Together We Are One

1. Together We Are One Disability Support Services Presented by: Lydia Hannawi, Coordinator of Disability Support Services Lydia Trevino, Student Success Specialist III Robin Rakestraw Student Success Specialist I

2. Objectives • The Law • The Letter of Accommodation • Extended Test Time • Interpreting Support Services

3. The Law Section 504 of the Rehabilitation Act of 1973 • Section 504 - “No otherwise qualified individual … shall solely by reason of handicap, be excluded from participation in, be denied benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.” Americans with Disabilities Act of 1990 • ADA – Intended to make society more accessible to people with disabilities. Protects fundamental rights and extends equal opportunity for individuals with disabilities.

4. Definition of Disability The ADA defines a disability as a person with: • A physical or mental impairment that substantially limits one or more of the major life activities of such individual; • A record of such an impairment; (c) Being regarded as having such an impairment

5. Reasonable Accommodations • Specific instructional strategies, technology, or aids needed to accommodate a disability without compromising the integrity of the program. May include: - provision of adaptive equipment - making facilities accessible

6. Confidentiality • The ADA and Section 504 of the Rehabilitation Act require confidentiality be maintained. • PAC is in compliance with the Federal Educational Right to Privacy Act (FERPA) ensuring confidentiality of all student records.

7. Syllabus Disability Statement Sample • It is the student’s responsibility to self-identify with the Disability Support Services (DSS) office to receive accommodations and services in accordance with the American with Disabilities Act (ADA). Only those students with appropriate documentation will receive accommodations. For further information, contact the DSS office at 486-3020 or visit the office, located in the GE building, Room 139.

8. Together We Are One • Students: Self-identify and provide current and complete documentation of disability. • Faculty: Assist in the process by providing accommodations including the use of auxiliary aids • DSS: Advocate responsibly for the rights of people with disabilities. • Institutional: Provide a campus in which educational, cultural, and extracurricular activities are physically and programmatically accessible .

10. EXTENDED TEST TIME (ETT)

11. ETT: The Who • Student’s that require a quiet, reduced stress environment due to their disability. • Type of disability: • Learning • Attention Deficit Disorder • Attention Deficit & Hyperactivity Disorder • Psychological • Physical

12. ETT: The Why • LD: uses adaptive technology or software i.e. computer helps maintain focus or to write essay • ADD/ADHD: easily distracted by noise, others actions i.e. comings or goings • Psychological: test anxiety, easily stressed or fearful of testing situations, Post -Traumatic Stress Disorder • Physical: blind/low vision, mobility challenged, requires a reader and/or scribe to be their eyes and hands

13. ETT: The How • Student provides the instructor the testing form • Instructor completes the Instructor’s Section • Instructor attaches test to test form • Test is delivered to DSS by instructor or instructor’s representative, by email, fax, or pony mail • Test is administered to student following instructors specifications • Student completes test • Test is returned to instructor by method indicated on test form.

15. Interpreting Support Services

16. Interpreting Support Services • Disability Support Services currently serves 10 deaf or hard of hearing (D/HH) students and 1 at TAMUK • PAC has two full time and two part time interpreters • PAC currently uses 4 agency interpreters • Interpreters spend 18-28 hours in the classroom

17. An Interpreter’s Role • To facilitate communication and convey all auditory and signed information • To communicate to both hearing and deaf individuals so both may fully interact

18. Common Communication Styles • American Sign Language (ASL): a visual-gestural language with its own linguistic features • Sign Language Transliteration: sign language and mouth movements that uses both ASL and spoken English • Oral Transliteration: silent repetition of spoken English

19. Accommodations for D/HH • Interpreters in class, for tutoring sessions, and tests • A peer volunteer note taker can be assigned by the instructor • Extended Test Time (D/HH students need to have test questions interpreted to ASL)

20. Accommodations (cont’d) • Emergency Evacuation • Request Closed Captioning when presenting a video or allow the student to view the video in advance • Tutoring – students need copies of lecture notes, power point presentations, and vocabulary lists to prepare for class

21. Summary • Laws are in place to protect the civil rights of individuals with disabilities. • The Letter of Accommodation outlines what services the student is eligible to receive based on their documentation. • Extended Test Time (ETT), one of the most common accommodations received by students with disabilities, explains to the DSS staff how to administer the test. • Interpreters facilitate communication for deaf and hard of hearing students.