OLD DOMINION UNIVERSITY
DISABILITY SERVICES
FACULTY HANDBOOK
INTRODUCTION
This faculty guide has been developed to provide the Old Dominion University faculty with practical information and suggestions to meet the needs of students with disabilities in the classroom.
A student with a disability is any student who has a physical or mental impairment which substantially limits one or more major life activities such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working. A person is considered to be a person with a disability if he/she has a disability, has a record of such impairment, or is regarded as having such an impairment.
Students with disabilities are a rapidly growing minority in American higher education. At Old Dominion University over five hundred students have identified themselves to Disability Services as having disabilities and are receiving accommodations and/or services through the University. Nationally, during the past several years, the proportion of college freshmen with disabilities has tripled to 7.4 percent.
The increased observance of students with disabilities on college campuses can be attributed to several factors. First, greater assistance has been provided to students with disabilities in the elementary and secondary schools resulting in more students with disabilities prepared to attend college. Second, current college students who have not been previously identified as having a disability are being recognized and are receiving accommodations. Finally, federal laws have protected the rights of these students to receive reasonable accommodations and have provided means of redress if rights are violated. This final factor supports student assertiveness in requesting accommodations.
The obligation to accommodate students with disabilities extends beyond the University's commitment of access to programs, services, activities and the physical plant. A legal imperative, which is embodied in Section 504 of the Rehabilitation Act of 1973, confirms civil rights for persons with disabilities by the following statement:
No otherwise qualified handicapped individual...shall, solely by reason of his handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.
In order to comply with this mandate, colleges and universities that receive Federal assistance must assure that the same educational programs and services offered to other students are available to students with disabilities. Academic ability must be the sole basis for participation in post-secondary education.
To accomplish this goal, both physical and programmatic access must be provided. While this includes the removal of architectural barriers and the provision of auxiliary services, reasonable accommodations must be made by the University through its instructors and administrators in the instructional process to ensure that appropriate educational strategies and modes are available to students.
Achieving this goal requires knowledge and sensitivities. This handbook is designed to provide information and to heighten awareness for the benefit of both faculty and students.
I. DISABILITY SERVICES AT OLD DOMINION UNIVERSITY
Recognition of the need of services began in 1987. The Assistant to the Vice President for Student Services worked with a committee to generate the nucleus of a program. Subsequently, a series of graduate assistants and part-time coordinators further developed the program. Since 1992, a full-time coordinator has worked to provide services to students. As the number of students with disabilities on the campus has increasingly been recognized, there has been growth in the available support services, assistive equipment, and staff knowledge and experience to meet the needs of these students.
Disability Services provides students and faculty with assistance and information in meeting the requirements of Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. The professional staff works with faculty, administrators and students toward the goal of complying with state and federal regulations and integrating the student with a disability into the college community.
The major goal of Disability Services is to assist all students with disabilities in the pursuit of their educational objectives. Efforts are made to coordinate the student's needs with services and resources available within the institution.
The Disability Services office strives to coordinate services that will enable students with disabilities to act as independently as possible in a supportive atmosphere that promotes self- reliance. Students may choose whether or not to use the available services.
RECEIVING ACCOMMODATIONS/SERVICES
Students wishing to use services and accommodations must follow the established process. No services will be rendered until the student has completed the prescribed steps and indicated that he/she understands and agrees with the professional evaluator's recommendations and the student's responsibility in the delivery of services.
