Hudson Valley Community College | HVCC - Services for Students … · 2018-08-12 · Hudson Valley...

SERVICES FOR STUDENTS WITH DISABILITIES

Faculty Guidelines and Resources

Be bold. Be a Viking.Center for Access and Assistive TechnologyRoom 130 Siek Campus Center // (518) 629-7154

SERVICESFORSTUDENTSWITHDISABILITIES

FacultyGuidelinesandResources

CenterforAccessandAssistiveTechnology:SiekCampusCenter,Room130(518)629-7154

HudsonValleyCommunityCollegeCenterforAccessandAssistiveTechnology

FacultyGuidelinesandResources

PurposeoftheseGuidelinesandResources:Thepurposeoftheseguidelinesandresourcesistoprovideaguidetofacultywhichwillassisttheminprovidingequalaccessandinstructiontoallstudentsintheircourses.Thefollowingpageswillprovideinformationwhichwillhelpyouunderstandthelegalbasisforprovidingservicesforstudentswithdisabilities.ThisguidewillprovideaclearexplanationofHVCC'spoliciesandproceduresandhowresourcesandaccommodationsaredetermined.Itwillalsogivebestpracticestoassisttheinstructorbysavingtime,energyandspace.Oneoftheprimarygoalsofthisresourceistohelptheinstructorunderstandthewidediversityofstudentswithdisabilitiesandtheimportanceofworkingcollaborativelytomeetthecollege’sobligationtoprovideaccesstostudentswithdisabilities.TheCenterforAccessandAssistiveTechnologyprovidesservices,auxiliaryaids,andaccommodationsforstudentsatHudsonValleyCommunityCollegewithdocumenteddisabilities.Atthesametime,TheCenterforAccessandAssistiveTechnologyassistsfacultyintheirresponsibilitiestoensureallStudentshaveaccesstoclassroominstruction.Thisfacultyhandbookisaguidetoassistyouinthisendeavor.ForthepurposeofspaceandtimethroughoutthemanualTheCenterforAccessandAssistiveTechnologywillbefrequentlyreferredtoastheCAAT.

AmessagefromTheCenterforAccessandAssistiveTechnology'sDirector

HudsonValleyCommunityCollege(HVCC)iscommittedtothefullandtotalinclusionofallindividualsandtotheprincipleofindividualempowerment.HVCCencouragesstudentswithdisabilitiestopursueacollegeeducation,andiscommittedtomakingeveryefforttoprovideanaccessiblelearningandtechnologicalenvironmentandsupportservicesforthosewhomeettheacademicstandardsforadmission.Ourcollegeisknownforcampus-widecommitmenttototalaccessibilityforallqualifiedstudents.Itwasinthespiritofthiscommitmentthatthismanualwaswritten,forthroughawarenessandunderstandingcomesacceptance.CAATstaffiseagertoassistanyandallstaffandfacultyofHVCCtomorefullyprovideequalaccesstothemanyeducationalopportunitiesofferedhere.ThisfacultyguideisdesignedtoprovideyouwiththeresourcesnecessarytoassiststudentswithdisabilitiesintheirpursuitofequaleducationatHVCC.Youasafacultymemberareobligatedbylawtoprovidestudentswithdisabilitiesfullandequalaccesstocollegeprogramsandactivities.Inaddition,youasateacherandrolemodelcanmakeapositivedifferenceinthelivesofyourstudentswithdisabilitiesbymakingyourcoursesmore"userfriendly".Thisuserfriendlinesscanusuallybeachievedbymakingsmalladjustmentsinthephysicalenvironment,inyourwrittenclassroommaterials,intheoraldeliveryofyourlectures,orinyourmethodofexaminingstudentmasteryofthematerial.Makingyourcoursesaccessibletostudentswithdisabilitieshelpsthemtofulfilltheirpotentialandultimatelytobecomefullcontributorstooursociety.

Thishandbookprovideshelpfulinformationforcollegefacultytoassuretheaccessofindividualswithdisabilitiestocollegeprogramsandactivities.Itisnotintendedtobeanall-inclusiveguide,butwillhopefullyprovidefacultymemberswithsomepracticalsuggestionsforinstructionforstudentswithvariousdisabilities.Wehopethishandbookwillincreaseyourawarenessofthedifficultiesfacedbythesestudentsandthatitwillanswerquestionsofhowtoaccommodatetheirdisabilitieswithoutcompromisingthelearningexperience.Weencourageyoutocontactusifyouhavequestionsaboutthisdocumentoranyotheraccessibilityissues.Wewillbehappytoprovideadditionalguidancebeyondthatwhichthishandbookprovides.DeAnneMartocciDirector,CenterforAccessandAssistiveTechnologyHudsonValleyCommunityCollegeSiekCampusCenterRoom130(518)629-7154TTD(518)629-7596

HUDSONVALLEYCOMMUNITYCOLLEGEMISSIONSTATEMENTTheHudsonValleyCommunityCollege'smissionistoprovidedynamic,student-centered,comprehensive,andaccessibleeducationalopportunitiesthataddressthediverseneedsofthecommunity.Thecollegeaimstoachievethismissionthroughthefollowinggoals.

•Toenhanceandpromoteexcellenceinteachingandlearning.•Todevelopandsupportastudentcenteredcollegialenvironment.•Topromotetheintegrationofpluralismwithinthecollegecommunity.•Tocreateandsustainatechnologicalenvironmentthatissupportiveofacademicandadministrativeneeds.•Tomaintainandimproveadministrativeservices.•Todevelopandfosterbeneficialrelationshipswiththecommunity.

