Steps in the Accommodation Process

1. Steps in the Accommodation Process • Getting to the DRS • Meeting the eligibility requirements • Deciding on specific accommodations • Implementing the accommodation plan • Revising the accommodation plan

2. Step 1: Getting to the DRS How do students find out about DRS? • May be referred prior to enrollment by parents or a high school counselor • Accommodation statement on syllabi or other university documents • Faculty referral

3. UW – LSyllabus Statement • Any student with a documented disability who needs to arrange reasonable accommodations must contact the instructor and the Disability Resource Services office (165 Murphy Library) at the beginning of the semester. Students who are currently using the Disability Resource Services will have a copy of an Accommodation Form that verifies they are qualified students with disabilities who have documentation on file in the Disability Resource Service office.

4. A Few Implications • Students with disabilities will be in our classes. • Students with disabilities need the same curriculum and standards as others. • When students with disabilities graduate, they will develop the same array of careers.

5. Invisible Disabilities • Many of the students have invisible disabilities. • Right of confidentiality to give that information. • Faculty may provide accommodations and never know the student’s disability. • Learning disabilities • Visual impairments • Hearing impairments • Medical/chronic health impairment • Traumatic brain injury • Psychological • ADD

6. Why go through the DRS?(Especially if the disability is obvious) • The university’s designated office responsible for determining and authorizing accommodations • Protects faculty members and the institution • Faculty who bypass the DRS are exposing themselves to legal risk and are on their own. • Students need appropriate support and rights of confidentiality protected

7. Step 2: Meeting Eligibility Requirements • A formal diagnostic assessment • Done by professionals • Evaluated according to UW-L guidelines • The basis for determining eligibility • The responsibility of the DRS (not faculty) • Kept confidential/separate from academic records • The student is responsible to provide documentation of the diagnostics.

8. Step 3: Deciding onSpecific Accommodations • The student and the DRS counselor look at limitations. • The counselor makes specific recommendations. Sometimes faculty may be involved.

9. Why should essentialcourse-related information not be waived? It would • Compromise the student’s future. • Compromise the integrity of the curriculum. • Violate the intent of the law.

10. Who decides what the essential skills are? • Counselors at the DRS are experts on disability issues and concerns. • Faculty members are experts on course content and requirements. • Faculty members need to identify skills that one must have to function to be competent .

11. What to do when a student brings an accommodation form 1.Read the form. 2.How accommodations will work in your class? 3.Implementing the accommodations. 4. If no concerns, sign the form and and give to the student to return to DRS. 5. If concerns, contact the DRS counselor.

12. ACCOMMODATION REQUEST FORM _______________ Semester THIS FORM CERTIFIES THAT THE FOLLOWING STUDENT HAS PRESENTED THENECESSARY DOCUMENTATION TO VERIFY THEIR DISABILITY. STUDENT NAMEDRS ADVISOR COURSEINSTRUCTOR In order to provide equal access to education, the following accommodations have been determined reasonable by the Disability Resource Services staff. Testing in a distraction-reduced environment Extended testing time for exams (time and a half) These accommodations have been determined based on documentation indicating how thedisability affects the student's functioning in an academic environment. The documentation ison file with Disability Resource Services and is confidential. ________________________________________________________________ STUDENT DATEDRS STAFFDATE ______________________________________________________ INSTRUCTORDATE Will you be able to provide the testing in your area? YES NO This request form is for the current semester only. After all signatures are obtained, copies of this form will be sent to allappropriate individuals.

13. Step 4: Implementing Accommodation Plan • Student tells you will need some accommodations • Student should have a DRS Accommodations Form recommending specific accommodations. • If the student does not have the form, guide him or her to the DRS office

14. Once the student providesthe Accommodation Form… • Review DRS recommendations/discuss delivery of accommodations. • Maintain student confidentiality. • Complete your portion of the form. • The student will then bring it back to the DRS office and we will process and send you a copy.

15. What about requests for retroactive accommodations late in the semester? • A student has the right to request disability-related accommodations at any time. • Accommodations begin when the student is determined eligible for services. • Faculty are not required to grant accommodations retroactively.

16. The accommodation plan is designed to consider . . . • Implications of the student’s disability. • How activities required for each course are affected. • Limitations to acquiring and applying knowledge. • Related course materials and labs. • Essential skills of each course. • Levels the playing field.

17. Step 5: Revising the Accommodation Plan • Discuss your concerns with the DRS staff. • Ask the DRS for clarification of the Request. • Meet with the DRS counselor/student. • Continue to provide the approved accommodations. Do not argue with the student. • Adapt the plan and make it reasonable and helpful to the student.

18. Will students who have accommodations in college succeed after graduation? • Employers are required by the ADA to provide reasonable accommodations. • Accommodations in education are based on employment law. • Accommodations needed for learning in the classroom may not be needed for employment.

19. What if accommodations become intrusive/unreasonable? • Most accommodations should not be very time consuming. • Faculty are not obligated to tutor students. • Faculty can refer the student for tutoring, counseling, or other relevant programs.