The student must
1. Complete an intake procedure with Disability Services prior to the provision of services
2. Provide recent documentation of the disability and recommendations for accommodations from an appropriate professional
3. Meet with the Director or Learning Coordinator to determine reasonable accommodations
4. Submit a Request for Letters Form prior to the start of classes each semester to provide information to the faculty as soon as possible
5. Provide a Faculty Accommodation letter to instructors.
At Disability Services
We Do
1. Offer pre-admission information concerning services and accommodations which are available to enrolled students
2. Facilitate program accommodations in accordance with recent documentation results
3.Offer a support group for students with learning disabilities where they can address issues of concern, develop self advocacy skills, and share their skills with others
4. Refer students to appropriate services such as Student Support Services for tutors
5. Coordinate a note-sharing program
6. Offer opportunities for faculty/staff awareness
7. Act as a liaison between faculty and students
8. Proctor examinations.
We Do Not
1. Provide formal diagnostic evaluations, although we do provide a comprehensive list of qualified diagnosticians in the area
2. Offer self-contained classes for students with learning disabilities
3. Ask faculty to compromise the quality of instruction or evaluation in any class, but rather to provide the accommodations necessary for a student to meet the standards of the class
Disability Services is located at 1525 Webb Center. The telephone number is (757) 683-4655.
II. MYTHS ABOUT PERSONS WITH DISABILITIES
The first step in dealing with students with disabilities seems obvious - treat them, simply, as students. After all, they come to college for the same reasons others do, and they bring with them the same range of intelligence and scholastic skills. Nevertheless, some distorted perceptions about persons with disabilities need to be addressed. Among them are these:
The Myth of the Helpless Invalid - manifests itself in excessive deference and solicitousness.
The Myth of the Heroic Cripple - places the disabled on a pedestal, making it difficult for him or her to assimilate and to function.
The Myth of the Invisible Untouchable - avoids or denies the existence of the disabled person.
The "Spread" Phenomenon - generalizes from a single disability and assumes there are also intellectual, social and other physical limitations.
The Myth of Can't-See-It-So-Can't-Buy-It - assumes that all disabilities are visible and denies the existence of hidden disabilities.
Such attitudes may be natural and innocent, deriving as they do from lack of interaction with individuals with disabilities, but they can be devastating to the person with a disability. These attitudes reduce our expectations of the individual's performance; define the person by the disability, as if it comprises the entirety of his or her being; and lead us to isolate and segregate the persons with disabilities, hurt their pride and damage their confidence.
Revising our perceptions and attitudes is the first step in accommodating students who learn or perform in ways that are different from others. The similarities of a student with a disability and other students are much more significant: We are dealing, first and foremost, with students.
III. DISABILITY ETIQUETTE
We may not be aware of the biases or negative attitudes expressed in words we use. Eliminating poor word choices is as important as using words with positive connotations.
The following words and expressions indicate a positive attitude and are recommended:
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blind |
mobility impaired |
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deaf |
multi-handicapped |
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differently able |
nondisabled |
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disabled |
paralyzed |
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persons with cerebral palsy |
hearing impaired |
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persons with disabilities |
visually impaired |
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mentally/emotionally disabled |
wheelchair user |
The following words and expressions have derogatory connotations and should be avoided:
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afflicted |
gimp |
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arthritic |
invalid |
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cerebral palsied |
lame |
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confined to a wheelchair |
maimed |
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crazy, insane |
paralytic |
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cripple |
poor unfortunate |
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deaf and dumb |
spastic |
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deaf mute |
spastic |
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defective |
stricken |
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deformed |
victim |
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epileptic |
withered |
When Meeting A Person With A Disability
In General
- Offer help, then wait until it is accepted before you give it. Offering to assist someone is polite behavior. Giving help before it is accepted is rude and may, sometimes, even be unsafe.
- If a person with a disability asks for help and you want to provide assistance, but don't know how, ask the person to tell you the best way of providing the needed assistance.
- If a person with a disability feels she/he can do something but you cannot understand how (e.g. performing certain job requirements, tasks, white water rafting), ask the person to explain.
- Accept the fact that a disability exists. Not acknowledging a disability is similar to ignoring someone's sex or height. But to ask personal questions about the disability would be inappropriate until a closer relationship develops in which personal questions are more naturally asked.
- Speak directly to the person with a disability (including a person who is deaf), not to their companion.
- Speak directly to the person with a disability (including a person who is deaf), not to their companion.
- Include students and employees with disabilities when planning programs and meeting locations.