DisabilityMissionStatementThemissionoftheCenterforAccessandAssistiveTechnologyatHudsonValleyCommunityCollegeistoprovideacomprehensivelearningenvironmentthatpromotesself-awarenessandindependenceinawelcoming,supportiveandtechnologicallyaccessibleeducationalsetting.Ourgoalistoensurestudentswithdisabilitiesthesameopportunitiestofullyparticipateinallprogramsandactivitiesprovidedbythecollege.Thecenterisalsocommittedtopromotingaccessandawarenessasaresourcetoallmembersofthecommunity.

CENTER FOR ACCESS AND ASSISTIVE TECHNOLOGY

Siek Campus Center Room 130 Office: (518) 629-7154 Fax: (518) 629-7596

Director – DeAnne Martocci d.martocci@hvcc.edu

Principal Clerk – Tara Isopo

t.isopo@hvcc.edu

Assistant Director/ LD Specialist – Donna Totaro d.totaro@hvcc.edu

Coordinator of Testing – Steve Motto

s.motto@hvcc.edu

Interim Coordinator of Accessibility – Ann Petersen a.petersen@hvcc.edu

Technical Assistants for Testing Staff –

Andrea Petley a.petley@hvcc.edu

Kathryn Henry k.henry@hvcc.edu

MANDATESTherearetwolegalmandatesthatprotectstudentswithdisabilitiesfromdiscriminationandensurethattheyhaveequalaccesstoallaspectsofcollegelife.TheselawsincludeSection504oftheRehabilitationActof1973andtheAmericanswithDisabilitiesAct(ADA)of1990.OVERVIEWOFTHELAWSPROTECTIONPERSONSWITHDISABILITIESThe Individuals with Disabilities Education Act {IDEA) of 1990 (PL94-142} This legislation mandates that all children regardless of disability, are entitled to a free and adequate education through graduation from high school or age 21, whichever comes first. The effect IDEA has had on higher education is obvious. With more access to elementary and secondary education, students with more varied and complex disabilities have been pursuing higher education in increasing numbers. The Rehabilitation Act of 1973 Title V of the Rehabilitation Act of 1973 is generally regarded as the first "civil rights" legislation for persons with disabilities on the national level. Subpart E of Section 504 is significantly important to the post-secondary community. It reads: "No otherwise qualified person with a disability in the United States ... shall, solely on the basis of a disability, be denied access to, or the benefits of, or be subjected to discrimination under any program or activity provided by any institution receiving federal financial assistance." This includes, but is not limited to, students who have 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, has a record of such an impairment, or is regarded as having an impairment. Section §504 is a program access statute. It requires that no otherwise qualified person with a disability be denied access to or the benefits of, or be subject to discrimination by any program or activity with HVCC. While Subpart E does not require that special educational programming be developed for students with disabilities, it does require that an institution be prepared to make appropriate academic adjustments and reasonable modifications to policies and practices in order to allow the participation of students with disabilities in the same programs and activities available to non-disabled students. Under the provisions of Section §504, colleges and universities may not: Limit the number of students with disabilities admitted. Make pre-admission inquiries as to whether or not an applicant is disabled. Use admission tests or criteria that inadequately measures the academic level of blind, deaf, or otherwise applicants with disabilities, because special provisions were not made for them. Exclude a student from a course of study. Counsel a student with a disability toward a more restrictive career. Measure student achievement using modes that adversely discriminate against the student with a disability. Institute prohibitive rules that may adversely affect students with disabilities. The Americans with Disabilities Act (ADA)

The Americans with Disabilities Act is a federal civil rights law enacted on July 26, 1990. It is intended to integrate persons with disabilities into every aspect of society. It is viewed as a "bill of rights" for persons with disabilities and builds upon many state and federal laws including section §504 of the Rehabilitation Act of 1973. The ADA prohibits discrimination on the basis of disability, and provides for entitlement "in the full and equal enjoyment of goods, services, facilities, privileges, advantages or accommodations of any place of public accommodation by any person who owns, leases, or operates a place of public accommodation". The ADA protects any individual with a physical or mental impairment that substantially limits that person in some major life activity, and any individual who has a history of, or is regarded as having, such an impairment. As with Section §504 of the Rehabilitation Act, the key components of this definition are: Physical or mental impairment: substantially limits, a major life activity. Physical or mental impairment: In order to fall within the guidelines of the ADA, a covered impairment must be a physiological or mental disorder. Substantially limits: An impairment substantially limits an individual in a major life activity if the person cannot perform the life activity at all, or if the individual is limited in the condition, manner or duration of the activity. Major life activity: Examples of the kind of activities that would be considered "major life activities" include, but are not limited to: walking, seeing, speaking, hearing, breathing, learning, working, or performing manual tasks. A "qualified person with a disability" is defined as one who meets the academic and technical standards requisite to admission or participation in the college's program and activities. This includes, but is not limited to, students with any of the following disabilities: AIDS Cancer Hearing Disability Mental retardation Orthopedic impairment Speech impairment Cerebral Palsy Heart Disease Muscular Dystrophy Perceptual impairment Substance Abuse Diabetes Epilepsy Learning Disabilities Multiple sclerosis Psychiatric illness Visual impairment *The ADA excludes people who currently use illegal drugs from its protection, but prohibits discrimination against individuals recovering (non-active) from addiction. In order to encourage individuals to end substance abuse, the ADA provides civil right protection for individuals who have successfully completed rehabilitation. Under the ADA, which draws heavily on Section §504, colleges and universities are prohibited from discriminating against a qualified person with a disability in all aspects of academic life. This means that colleges and universities must provide necessary auxiliary aids and academic adjustments to accommodate the known physical or mental disabilities of an otherwise qualified individual. Such modifications for students with disabilities could include: Extending the time permitted to earn a degree. Modifying teaching methods and examinations to meet the needs of students with disabilities. Accepting assignments in an alternative format, such as an oral report in lieu of a written paper. Developing course substitutions. Allowing the use of such learning aids as tape recorders, word processors, and pocket spellcheckers. The institution is under no obligation to assure the success of students with disabilities in higher education, only to assure that such students have the same opportunities as other students to be successful on the basis of their intellectual abilities and academic achievements. The college needs to keep in mind that all programs conducted by the college are covered by Section §504

