accommodation"? • Under the ADA, when an individual with a disability is qualified to perform the essential functions of a job, the supervisor must try to find a reasonable accommodation that would enable this person to perform these functions. The reasonable accommodation should reduce or eliminate barriers between the individual and the requirements for performing the essential tasks or job functions. The EEOC points out that while the law does not compel supervisors to lower standards to accommodate individuals with disabilities, it does require them to make certain "reasonable accommodations." Examples can include granting extra time off from work or adjusting schedules and assignments to allow medication regimens attributable directly to the disability.

8. Section 504 of the Rehabilitation Act • Section 504 of the Rehabilitation Act - Nondiscrimination under Federal Grants and Programs . • Sec. 504. (a) No otherwise qualified individual with a disability in the United States, as defined in section 7(20), shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance or under any program or activity conducted by any Executive agency or by the United States .

9. Public Law 93-112 • In September 1973, the 93rd Congress passed Public Law 93-112, The Rehabilitation Act of 1973. Section 504 of the Act stated: “No other-wise qualified handicapped individual in the United States… shall, solely by reason of his handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance”. In May 1977, the Department of Health, Education, and Welfare issued regulations implementing Section 504. This nondiscrimination statue and the regulations issued under it (especially Subpart E) guarantee a right of entrance for students with disabilities into our nation’s colleges and universities, as well as their participation in the program as a whole. (http://www.hhs.gov/ocr/civilrights/resources/factsheets/504.pdf)

10. Purpose: This handbook has been developed to aid concerned faculty in adapting their subject matter when teaching students with disabilities. It must be stressed that the suggestions in this handbook are general guidelines. The instructor should always confer with the student since the student is the most knowledgeable on what type of classroom adaptation will work best for him/her. The main goal of classroom adaptation for the student with a disability is that the student’s ability be evaluated and not his or her disability.

11. How this handbook can help • The following disabilities will be discussed in this handbook: • Visually Impaired/Blind • Mobility/Motor Impaired • Hearing Impaired/Deaf • Speech Impaired • Hidden Disabilities

12. Office of Student Support Services: What are the services provided to participants, staff and faculty? All students with disabilities who are Student Support Services participants are encouraged to discuss their needs with their instructors early in the semester. IUN staff and faculty are also encouraged to contact our office for consultation regarding any questions they may have regarding resources for working with students with a disability. Student Support Services: Indiana University Northwest’s Student Support Services office offers assistance to students in a variety of ways. In addition to tutoring, and academic advising, other assistance geared specifically toward academic success includes: • Assistance in the completion of admissions and financial aid forms • Campus orientation ( for the visually impaired) • Note taking services • Test taking assistance • Consultation with faculty • Reader services*

13. Visually Impaired/Blind • Students with visual disabilities can receive mobility training through the Student Support Services Program. • Reader Service • Test Taking Assistance

14. Reader Service • Indiana University Northwest Student Support Services uses the Kurzweill 3000. This is a program that enables conversion of print to electronic text which can be read to the user. The program also offers a variety of study skills, tools to facilitate learning. Currently, Kurzweill 3000 runs under Windows98 SE, MER , 2000,XPR, and VistaR • For further information on training and to schedule installation, please contact Scott Ferguson, UITS ADAPTIVE Technology and Accessibility Centers, Indiana University, Indianapolis and Bloomington, 1320 E. 10th St-Wells Library, Room 101A,Bloomington, IN 47405, 812-865-4112 scfergus@indiana.eduhttp://iuadapts.indiana.edu

15. Test Taking Assistance Student Support Services will accommodate students via test taking assistance. If any faculty member has questions regarding classroom adaptation, contact Davetta M. Haywood at 219-980- 6492, Disability Services Coordinator, or call the Student Support Services Office at 219-980-6798.

16. Accommodations SuggestionsTest Taking Assistance • Testing is an area which generates the greatest concern among both faculty and students. Most students prefer having a “live” reader administer the test. Most instructors prefer that Student Support Services staff return the test directly to the department. If the instructor is concerned about test security, he or she may meet with the disability advisor and arrangements can be made with Student Support Services for alternate arrangements. Listed below are a few general guidelines for administering an oral test to a visually impaired/blind student: • Allow the student and test reader to work in a room where they will not be disturbed. • The reader should repeat the question at the students’ request. (This is the same as sighted students re-reading a question as often as he or she requires for clear understanding.) • Repeat completed answers as often as the student requires. • Long questions and answers on multiple choice tests may be particularly confusing. Reading the question and pairing it with each choice may help reduce confusion. • Since administering the test orally requires more time than administering a written form, extra time should be allowed. Both teacher and student should reach a mutually satisfactory agreement on time limits prior to the test.

17. Computing for the Visually Impaired • The Indiana University Northwest’s Computer Center is now equipped with (2) terminals with voice capability for students. Further information concerning this equipment can be obtained from the Director of the Computer Center, or Mark Uncapher, Director of Microcomputer, Carol Wood, Director of Technical Support, Tim Sutherland Director of the IUN Library.

18. Visually Impaired Accommodations (Cont’d) • The visually impaired/blind student’s major challenge in college is the tremendous amount of printed material that is handed out—from class outlines to textbooks. The student deals with this obstacle in several ways, including readers,, recorded books, lectures and computer programs. Much of the printed material used in the classroom must be taped and Student Support Services will provide tapes. • Most textbooks must be taped in advance; this process usually takes from six to eight weeks. Therefore, it is very helpful for the student to find out from the instructor, titles of books that are to be used, prior to the beginning of the semester. Delays in book selection place students at a clear disadvantage to their non-disabled classmates. Until the tapes arrive, the sole method for learning the material is through a reader, which is far more time consuming. This disruption can adversely affect a student’s classroom performance. When working with students with visual challenges, the professor should remember that “this and that” phrases are basically meaningless to that student: for example, “The Square of this plus that equals 12”. The instructor should say, “Two squared plus eight equals 12”. The visually challenged student would then be receiving the same information as the non-challenged student.

