WELCOME everyone!!!

1. WELCOME everyone!!! • Steven Moats, Director • Student Disability Resources • 1076 Student Services Building • Phone: 515-294-7220 • Email: disabilityresources@iastate.edu • Webpage: www.dso/iastate.edu/dr

2. DSO-- Here For Students… and You • Academic Success Center • Greek Affairs • Hixson Opportunity Awards • Judicial Affairs • Lesbian, Gay, Bisexual, Transgender Student Services • Margaret Sloss Women’s Center • Muliticultural Student Affairs • National Student Exchange • Parents Association • Recreation Services • Student Assistant Services • Student Disability Resources • Student Legal Services • Student Support Services Program (SSSP/TRIO) • Vocational Rehabilitation Services

3. Student Disability Resources (“SDR”) • Location: 1076 Student Services Building • Phone: 515. 294. 7220 • Email : disabilityresources@iastate.edu • Website: http://new.dso.iastate.edu/dr/doc

4. Student Disability Resources Office • Also known as ‘SDR’ • A unit in the Dean of Students Office (DSO) • SDR staff work exclusively with current ISU students who have been identified as ‘disabled’ while in high school andISU students with newly documented disabilities • Determine eligibility for services and accommodations in college--these are very different than in high school • Coordinate reasonable academic adjustments/ accommodations with Professors and Instructors • (cont’d)

5. What is a ‘disability’? • (A) a physical or mental impairment that substantially limits one or more major life activities of an individual; or • (B) having a record of such an impairment; or • (C) being ‘regarded as’having such an impairment • http://www.access-board.gov/about/laws/ada-amendments.htm

6. What are ‘major life activities’? • In general, major life activities include, but are not limited to: • caring for oneself  performing manual tasks • working breathing • eating  sleeping • walking  standing • lifting  bending • speaking  reading • learning  thinking Common ‘in-class’ • concentrating  seeing impact here • communicating  hearing

7. Departmental disability liaisons • Each academic department has a designated liaison to assist with questions and services related to your work with students needing accommodations (ie. exam spaces, etc.). • See “Instructor Resources” on SDR webpages for more information. • Departmental Disability Liaisons • http://www.dso.iastate.edu/dr/staff/deptliaisons.html

8. Implement ‘universal design’ for diverse Learners in all of your courses • Universal Design for Learning (UDL) is broadly defined as creation and use of instructional methods, materials, and assessments that benefit students with diverse learning styles and abilities.

9. Basic Learning styles • Kinesthetic–physical/motor involvement of large muscle groups real-life examples/experiences, filed trips • Tactile/Tactual-- group discussions, journaling/writing, fine motor activity (ie. handling of small objects), peer interactions, independent research • Auditory– verbal discussion that follow lectures, speeches/dialogue, reading aloud, debates • Visual– reading assignments, demonstrations and observations; ‘mind mapping’, computer graphics, movies • **Most people have a preference for one of the above styles. But many have successfully adapted to one or more styles. • http://www.plsweb.com/Products-Resources/The-Benefits-of-Learning-Styles/Sensory-Preferences-and-Learning-Styles

10. ‘Universal design in learning’ • Delineates a strategy for compliance with laws regarding students with disabilities. • Benefits students with diverse learning styles and abilities. • Outlines a set of principles for curriculum development. • Provides a framework for creating instructional goals, methods, materials, and assessments

11. Universal Design for learning (cont’d) • Examples of UDL Strategies to promote learning by all students-- • Interactive discussion (ie. small groups) coupled with lecture, films, research, etc. • Advanced provision of a written ‘framework’ for lectures (ie. availability of notes and/or PowerPoint presentations before the lecture so diverse learners can • Assessments that include traditional ‘paper/pencil’ exams with adequate time • Consideration of take-home exams or projects allowing students to demonstrate their knowledge /competency • Oral presentations to demonstrate competency

12. Universal Design Resources • Center for Applied Special Technology (CAST) http://www.cast.org • “Do-It” website (www.washington.edu/doit/) —this is a site created by folks at the University of Washington supported by a Federal Grant.  Broadly, this site is a repository of resources related to strategies and practices to assist people with disabilities. • Minot State University UD Links http://www.minotstateu.edu/disability_services/pdf/fast_universal_design.pdf • National Center on Universal Design for Learning http://www.udlcenter.org • Tincani, M. (2004).  Improving outcomes for college students with disabilities: Ten strategies for instructors.  College Teaching, 52(4), 128-132.  • WebAIMhttp://webaim.org • World Wide Web Consortium (W3C) Web Accessibility Initiative (WAI) http://www.w3.org/WAI

13. Some students will require additional assistance in the form of ‘reasonable accommodations’ so they can— • Access/obtain information • demonstrate knowledge/competency