-grant funded programs, off-campus programs, continuing education programs, college in the high school, work force development, etc. The programs and activities, when viewed in their entirety, must be readily accessible to and usable by people with disabilities. Provided below are some general ADA guidelines to protect individuals against discrimination based on disability. A qualified individual with a disability must be provided access to programs, activities and services which are offered to others. A qualified person with a disability must have an equal opportunity to participate in or benefit from that which is offered to others. Programs, activities, services and accommodations for persons with disabilities cannot be separate or different from those provided to other individuals, unless necessary to achieve equally effective services. Programs, activities, services, and accommodations must be provided to an individual with a disability in the "most integrated setting" appropriate. If you find it necessary to set up separate or different programs, activities or services for persons with disabilities to achieve an equal effect, you must still allow them to participate in existing programs if they are capable and desire to do so. Standards, tests, criteria or methods of administration that have the effect of discriminating on the basis of disability may not be used. Equal programs, activities, services, and accommodations may not be denied to anyone because he/she is associated with or related to an individual with a disability. Eligibility criteria cannot screen out or tend to screen out individuals with a disability unless such criteria can be shown necessary for the programs, activities, or accommodations being offered. Individuals with disabilities may not be charged extra for the costs incurred in barrier removal, alternatives to barrier removal, reasonable modifications or the provision of auxiliary aids to make the college accessible and usable. InsummarytheADAandSection§504require:Essentially,theseactsrequirethatcollegesanduniversitiesmakethosereasonableadjustmentsnecessarytoeliminatediscriminationonthebasisofdisability.Forexample,itmaybenecessarytoremoveclassroomprohibitionsagainstanimals(inthecaseofservicedogs)forstudentswithvisualimpairments.Otherlessobviousexamplesmightincludeextendingtimelimitsonexamsforastudentwithalearningdisabilityorallowinglecturestobetaperecordedwhendisabilitiesimpairastudent'sabilitytokeepupwiththelecturer.Occasionally,acourserequirementmayneedtobesubstituted(e.g.andartappreciationelectivevs.amusicappreciationelectiveforastudentwithahearingimpairment).Classesenrollingstudentswithmobilityimpairmentsmayneedtoprovidespecialservicessuchasregistrationassistance,interpretersforthehearingimpaired,mobilityassistanceorspeciallyproctoredexaminationarrangements.Thekeyisaccommodatingthedisability,NOTalteringthecoursecontent.Withtheexceptionofremovingarchitecturalbarriers,nosetformulaexistsformakingadjustments.Forexample,acomputerizedregistrationproceduremayprovideeasyaccesstostudentswithhearingimpairmentsormobilitydifficulties,butmayposeproblemstostudentswithcertaintypesoflearningdisabilitiesorvisualimpairments.Intheclassroom,astudentwhohasdifficultiesinreadingduetoalearningdisabilityorvisualimpairmentmayexperienceproblemswithtakingwrittentests.Astudentwithmobilityimpairmentmayexperienceproblemsrequiringanadditionalallotmentoftimeonanexamination.Thus,theadaptationwillbespecifictotheneedsoftheindividualstudent.Ineverycase,theintentistoaccommodatethedisabilitywithoutalteringacademicstandardsorfundamentalnatureofthecourse.Thelawrequiresthataninstructoradaptthecoursepresentationtomeettheuniqueneedsofthestudent'sdisablingcondition.However,adaptations,ofcourseproceduresarenotsolelytheinstructor'sresponsibility.Thestudentbearsresponsibilitytomakehisorherneedforreasonableaccommodationsknownandtomeetinstructors'expectationsforperformanceandworkstandardsinclassroomprocedures

withorwithoutaccommodations.Theinstitutionandstudentmustworkcooperativelytoassurereasonableaccommodationsareavailableinordertopreventdiscriminationduetoadisablingcondition.Topicsthatgenerallyneedtobeaddressedwithanystudentwithadisabilityincludetest-takingandnotetakingprocedures(forstudentswithlearningdisabilities,visualimpairments,andmobilitydifficulties),reproductionofwrittenmaterialsandvisualaids(forstudentswithvisualimpairmentsandlearningdisabilities),andlectureprocedures(forstudentswithhearingimpairmentsandcertainlearningdisabilities).Inoureffortstoprovideappropriateservices,theCAATworkstomakesureservicesareincompliancewiththelaw.Atthesametime,weareavailabletoassistyouinmakingsurethatyoureffortsasinstructorsofstudentswithdisabilitiesarealsoconsistentwiththelaw.TheCAATmaintainsacloseandcollaborativerelationshipwiththeADACoordinator'sOfficetoensurecompliance.WHOISELIGIBLEFORACCOMMODATIONS?Disabilityservicesatthecollegelevelareverydifferentfromthoseatthehighschoollevel.Thebasicdifferencerevolvesaroundthelawsthatgoverntheprovisionofservicesandthestudent'slevelofresponsibility.Inhighschoolitistheschoolsresponsibilitytoensurethatthestudentreceivesappropriateaccommodations.Whenstudentsentercollege,theburdenofresponsibilityrestsontheirshoulders,notthecollege's.Studentsmustself-identifyandrequestserviceseachsemester.Studentswhochoosenottoself-identifyandrequestservicescannotexpectthecollegetoautomaticallyknowtheyneedaccommodationsorevenprovidethem.Afterastudententerscollege,thespecialeducationservicesthathe/shemayhavebeenentitledtointheK-12settingends.Astudent'srightsincollegearetoreceivereasonableaccommodationstoenablethestudenttoaccessaneducation,nottheeducationitself.Unlikeelementaryandsecondaryeducationwhichisconstitutionallyprotected,attendingcollegeisaprivilege.However,ifastudentwithadisabilityisqualifiedforadmissiontoourcollege,thenheorsheisentitledtothecivilrightsprotectionsbestowedbytheAmericanswithDisabilitiesAct(ADA)andSection§504oftheRehabilitationAct.Thecollege'sresponsibilityistoguaranteeaccess,notsuccess.UndertheADA,apersonwithadisabilityissomeonewithaphysicalormentalimpairmentthatsubstantiallylimitsoneormoremajorlifeactivities.Aqualifieddisabilityisdefinedbythestudent'sdocumentation.