- Do not assume that a lack of a response indicates rudeness. In some cases a person with a disability may seem to react to situations in an unconventional manner or appear to be ignoring you. Consider that the individual may have a hearing impairment or other disability which may affect social or motor skills.
When Speaking To Someone Who Uses A Wheelchair
- Do not automatically hold on to a person's wheelchair. It is part of that person's body space. Hanging on or leaning on the wheelchair is similar to leaning on a person sitting in any chair.
- Do not be sensitive about using words like "walking" or "running." People using wheelchairs use the same words.
- If conversation proceeds more than a few minutes and it is possible to do so, consider sitting down in order to share eye level. It is uncomfortable for a seated person to look straight up for a long period of time.
When Speaking To A Person Who Is Blind
- If you see a person who is blind in a dangerous situation (about to walk into a wall or piece of furniture) speak out and make her/him aware of the danger.
- Do not be sensitive about using words like "see" or "look," etc. People who are blind use them regularly.
- Speak in a clear, normal manner. Do not exaggerate or raise your voice. Remember that the person is blind, not necessarily hearing impaired.
When Speaking With a Person With A Hearing Impairment
- Speak clearly and distinctly, but do not exaggerate your words. Use normal speech unless asked to slow down.
- Provide a clear view of your mouth. Waving your hands or holding something in front of your lip, thus hiding them, makes speech reading impossible.
- Use normal tone unless you are asked to raise your voice. Shouting will not help.
- Speak directly to the person, instead of from the side or back of the person. Also, make sure the hearing impaired person is looking at you before you begin to speak.
- Speak expressively, and keep good eye contact. Persons who are deaf cannot hear subtle changes in tone which may indicate sarcasm or seriousness. Many will rely on your facial expressions, gestures, and body language to understand what you are saying.
- If you are having trouble understanding a person's speech, feel free to ask her/him to repeat. If that does not work, then use paper and pen. Most people will not be offended.
- Remember, communication is your goal. The method is less important.
- If you know any sign language, try using it. If the deaf person you are communicating with finds it a problem, the person will let you know. Usually your attempts will be appreciated and supported.
- When talking with a deaf/hearing impaired person, try not to stand in front of a light source (e.g. a window). The deaf/hearing impaired person will find it hard to see your face, which will be silhouetted in the light.
- Do not assume that the deaf/hearing impaired person really understands you if she/he nods her/his head "yes." This is often an automatic reaction. If you want to make certain that the person understood, ask her/him (in a tactful way) to repeat or explain what you said.
IV. TEACHING STUDENTS WITH DISABILITIES
Most faculty members will, at some point, be teaching students who have physical or learning disabilities. All students require various amounts of assistance in order to make optimal use of their college experience. Students with disabilities differ from other students in their needs for modification of the environment in which they move, learn and are evaluated. While many learn in different ways, their differences do not imply inferior capacities.
Students with disabilities enrolled at the university have met all academic qualifications for admission. They are expected to perform at the same level academically as all other students. It is not necessary to lower academic standards to accommodate a student with a disability. While course requirements are specified, the means to achieve them may need adjustments in order to equalize the competitive disadvantage caused by a disability. The same treatment is not always equal treatment when a functional or processing problem limits a student's involvement in an activity.
In most cases, students and faculty can work with Disability Services to identify fair alternatives if teaching or testing styles present a barrier to a student with a disability. Many students have already developed workable methods for managing their education. Often, all that is necessary is a meeting early in the alternate courses of action.
GENERAL CONSIDERATIONS
1. IDENTIFYING THE STUDENT WITH A DISABILITY
Determining that a student has a disability may not always be a simple process. Visible disabilities are noticeable through casual observation. An immediately recognizable sign of a physical impairment, for example, is the use of a cane, a wheelchair or crutches.
Other students have hidden or inconspicuous disabilities, such as hearing loss, legal blindness, cardiac conditions, learning disabilities, cancer, diabetes, kidney disease, psychiatric disorders and seizures, all of which are usually not outwardly apparent.