20. In Summary: What can you do? • State your course requirements clearly on the syllabus. • Include a statement about students with disabilities and a reference to DRS on all syllabi. • Apply performance standards consistently. • Refer all requests for disability-related accommodations to the DRS. • Maintain student confidentiality. • Create an accepting and open environment. (movie clip)

21. Accommodations

22. Testing Accommodations Jim is a student with a vision impairment Major is business, he has a solid GPA Accommodation in a private, quite room The testing room becomes highly distracting Jim fails the test The problem is resolved by good faith effort Jim has a choice-adjust grade or retake test

23. Testing Accommodations • Give students accurate and equitable opportunities to demonstrate their knowledge and skills • The most common accommodations • Should not compromise academic integrity • Communication is essential (Show Forms)

24. ACCOMMODATION REQUEST FORM _______________ Semester THIS FORM CERTIFIES THAT THE FOLLOWING STUDENT HAS PRESENTED THENECESSARY DOCUMENTATION TO VERIFY THEIR DISABILITY. STUDENT NAMEDRS ADVISOR COURSEINSTRUCTOR In order to provide equal access to education, the following accommodations have been determined reasonable by the Disability Resource Services staff. Testing in a distraction-reduced environment Extended testing time for exams (time and a half) These accommodations have been determined based on documentation indicating how thedisability affects the student's functioning in an academic environment. The documentation ison file with Disability Resource Services and is confidential. ________________________________________________________________ STUDENT DATEDRS STAFFDATE ______________________________________________________ INSTRUCTORDATE Will you be able to provide the testing in your area? YES NO This request form is for the current semester only. After all signatures are obtained, copies of this form will be sent to allappropriate individuals.

25. Use of a PrivateDistraction-free Room • Who this might help? • How this works • Problems and solutions • Room not distraction free • Professor has student transport exam • Test instructions are not clear • The proctor goes too far clarifying questions • The process is unclear or dubious • Test gets lost in transit • Student misses clarifications others get

26. Use of Scribes, Readers, and Interpreters • How this works and who this might help • Problems and solutions • The reader goes too far in explaining questions • The reader mispronounces technical words • Scribe does too much editing

27. Extended Time • Who this might help • How this works • Problems and solutions • The instructor allows too much or unlimited time • There is disagreement about how much extended time • The exam is so long, it is spaced over two days • Other students question fairness

28. Use of Computer/Computer Devices • Who this might help and how it works. • Problems and solutions • The computer device works improperly • The student is allowed to take the exam home to use appropriate technology • The student requests a calculator, formula sheet, or spell checker

29. Substituting Oral Examsfor Written Exams • Who this might help --- LD,head injuries, students with quadriplegia • How this works • Problems and solutions • The proctor “prompts” the student too much

30. Disability Resource Services Exam Checklist To be completed by instructor – seal exam in envelope and attach the exam checklist to outside of envelope. Hand deliver to, DRS 165 Murphy. Student’s Name_____________________________________ Class______________________________________________ Instructor__________________________________________ Date of Exam_____________ Time of Exam______________ Circle items the student may use: Notes Open Book Calculator Dictionary Special Instructions: _________________________________ How would you like DRS to return the test? ______________ _________________________________________________ *************************************************** To be completed by Disability Resource Services Name of Staff Member Returning_______________________ Exam returned to: (please circle) Instructor Under Instructor’s Door Instructor’s Mailbox Department Secretary Other_________________________________________ Date/Time Exam Returned_____________________________

31. DISABILITY RESOURCE SERVICES 165 MURPHY LIBRARY MEMO TO: Instructor This exam was administered: STUDENT:_____________________ DATE:_________________________ TIME:__________________________ If this time/date does not meet your approval, please contact the student. The student should schedule the test for the same time as the rest of the class. It is the student’s responsibility to clear any other time with the instructor.

32. Self-accommodation:A Few Thoughts • What is self-accommodation? • Many students with disabilities learn to self-accommodate • Students may use a variety of strategies • This strategy encourages self-management and independence • A cautionary note: self-accommodation is voluntary • It does not change institution’s responsibility to accommodate

33. Some Common Problems with Accommodated Testing • Instructor forgets to prepare or deliver the exam in advance • Student fails to follow the agreed-upon process • Instructor’s directions may not be clear • The date is changed, but the DRS is not notified • The exam errors are corrected during the class period and the DRS is not notified

34. Summary Testing Accommodations: • Allow equitable opportunities to demonstrate knowledge and skills • Are a collaborative endeavor of the DRS, student, and instructor • Are individually determined to address disability- related limitations • Create possibilities for problems, but most are avoidable with careful planning • Are essential, not generally difficult, and, done properly, are good instruction

35. Make Note-taking Easier • Reason • Who this might help • How this approach works • Give copies of over heads, outlines, and lecture notes or post to a website • Handout materials in advance for preview or formatting • Use larger font size and stronger contrast on visuals

36. Who can use the taping services? • Students who have documentation supporting the need • Visually Impaired • Students with learning disabilities in reading

37. Anticipate How Students Access Course Materials and Resource • Adopt textbooks early to allow transcribing into Braille, taped texts and in CD format. • Choose textbooks with online supplements and learning supports whenever possible. • Put materials on the Web early to allow students a head start.

38. Disability Resource Services 165 Murphy Library 785-6900 ***ATTENTION INSTRUCTOR*** RE:CLASSROOM NOTE PROVIDER NEEDED FROM: June Reinert, Director of Disability Resource Services MEMO TO: Instructor, COURSE:____________ SECTION:___________ Please inform student and the Disability Resource Services office if you have classroom notes available on the Internet, handouts or on reserve at the library. An accommodation used by some student with disabilities is a note provider during lectures. To comply with Section 504 of the Federal Law, we need to accommodate this student with a notetaker. Please announce that a note provider is needed. This is a volunteer position. Please do not reveal who needs the notes but direct potential note provider to sign up at the Disability Resource Services office at 165 Murphy Library and ask for Judy Nieman, Accommodations Manager. Thank you for your consideration fro our students with special needs.