ELIGIBIILITYFORRECEIVINGACADEMICADJUSTMENTS/AUXILLIARYAIDS

Inordertodeterminewhetherornotastudentneedsacademicadjustments/auxiliaryaids,thestudentmustprovidedocumentationofthedisabilitytotheDirectoroftheCenterforAccessandAssistiveTechnology.TheDirectoroftheCenterforAccessandAssistiveTechnologywillmakeadeterminationwhetherornotacademicadjustments/auxiliaryaidsareneeded.Oncethisdeterminationismade,theDirectorwillthenconsultwiththefacultymemberonappropriateacademicadjustment/auxiliaryaids.Toprotectthestudent'sprivacy,thestudentisnotobligatedtodiscussthedisabilitywiththeinstructor/faculty,onlytheneededacademicadjustments.

Aidsprovidedmustbeeffectivefortheindividual.Thebestwaytoensurethatanauxiliaryaidiseffectiveistoconsulttheindividualwhowillbeusingtheaidbeforeprovidingit.Thecollegeisnotrequiredtoprovideadifferentormoreexpensiveaidthananindividualrequests,unlessheorshecanprovethattheaidrequestedismoreeffective.TemporaryDisabilities

UnderNewYorkStateLaw,studentswithtemporarydisabilitiesareaffordedaccommodationsasneededonashort-termbasis.Typicalaccommodationsforatemporarydisabilityasaresultof,forexample,abrokenarmwouldincludemoretimeontestsorascribe.Astudentmaybelateormissaclassandneedassistance.TheCAATcanprovidesomeadaptiveequipmentandsupportinassistingstudentswithtemporarydisabilities.Astudentwhohasbrokentheiranklemayneedtoborrowascootertogetaroundcampus.ReasonableAccommodations

Reasonableaccommodationsaredesignedtoleveltheplayingfieldforstudentswithdisabilities.Theseshouldnotbeconstruedas"specialtreatment"butmaybecomesuchifstudentswithdisabilitiesarenotheldtothesameacademicstandardsasotherstudents.GivingstudentsaccommodationsthatfarexceedthosedeemedappropriatebytheCAATcouldalsobeconstruedas"specialtreatment".Forexample,itisunnecessarytogiveexamsinopenbookformat,offerunlimitedtime,notproctorexams(iftheyareproctoredforotherstudents),ormodifyexamsorotherclassmaterials,ifdoingsowillnotadequatelymeasurethestudent'scompetencyintheclass.

StudentswithdisabilitiesshouldnotbeguaranteedA'sorevenapassinggrade.StudentswithdisabilitiesareexpectedtoabidebytheHVCCCodeofAcademicIntegrity.ThosewhoviolatethisCodearesubjecttothesamedisciplinaryprocessasotherstudents.WHATISANDISNOTREASONABLEACCOMMODATION

Reasonableaccommodationsaredesignedtoassiststudentswithdisabilitiesinobtaininganequalqualityaccesstolearning.Accommodationsarenotdesignedtoassiststudentswithdisabilitiesobtaingreateraccesstolearningthanthegeneralpopulation.FacultywithquestionsabouthowtoaccommodatestudentswithdisabilitiesshouldalwaysfeelfreetoseekadvicefromtheCenterforAccessandAssistiveTechnology.Examples:Astudentpresentstheinstructorwithanaccommodationformforextendedtimeontests.Reasonable:Doublethetimethattheclassisallowedtotakethetest.Unreasonable:Unlimitedtime.Astudentwithadisabilityhasmissed10outof22classesandtheinstructor'sattendancepolicystatesthatastudentisallowedtomiss3classesbefore10pointswillbedeductedforeachmissedclass.Reasonable:HavingthestudentprovidedocumentationtotheCAATastothecauseofthemissedclassesandnegotiatinganacceptableamount.Unreasonable:Justallowingthestudenttomissthose10classesandcontinuemissingclasseswithoutagradeadjustment.Astudentwithahearingdisabilitywantstheprofessortowritedowneverythinghe/shesaysonthechalkboardasthey'resayingitsotheycantakenotes.Reasonable:TheCAATprovidingthestudentwithanotetaker,andFMsystem,interpreteroracopyoftheinstructorslecturenotesoracombinationofall.Unreasonable:Theinstructorwritingeverythingonthechalkboardasthey'resayingitandnotbeingabletointeractwiththerestoftheclassbecauseofit.

DirectThreattotheHealthorSafetyofOthers

Anaccommodationisnotreasonableifitposesadirectthreattothehealthorsafetyofothers.Inordertoestablishadirectthreat,theinstitutionmustbeabletodocumentasubstantialriskofsignificantharm.Concernaboutdirectthreatarisesmostfrequentlyinrelationstoalliedhealthandprofessionalprogramsinwhichthestudent'sabilitytoprovidesafeandappropriatequalitycareisquestioned.Itshouldbenotedthatthemereexistenceofadisabilitydoesnotprovideevidenceofdirectthreat.Nordoesthepossibilityofadifficultyarisingconstituteasubstantialriskofsignificantharm.Whileaninstitutionmaybeabletomakeacasefor"directthreat"intheinstanceofadeafnurseorearlychildhoodeducationmajorwithlimitedvision,itwouldbeahardargumenttomakeforthesesamestudentsinanEnglishorPhilosophyclass.