Finally, there are students with multiple disabilities, which are caused by such primary conditions as muscular dystrophy, cerebral palsy or multiple sclerosis. Depending on the nature and progression of the illness or injury, it may be accompanied by a secondary impairment in mobility, vision, speech, or coordination, which may, in fact, pose greater difficulties.
Some students with disabilities will identify themselves by contacting Disability Services and their instructors before or early in the semester. Others, especially those with hidden disabilities, may not reveal impairments until later in the semester.
Students who wait to self-identify their disability may do so for a variety of reasons. Some are reluctant to draw attention to themselves as different from their peers. Some students want to try to accomplish their goals without accommodations. (See Policy and Procedures Part IV).
2. DIVIDING THE RESPONSIBILITIES
To the extent manageable, students with disabilities bear the primary responsibility for identifying their disabilities and for adjusting to the learning environment. However, accommodation of the disability involves university and departmental resources.
3. FACULTY-STUDENTS RELATIONSHIPS
Dialogue between the student and instructor is essential early in the term, and follow-up meetings are recommended. Faculty should not feel apprehensive about discussing the student's disability as it relates to the courses.
4. ATTENDANCE AND PROMPTNESS
The student using a wheelchair or other assistive devices may encounter obstacles or barriers in getting to class on time. Others may have periodic or irregular curtailments of functioning, either from their disability or from medication. Flexibility in applying attendance and promptness rules to such students will be helpful.
5. CLASSROOM ADJUSTMENTS
A wide range of students with disabilities may be served in the classroom by making reading lists available prior to the beginning of the term, by thoughtful seating arrangements, by speaking directly toward the class and by writing key lecture points and assignments on the chalkboard.
6. FUNCTIONAL PROBLEMS
Some understanding is required in coping with more subtle and sometimes unexpected manifestations of a disability. Chronic weakness and fatigue characterize some disabilities and medical conditions. Drowsiness, fatigue or impairments of memory or speech may result from prescribed medications. Such curtailments of functioning and interference with the student's ability to perform should be distinguished from the apathetic behavior it may resemble.
7. NOTE-TAKING
Students who cannot take notes or have difficulty taking notes adequately would be helped by allowing them to tape-record lectures, by permitting them to bring a note-taker to class, by assisting them in borrowing classmates' notes, or by making an outline of lecture materials available to them. The method most appropriate to each student will be identified by Disability Services.
8. TESTING AND EVALUATION
Depending on the disability, the student may require an adjustment in the administration of examinations. For out-of-class assignments, the extension of deadlines may be requested. A letter from Disability Services will identify the appropriate accommodation(s) for each student. The same standards should be applied to students with disabilities as to all other students in evaluating and assigning grades.
SPECIFIC ACCOMMODATIONS
All accommodations students receive at Old Dominion University are based upon documentation resulting from an evaluation performed by a qualified professional. The University does not provide documentation of disability for students.
Guidelines for Documentation of Specific Learning Disability have been developed which identify the elements that must be provided in verifying this disability. These components include:
I. Comprehensive testing that assesses aptitude, achievement, and information processing
II. Current test results, usually within the past three years
III. Assessment instruments normed for testing adults
IV. Specific test scores
V. Clear and specific diagnosis of a learning disability
VI. Results provided by experienced qualified professionals
VII. Clear identification of the testing professional's credentials
VIII. Recommendations about accommodations for the academic setting.
The following is a list of some of the accommodations to which eligible students with appropriate documentation may have access at Old Dominion University:
§ Allowing extended time for testing
§ Disregarding spelling errors for in-class work
§ Permitting tape recording of classes
§ Allowing use of a calculator in mathematics classes
§ Allowing a distraction-reduced setting for testing
§ Permitting an alternative to opscan forms for objective tests
§ Permitting attendance at duplicate lecture sections
§ Allowing essay exams to be completed using word processing
§ Permitting tests to be placed on tape
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