19. Accommodations Suggestions: Mobility/Motor Impairments: Physical barriers are the most serious obstacles for students with mobility/motor impairments. A barrier may be a stair, a curb, a narrow walkway, a heavy door, or an elevator door that has no delay mechanism. • Typical mobility challenges may include: • Inability to physically write • Fatiguing quickly while writing or; • Writing more slowly than non- ADA students. In cases where laboratory “hands on” participation is required, the student could be assigned a note-taker to whom he/she could give instructions for the appropriate manipulation; in this the student will learn and participate in everything except the physical manipulation.

20. Accommodations Suggestions: Mobility/Motor Impairments: (cont’d) In all cases, it is important to remember that the student is responsible for requesting an accommodation and providing necessary documentation to your campus disabled student services office. This office can, when involved in the process, assure that the accommodations you provide are appropriate and reasonable. • Other suggestions for accommodations in classroom: • The professor may allow students to use a computer in class to take notes, or record with a tape recorder.

21. Accommodations Suggestions: Mobility/Motor Impairments (Cont’d) • Wide aisles and uncluttered work areas. • Adjustable height and tilt tables. • All equipment located within reach. • Note takers, scribes, and lab partners • Group lab assignments • Extended lab time or alternative testing arrangements • Computers with speech input and alternative keyboards • Access to disabled parking spaces, wheelchair ramps, curb cuts, restrooms, and elevators. • Course materials available in electronic format. • When speaking with a student in a wheelchair for more than a few minutes, sit down or move back to create a more comfortable angle for conversation. (http://www.washington.edu/doit/Faculty/Strategies/Academic/Lectures/)

22. Accommodations Suggestions: Hearing Impaired/Deaf : Hearing impaired students use a variety of methods to communicate with the hearing world: (1) manual (sign) language, (2) finger spelling, (3) speech (lip) reading, and (4) hearing aids. • The followings guidelines will be helpful when a hearing impaired student is in a classroom: • * Face the person when you speak. • * Don’t chew gum, or block the area around your mouth with your hands or other objects. • * Speak naturally and clearly. • * Try to avoid standing in front of windows or other sources of light since, the glare makes it difficult to read lips and other facial expressions. • * Facial expressions, gestures, and other body language is also helpful in conveying your message. • * The use of visual media may be helpful to students since such materials supplement and reinforce what is being said. • * Supply a list of terminology in advance that will be used in class. Unfamiliar words are difficult to speak, read, or interpret. • * Avoid speaking with your back to the student such as when writing on the chalk board. • * Vital information should be put in writing to ensure understanding.

23. Accommodations SuggestionsSpeech Impaired Students with speech impairments will need minor classroom adaptations, particularly in areas relying on class discussions, and student presentations. • Here are some general guidelines to use for situations involving speech impaired students: • When speaking with a speech impaired individual, continue to talk naturally and resist the temptation to complete words of phrases for the person. • Summarize the message and double check with the student for accuracy. • Don’t be afraid to ask the student to repeat his/ her message if you do not understand them. • Ability to understand the speech impaired student will increase as the instructor and non-impaired students become accustomed to the student’s speech pattern.

24. Hidden Disabilities: There are many disabilities that are “hidden”. These disabilities can range from diabetes to hypertension, heart disease, migraine headaches, anxiety, COPD, and CHF. • Students who depend on medication for control of symptoms may have it affect his educational performance (listlessness, short attention span, chronic absenteeism, etc). The instructor should not hesitate to inquire about what can be done with situations like these. • A hidden disability that generates much concern and fear is epilepsy. Although epilepsy is controlled with medication, seizures will sometimes occur. The following guidelines will be helpful if a seizure should occur in the classroom:

25. Hidden Disabilities: (Cont.) • Remain calm.. The seizure is painless to the individual. • Do not try to restrain the person. There is nothing you can do to stop a seizure once it has begun. It must run its courses. • Clear the area around the individual so that he/she does not injure himself/herself on hard surfaces or sharp objects. Try not to interfere with movements in any way. • Don’t force anything between the teeth. It the person’s mouth is already open, you might place a soft object like a handkerchief between the side teeth. • It isn’t generally necessary to call a doctor unless the attack is followed almost immediately by another major seizure, or if the seizure lasts more than about ten minutes. • When the seizure is over, let the person rest if he/she needs to. Allow time for the person to recover

26. Appendix: National Resource Listing: • Disabilities Stock Photos and images.3458 Disabilities Pictures • www.fotosearch.com/photos-images/disabilities.html • Disabilities Stock Photos and images.1345 Disabilities Pictures • www.fotosearc.com/photo-images/disabilities.html • The Americans with Disabilities Act (ADA) • U.S. Department of Justice • http://www.usdoj.gov/crt/ada/adahom1.htm • The Faculty Room • https://www.washington.edu/doit/faculty/strategies/Disabilitymobility/ • Mobility Impairments • http://www.washington.edu/doit/Faculty/Strategies/Academic/Lectures/ • Retrieved on 5/29/09 • Khubchandai, A. Key Terms of the Americans with Disabilities Act • APA Disabilities Officer • http://www.apa.org/apags/diversity/intdis.html • Retrieved on 5/29/09 • Section 504 of the Rehabilitation Act • Office of Civil Rights • http://www.hhs.gov/ocr/civilrights/resources/factsheets/504.pdf