Itisimportanttonotethat,undertheADA,thedirectthreatmustbetosomeoneelse.Theindividualwithadisabilityhasarighttochoosetoassumetherisktoselfinthesamewaythatanyoneelsewhoparticipateschoosestoassumethatrisk.Anindividualwhoisblindcouldnotbedeniedparticipationinahikingclassthatcoversroughterrainbecauseitisfearedthathe/shemighttripandfall,butitmightbeappropriatetodenyparticipationtothisindividualinscubadivingclassinwhichparticipantsarepairedupandareresponsibleformonitoringeachother'ssafetythroughthevisualinspectionofvalvesandgauges.

AccommodationsDecisionChartDoesthestudenthaveadisability?Apersonwithadisabilityisonewho:

(a) Hasamentalorphysicalimpairmentthatsubstantiallylimitsoneormoremajorlifeactivity(Includinglearning);OR

(b) Hasarecordofsuchimpairment;(c) Isregardedashavingsuchanimpairment.

TheAccommodationneednotbeprovided.

Hasthestudentprovidedadequatedocumentation?Adequatedocumentationtypicallyconsistsofassessmentdatathat:

(a) Measurestudentaptitude,achievementandinformationprocessing;(learningdisabilities)AND

(b) Hasbeenconductedbyanappropriateprofessional;(alldisabilities);AND

(c) Iscurrent(oftendefinedasnomorethan3yearsold),foralldisabilities.

Isthestudent“qualified”?

(a) Canthestudentmeettheprerequisiteacademicandtechnicalstandardsofacourseorprogram?AND

(b) Canthestudent,withaccommodation,performtheessentialtasksofthecourseorprogram?

Istheaccommodationreasonable?Anaccommodationisreasonableifit:

(a) Isbasedondocumentedindividualneeds;AND

(b) Allowsthemostintegratedexperiencepossible;AND

(c) Doesnotimposeunduefinancialoradministrativeburden;AND

Iftheprevious4questionsareaffirmative,accommodationsmustbeprovidedatnocosttothestudent.

THERIGHTSANDRESPONSIBILITIESOFHUDSONVALLEYCOMMUNITYCOLLEGE

•Hastheresponsibilitytoinformitsapplicantsandstudentsabouttheavailabilityandtherangeofaccommodations.•Hastheresponsibilitytoevaluateapplicationsbasedsolelyontheirabilities.Ifanevaluationmethodorcriteriahasanegativeeffectonanapplicantwithadisability,thecollegewillseekreasonablealternatives.•Hastheresponsibilitytoinsurethatallofitsprogramsareaccessible.•Hastheresponsibilitytomakereasonableadjustmentsintheinstructionalmethodandevaluationsystemforacoursewhenthesehaveanegativeimpactonadisability.•Hastheresponsibilitytoprovideinformationtostudentswithdisabilitiesinaccessibleformatsuponrequest.•Hastherighttoidentifyandestablishtheabilities,skills,andknowledgenecessaryforthesuccessinitsprogramsandtoevaluateapplicantsonthisbasis.•HVCCfacultyhastherighttoidentifyandestablishtheabilities,skills,andknowledgethatarefundamentaltotheiracademicprograms/coursesandtoevaluateeachstudent'sperformanceonthisbasis.Thesefundamentalprogram/coursegoalsarenotsubjecttoaccommodation.•Hastherighttorequestandreviewdocumentationthatsupportsrequestsforaccommodation.Basedonthisreview,HVCChastherighttorefuseanunsupportedrequestifthedocumentationdemonstratesthattherequestisnotwarrantedortheindividualfailstoprovideappropriatedocumentation.•Hastherighttorefuseunreasonableaccommodations,adjustment,and/orauxiliaryaidorservicesthatimposeafundamentalalterationofaprogramoractivityorplacesundueburdenonthecollege.

CenterforAccessandAssistiveTechnology-Responsibilities

Thecollege'sCenterforAccessandAssistiveTechnologyworkstoassistallqualifiedstudentswithdisabilitiesinthepursuitoftheireducationalobjectives.Weattempttocoordinatethestudents'needswithservicesandresourcesavailablewithinourcollegesystem,andtoensureaccessibleeducationalopportunitiesforstudentsaccordingtotheirindividualneeds.TheCenterforAccessandAssistiveTechnologybuildsandmaintainspartnershipswithintheuniversitycommunitytobuildanalliancebetweenthecollegecommunityasawholeandtheneedsofstudentswithdisabilities.Thispartnershiphelpspromoteawarenessofthevariousneedsofthediversestudentpopulation,notjuststudentswithdisabilities.

TheDirectoroftheCenterforAccessandAssistiveTechnologycanbearesourceforfaculty.

Ourphilosophyisthattheindividualsweservearestudentsfirst,andtheirdisabilitiesaresecondary.Theofficestrivestocoordinateservicesthatwillenablestudentswithdisabilitiestoactasindependentlyaspossibleinasupportiveatmospherethatpromotesself-reliance.Itisthestudents'choicewhetherornottheyutilizetheavailableservices.