14. Why do you have to provide reasonable accommodations? • Various laws (ADA, ADAAA, etc.) and university policy support the notion that colleges must provide ‘access’. High Schools provide ‘success’ services leading to graduation. • Rehabilitation Act of 1973 • Americans with Disabilities Act of 1990 • Amendment to the ADA (became enforceable 3/15/11) • Set up a ‘welcome appointment’ with SDR staff

15. How do I know if a student is ‘qualified’ to receive accommodations in my class? • SDR staff meets with each student to determine eligibilty and possible reasonable accommodations. This involves: • Discussion regarding their condition and impact • Understanding of current functional impact is key • Review of valid, recent documentation from a qualified provider (usually within last 3-5 years) • Documentation must be provided to SDR by the student • Professors/Instructors should not ask to see evidence of disability (ie. ‘documentation’)

16. How do I know if a student is ‘qualified’ to receive accommodations in my class? • SDR staff and student complete a Student Academic Accommodation Request form (aka ‘SAAR form’) to each Professor/Instructor if they are determined to be eligible for accommodations. • Student must present the SAAR form to Professor/Instructor to request accommodations • Professor/Instructor must review, discuss, and sign the SAAR form if they agree to provide the indicated accommodations • SEE SAMPLE SAAR FORM

17. WhaT happens if a Professor Doesn’t sign the SAAR form? • -Professor/Instructor should discuss the ‘why not’ and alternatives with his/her student • -Professor/Instructor must contact SDR within 48 hours if signature is not provided • -Possible intervention of department liaison or Chair if needed • -Possible intervention from ISU EOD and/or Dept. of Civil Rights and/or Deptartment of Education • -Possible inquiry by ISU Faculty Senate

18. How does a Professor/Instructor USE the SAAR form? • -Meet with your student in a private location to review and discuss the SAAR form •  We recommend an ‘Office hours’ meeting vs. ‘after class’ for a confidential discussion • -Confirm with the student your intent to provide the indicated accommodations (ie. provide notes/PowerPoints, make exam accommodation arrangements, etc.) • -Sign and date the SAAR form as indicated (at the bottom of the page) and retain the PINK copy for your records

19. How does the Professor/Instructor USE the SAAR form? • -Make note of the accommodations that your student needs so you can work with him/her to provide them (ie. notes/PP, exam accommodations, etc.) • -Retain the PINK page of the signed SAAR document for your records (you will need it later) • -You may want to consider creating a Spreadsheet to organize and track student accommodations by term • -Deliver the accommodations you have agreed to provide

20. Bottom line… ISU and its Professors/Instructors must : provide access for students with qualifying documented disabilities if they: • a) self-disclose, and • b) meet eligibility, and • c)request reasonable accommodations with a Student Academic Accommodation Request (SAAR) form

21. What happens if a student requests accommodations but does not have a SAAR form? • -If the student indicates they have a ‘disability’ and they seek accommodations, explain that they have to work with SDR to establish eligibility and that a SAAR form will provided. • -Assist the student in making contact with SDR • 1076 Student Service Building • 515. 294.7220 • disabiltiyresources@iastate.edu • www.iastate.edu/dr

22. What happens if a student requests accommodations but does not have a SAAR form? • --Professors/Instructors may choose to provide academic assistance to any student • --Academic assistance is not the same as ‘reasonable accommodations’

23. Examples of Common *Accommodations-- • Access to lecture notes/PP Exam accommodations • Specific seating (ie, front) (ie. extended time and location) • Option to record lectures  Reader/taped exam • Captioned films/videos  Alternative text • Sign language interpreter  Captionist • Absences *As listed on the SAAR form

26. Failure to provide reasonable accommodations indicated on a signed saar form is—-a violation of thE ADA & student rights -A violation of ISU Policy and practices-An impediment to student participation & academic progress

27. EXAM ACCOMMODATIONS • Will be indicated on the signed SAAR form (by ) • Professor/Instructor is responsible for making timely and appropriate exam accommodation arrangements with the student. Either, in: • a) Departmental room, office, etc. (arranged and proctored by Professor/Instructor) OR • b) Exam Accommodation Center (referred by Instructor)

28. How do Professors refer to the exam accommodation center? • -Simply complete the online Exam Accommodation Referral form (EAR form) located at: • * http:// www.dso.iastate.edu/dr/staff/examaccom • Complete the EAR form 1 week (5 business days in advance of exams) • One EAR form/student can be completed for all exams for the term • Use the SAAR form to assist in completing the EAR form • Your exam must be provided to the EAC at least 2 business days before the exam

29. Exam Accommodation Referrals to EAC • EAC staff will contact the Professor/Instructor and student with instructions after the Exam Accommodation Referral form is provided • It is essential that Professor/Instructor’s have his/her exam in the EAC at least 2 business days in advance of the exam