TheCenterforAccessandAssistiveTechnologyhastherighttodenyTestingprivilegestoanystudentcaughtcheatingwhileutilizingthisservice.Studentsunabletousethisservicemustmakearrangementsforaccommodationswiththeirprofessorstotaketheirexams.TheCenterforAccessandAssistiveTechnology’sjobistoprovidereasonableaccommodations.TheCAAThastherighttorefuseanyrequestedaccommodationthatisunreasonableandunsupportedbydocumentation.SHAREDRESPONSIBILITY

AsemployeesofHudsonValleyCommunityCollegewithcomplianceobligationsunderfederallaws,facultymembersassumeasharedresponsibilityinprovidingreasonableaccommodationsforstudentswithdisabilities.TheCollegeisresponsiblefortheimplementationandasemployees;facultyarerequiredtoadheretopoliciesandproceduresingoodfaith.Theremaybeconsiderablefruitfuldiscussiononhowdisabilitiesareregardedunderthelaw,butultimatelyweallhavearesponsibilitytomeetourlegalobligations.TheprimaryresponsibilityformeetingtheacademicneedsoftheindividualswithdisabilitiesthroughreasonableaccommodationshasbeenassignedtotheDirectoroftheCenterforAccessandAssistiveTechnology.Forstudentswhohaveprovidedappropriatedocumentationtothecollegeregardingaccommodations,whoelectnottoutilizetheCAATalternativetestingprogramandtaketheirexamswiththeirprofessor,thestudentandprofessormustcometoanagreementonhowaccommodationswillbemet.

ProfessorswhohavestudentswhoutilizetheCAATalternativetestingprogramhaveanobligationtoensurethattheexamarrivesattheofficeinatimelymannersothatstaffcanadministerthetest.

RIGHTSANDRESPONSIBILITIESOFFACULTY

• Righttoreceivenotificationinwriting,fromCAAT,ofa student'sneedforaccommodation(Facultydonothavetherightto accessdisabilitydocumentationorinsistthatastudentdisclosethe

natureoftheirdisability).• Therighttodecideifanaccommodationrequestmeetstheacademicrequirementsofthecourse.

• ContacttheCAATtoclarifystudentrequestsforaccommodations,academicadjustments,and/orauxiliaryaids.

• Responsibleforprovidingreasonableaccommodations,academicadjustments,and/orauxiliaryaidsinatimelymanner.

• MeetwithstudentswhohaveprovidedwrittennotificationoftheirdisabilityviatheCAATandhavemadeadirectrequestforaccommodations.

• Maintaintheconfidentialityofinformationregardingdisabilityissues.

• Responsibleforalteringtheformofatestingproceduretomeasureproficiencyincourseknowledgebasedontheabilityofthestudent,notthedisability.(Theremaybeanexceptionwhenthepurposeofthetestistomeasureaparticularskill.)

• ReferstudentstotheCAATwhohaverequestedaccommodationsbuthavenotyetregisteredwithouroffice.

• Uponrequest,providehandoutsinalternateformats,suchasenlargedprintforvisuallyimpairedstudents.

• Uponrequest,makecoursematerialonreserveinthelibraryavailableinalternateformatsforstudentswithdisabilities.

RIGHTSANDRESPONSIBILITIESOFSTUDENTSWITHDISABILITIES

UseoftheCenterforAccessandAssistiveTechnologyisnotaright,butaprivilege.Itisthecollege'sresponsibilitytoprovidereasonableaccommodations.TheCenterforAccessandAssistiveTechnologyismerelyaresourcetoassiststudentsinobtainingthoseaccommodations.

Toensureastudent'srighttoequalaccesstocollegeprograms,activities,andservices,studentswithdisabilitieshavethesameobligationasanyotherstudenttomeetandmaintainthecollege'sacademicandtechnicalstandards.Theyhavetheresponsibilitytoadvocatefortheirownindividualneedsandtoseekinformation,counsel,andassistanceasnecessarytobeeffectiveself-advocates.Thisincludes:

• ProvideappropriatedocumentationofthedisabilitytotheDirectoroftheCAATinordertodetermineappropriateacademicadjustmentsandservicesinatimelyfashion.

• Makingcontactwithindividualfacultymemberstoobtainsyllabiandlistsofcoursematerialsinordertorequestmaterialsinanalternativeformat.

• Itisthestudent'sresponsibilitytoprovidetheirinstructorswithaccommodationlettersreceivedfromtheCAAT.

• Itisthestudent'sresponsibilitytodiscusswiththeinstructortheneedtodelivertestspriortothetestingdatethattheyhavesignedupfor.

• Itisthestudent'sresponsibilitytoinformtheCAATofanupcomingexam5businessdayspriortotheexamdate.ExceptionswillonlybemadeduetoextenuatingcircumstancesbytheCoordinatorofTesting.

• Adheringtoreasonabledeadlinesestablishedbyfacultyforrequestsforspecialacademicadjustments.

• Makingthemselvesavailabletofacultyoradvisorstodiscussconcerns.• Havingaresponsibilitytodemonstrateordocumenthowtheirdisability

affectsaparticulardeliverysystem,instructionalmethod,orevaluationcriteriawhenrequestingaccommodations.

• Thestudenthastheresponsibilitytoprovideupdateddocumentationrelatedtotheirdisabilityeverythreeyearsorifthestatusoftheirdisabilitychangeswithinthatthreeyearperiod.

• Havingaresponsibilitytoactivelyparticipateinthesearchforaccommodationsandauxiliaryaids.Thisresponsibilityextendsto

workingwiththeinstitutiontoseekfinancialassistancefromgovernmentagenciesandprivatesources.

• Havingthesameobligationasanystudenttomeetandmaintaintheinstitutionsacademicandtechnicalstandards.

• Righttorequestreasonableaccommodationswhereadisabilitymayposeabarriertoequalaccess.

• Righttodeterminewhowillreceivedisability-relatedmaterialswithinandoutsidethecollege.

• Righttobeevaluatedbasedontheirability,nottheirdisability.Iftheirdisabilityaffectstheoutcomeofanevaluationmethod,theyareentitledtoanevaluationbyalternativemeans.

• Entitledtoanequalopportunitytolearn.Ifthelocation,deliverysystem,orinstructionalmethodologylimitstheiraccess,participation,orabilitytobenefit,theyhavearighttoreasonablealterationsinthoseaspectsofthecoursetoaccommodatetheirdisability.

ENCOURAGINGDISCLOSURE

Studentsarenotrequiredtodisclosethattheyhaveadisability.IftheywishtoreceiveaccommodationswhileatHVCC,theyareencouragedtodosoatthetimeofadmission.Theapplicationforadmissionencouragesdisclosurebyaskingapplicantsiftheywouldlikeinformationonservicesforstudentswithdisabilities. Asafacultymemberthebestwaytoencouragestudentstodiscloseiftheyhaveadisabilityistoincludeastatementonallcoursesyllabi.Thefollowingisanexampleofthestatementwhichshouldbeincludedonallcoursesyllabi:IncompliancewiththeAmericanswithDisabilitiesActof1990andwithSection504oftheRehabilitationAct,HudsonValleyCommunityCollegeiscommittedtoensuringeducational accessandaccommodations forall its registered students, inorder tofully participate in programs and course activities or to meet courserequirements. Hudson Valley Community College's students with documenteddisabilities and medical conditions are encouraged to access these services byregistering with the Center for Access and Assistive Technology to discuss theirparticularneedsforaccommodations.ForinformationoranappointmentcontacttheCAAT, located inroom130of theSiekCampusCenterorcall518-629-7154/TDD:518-629-7596.CONFIDENTIALITYAllstudents,includingstudentswithdisabilities,haverightsunderFERPAandthelawsreferredtoabove.Thefacultyisencouragedtorefrainfrommakinganystatementsorcreatingtheimplicationthatqualifiedstudentswithdisabilities,asagroup,areanydifferentfromthegeneralstudentpopulation.

WhatisFERPA?FamilyEducationalRightsandPrivacyAct;FERPAistheFamilyEducationalRightsandPrivacyAct.FERPAprotectstheprivacyofstudenteducationrecords.Pleaserefertothecollegecatalog,collegewebsiteortheregistrar’sofficeformoreinformation.WhataretheRulesRegardingConfidentiality?Disabilityrelatedinformationshouldbetreatedasmedicalinformationandhandledunderthesamerulesofconfidentialityasisothermedicalinformation.Personswithdisabilitiesmustprovidecomprehensivedocumentationfromanappropriatesourcetoestablishtheexistenceoftheirdisabilityandtheirneedforaccommodationorconsideration.Disabilityrelatedinformationshouldbecollectedandmaintainedonseparateformsandkeptinsecurefileswithlimitedaccess.Disabilityrelatedinformationshouldonlybesharedonalimitedbasiswithintheinstitutionalcommunity.Itmaybesharedonlywhenthereisacompellingreasonfortheindividualseekinginformationtoknowsomespecificaspectofthisconfidentialinformation.Whyaretheserulessostrict?Somedisabilityrelatedinformationisclearlymedicalinnature,whileotherdisabilityrelatedinformationisnot.Thefederalstatutesregulatingpersonswithdisabilitiesholdthepromisethattheywillprovidenolesserlevelofprotectionforanyoneindividual,orclassofindividualswithdisabilitiesthantheydoforanother.Thereforealldisabilityrelatedinformationmustbeguardedcloselyandprotectedequally,regardlessofthenatureofthedisability.Ifanindividualhasadisabilitythathasstrongsocietalimpacttoday(forexample,AIDS,epilepsy,orahistoryofpsychiatricillness)itiseasytounderstandwhyitisimportanttoprotecttheprivacyofthatindividualbyhandlingthisinformationinahighlyconfidentialmanner.Itisjustasimportanttohandleotherdisabilitiesinahighlyconfidentialmanner.JustbecauseyoucanseethatapersonusingawheelchairhasadisabilityoraBlindpersonisusingaSeeingEyedog,doesn'tmaketheirinformationanylessconfidentiallyimportant.

SixMainServiceAreasandYourInvolvementwithThemTheCAATcollaborateswithstudentswithdocumenteddisabilitiesandtheirinstructorstoprovidereasonableaccommodations,auxiliaryaids,andsupportservicesthatarebasedupondocumentation,functionallimitations,andacollaborativeassessmentofneeds.Studentsaretaughttouseadvocacyskillstorequestauthorizedaccommodationsspecifictoclassneedsandpersonalpreference.TheCAATmaynotbeabletomeetallpersonalpreferencerequestsbutdoesprovidereasonableaccommodations/auxiliaryaids.Studentsneedtobeinvolvedinservicedecisionsandrequestaccommodations.Instructorsareinvolvedinamyriadofways,i.e.assistingstudentsinarrangingfornotetakers,helpingtofacilitatetheexamtakingprocess,andcollaboratingwithstudentsandCAATstafftomakesuretheirtextbooksareconvertedtoalternativemediawhenneeded.Clearly,students,CAATstaff,andfacultyneedtoworktogethertoensureaccesstotheclassroomandlearning.Note:CAATdoesnotprovidepersonalassistanceorequipment,i.e.homeworkassistance,typing,personallaptops,orpersonalaids.TherearesixmainserviceareasattheCAAT.Theyinclude:ExamAccommodationsAssistiveTechnologySupportSignLanguageInterpretingAdvocacySkillsDevelopmentNoteTakingAssistanceAuxiliaryAidsStaffSupport1.ExamAccommodationsTheCAATworkswithstudentsandtheirinstructorstocreateanexamsituationthatemulatestheclassascloselyaspossibleandyetallowsstudentstousetheneededexamaccommodation(s)necessarytohelpleveltheplayingfield.Instructorsarecriticalpartnersinthecollaborativeprocesstoensurethatstudentsgetappropriateaccommodationsfortheirexams.Anystudentwhorequestsanaccommodation,isrequiredtoprovidethefacultymemberwiththeirAcademicAccommodationForm.Afterreceivingtheform,studentswhorequestexamaccommodationsfromyouwillaskyoutodeliverthetesttotheCAAT.ThestudentisrequiredtogivetheCAAT5businessdays’noticethattheyhaveanexamtobescheduled.ThestudentwillsignupfortheexamwiththeCAAT.Instructorsarenotallowedtosignstudentsupforexams.Thestudentmustsignupfortheexam