30. Why does the ‘EAC’ need a referral form? • -To confirm date, time, location of the exam • -To facilitate scheduling and communication with your student • -To confirm expectations with regard to special ‘permissions’ for the exam • (ie. note sheet, calculator, etc.) • -To schedule proctors • -To schedule equipment • -To confirm accommodations granted • -To know Professor/Instructor’s requested method of exam delivery and return

31. How Do students request accommodations for your course? • Eligible students will present a ‘Student Academic Accommodation Request form (aka “SAAR form) to Professor/Instructors for review and signature which identifies reasonable accommodations needed • Professor/Instructor is to review the SAAR form with your student in private (preferably during office hours) • Discussion and SAAR forms are confidential

32. Your students are not obligated to: • -Provide a copy of their disability documentation to a Professor/Instructor • -Share a ‘diagnosis’ or discuss their disability • -Utilize accommodations if they choose not to do so

33. Reasonable accommodations ARE NOT… • Reasonable accommodations don’t give an unfair advantage • Reasonable accommodations don’t lower academic standards • Reasonable accommodations are not an ‘undue burden’

34. ‘Reasonable accommodations’ (cont’d) • Reasonable Accommodations are: • A modification or adjustment to the environment or typical protocol that gives an individual with a disability an equal opportunity to participate.

35. Reasonable accommodations are… • In the post-secondary setting, that may mean: • Access to a building, facility, or activity • Access to alternative ways to- • obtain information • perform a task • demonstrate competency

36. TO refer to the exam accommodation center (‘EAC’—located in 1200 HLSSC) • Professor/Instructor must complete a simple ‘Exam Accommodation Referral form’ providing pertinent information (see http://www.dso.iastate.edu/dr/staff/examaccom) • Submit Exam Accommodation Referral form atleast one (1) in advance of exam to ensure appropriate scheduling and exam supervision is available • NOTE: All exams for one student can be arranged by completing the Exam Accommodation Referral form • EAC staff will be in contact with the Professor/Instructor and your student after receiving a properly completed Referral form

37. Exam accommodation center (cont’d) • Professor/Instructor must provide the exam itself to EAC staff no later than 2 business days before the exam so appropriate processes can be made (ie. ‘text conversion’, proctors, readers, etc.) • Completed exams and answer sheets will be returned to Professor/Instructor by email (via a scanned copy)

38. Exam accommodation center (cont’d) • Exams can be provided to EAC in a number of ways— • 1) Email (examaccommodations@iastate.edu) • 2) Fax (294-6813) • 3) Uploaded to Blackboard (provide a PASSWORD to EAC Coordinator)

39. What if a Student requests accommodations for a disability but they do not present a SAAR form??? • Refer your student to SDR (1076 SSB) so they can schedule a “Welcome Meeting” with SDR staff • Encourage your student to contact SDR by phone or email • Call SDR with the student to facilitate the referral • Walk with them to SDR • PLEASE NOTE: Professors/Instructors can provide temporary academic assistance to their students as they deem appropriate. However, these are not ‘disability accommodations’ unless a SAAR form is presented.

40. Interpreters and captionists • -Some students utilize Interpreters or captionists as an accommodation for communication in the classroom. • -This is usually for students with hearing impairment. • Allow the Interpreter or Captionist to sit/stand in a location that is most appropriate for your student. These professionals will communicate directly with your student providing the accommodation (ie. sign language or type-written transcript).

41. Live vs. remote Interpreting/captioning • Technology has improved/changed dramatically over the last several years. This allows effective use of the internet for some interpreting and/or captioning. • SDR staff will work with you and your student on determining the most effective strategy for provision of these accommodations.

42. Interpreting in the classroom • The Interpreter may ‘’Voice’ on behalf of the student . Respond to the student (not the Interpreter) as it is the student who is asking the question or making comment. • The Interpreter may ask for clarification from the Professor/Instructor so they may accurately transliterate for the student (ie. content clarification, etc.)

43. Other important considerations • Syllabus Statements are available and must be included in your syllabus • See SDR webpages (“Instructor Resources) for samples • Review the syllabus statement at the start of classes (Day 1) and again before mid-term exams • Utilize ‘Universal Design in Learning’ strategies to maximize opportunities for all students and positively impact learning • Many ‘accommodations’ can be eliminated with UDL • Arrangement and delivery of exam accommodations is the responsibility of the Professor/Instructor. PLAN AHEAD and BE ORGANIZED. • SDR Exam Accommodation Center requires-- • a) Timely completion of the Exam Accommodation Referral form, and • b) Timely provision of the exam

44. Student Disability Resources (SDR) • Location: 1076 Student Services Building • Phone: 515. 294. 7220 • Email : disabilityresources@iastate.edu • Website: http://new.dso.iastate.edu/dr/doc