personallyandrequestallneededaccommodations.Pleasecommunicatewiththestudentspecificdatesofexams.PleaseensurethattheexamarrivesattheCAATontime,alongwithacompletedExamProctoringChecklistForm,forthestudenttotaketheexam.Pleasemakearrangementstopickuptheexamwhenitiscompleted.*Foradditionaldetails,pleaserefertotheCAATpublicationentitled:PoliciesandGuidelines–AlternativeTestingServicesforStudentswithDisabilities.WhatinformationdoIneedtogivetheCAATabouttheexam?Nameofstudenttakingtheexam.DateandtimeoftheexamAnyspecialconsiderations(i.e.allowedcalculator,opennotes,openbook).Whetheryouwillbepickinguptheexamorhavethestudentdeliverittoyou.TheCenterforAccessandAssistiveTechnologydoesnotdeliverexamsorutilizeinterofficemailfordeliveryorreceiptofexams.Examaccommodationsincludebutarenotlimitedto:Extratime,generallydoubletimeDistraction-reducedspaceAreaderand/orascribe.(HVCCusesKurzweil3000,anelectronicreader.ForStudentswhorequireascribe,voicerecognitionisavailableorifstudentneedsScantronfilledintheywillcircletheiransweronthetestanddictateittoastaffpersontofillinScantron.)OptilectenlargesprintExamsconvertedtoelectronicformatsComputersAdditionalassistivetechnologyAdjustabletablesEnlarged-printexamsAsampleoftheAcademicAccommodationsFormandExamProctoringChecklistareprovidedasareferenceonthefollowingtwopages.

CenterforAccessandAssistiveTechnology

ACADEMICACCOMODATIONSFORM

Student:____________________________ID#:H00_____________Semester:__________________InaccordancewithSection504oftheRehabilitationactof1973,andtheAmericanswithDisabilitiesActof1990,thisstudentisreceivingsupportservicesfromtheCenterforAccessandAssistiveTechnology(CAAT).Thefollowingaccommodationshavebeenrecommendedandreviewedbythestudent.He/shehasagreedtomeetwithyouinordertodiscusstheaccommodationsthatmaybeusedinyourcourse.CAATwillprovidetestingaccommodationsandstudentsmaycontacttheCAAT(629-7154)tomakethenecessaryarrangements.Pleasekeepthisinformationconfidential.TestingAccommodations: ClassroomAccommodations:_____Extendedtimefortestsandquizzes2X _____ElectronicTextbooks_____Distractionreducedlocationfortestsandquizzes _____SmartPen_____Readingaloudfortestsandquizzes _____LabAssistant_____Directionsclarified _____InterpretingServices_____RecordanswersdirectlyonexamratherthanonScantron_____TapeRecordingLectures_____Calculator _____Extendedtimeforinclassassignments_____WritingAssistance _____**NoteTakerorcopyofinstructor’snotes*_____AssistiveTechnology(seebelow) (*Pleaseseenoticebelow*)_____Other___________________Other_______________________________AssistiveTechnology: CampusAccess:_____Kurzweil3000 _____SpellChecker _____SpecialScheduling_____Scooter_____VoiceRecognition_____TapeRecorder _____HandicappedParking_____Emergency_____WordProcessor _____FMSystem _____Other:_________________Evacuation_____SmartPen _____Other________________ _____Scooter_____Other:_____________ Comments:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________CAATSignature:_____________________________________________________ Date:_______________________StudentSignature:___________________________________________________ Date:_______________________

**NOTICE:Ifastudent’saccommodationformrequestsa“note-taker,”pleasereviewthefollowingsuggestions:

TheProfessormakesageneralannouncementtotheclass–“Ifthereisastudentwhowouldliketovolunteertobeanote-takerforaclassmate,pleaseseemeafterclass.”

Afterclassthevolunteernote-takerandthestudentmakingtherequestwillmeetwiththeprofessor.TheprofessorwillintroducethetwostudentsanddirectthemtomeetwithDeAnneMartocci,intheCenterforAccessandAssistiveTechnology,CampusCenter,Room#130.Moreinformationwillbegiventothenote-takeroncehe/shehasestablishedcontactwiththeCAATandDeAnneMartocci.

ABSOLUTELYNOREPHRASINGOFTESTQUESTIONSDURINGTHETESTINGPROCESS!

CENTERFORACCESSANDASSISTIVETECHNOLOGYEXAMPROCTORINGCHECKLIST

Professors/InstructorsareresponsibleforfillingouttophalfofchecklistandreturningformtotheCampusCenter,Room130

Office:(518)629-7154 TDD:(518)629-7596 Fax:(518)629-4831StudentName_________________________________________________________________________________________________________Instructor’sName________________________________________________________________________________________________________CourseName,Number&Section________________________________________________________________________________________SpecialInstructions___________________________________________________________________________________________________________________________________________________________________________________________________________________________________Date&Timeclassistakingexam___________________________________________________________________________________Amountoftimeclassisgiventotakeexam______________________________________________________________________________MethodofExamReturn:_________________________Instructorpicksup_________________________Studentreturnsto:___________________________________________ExamReceived:______________________________ExamReturned:____________________________________________________date/timedate/time

DateExamTaken:______________________________________Timeexamstarted:_________________________CAATstaffinitials:_______________________________Timeexamstarted:_________________________CAATstaffinitials:_______________________________

NOTE:ABSOLUTELYNO“REPHRASING”OFTESTQUESTIONS!Testingaccommodations: RDR[] WRT[]WP[] EXTTIME2X[]BRAILLE[]OPTELEC[] KURZWEIL3000[] KURZWEIL1000[]CALCULATOR[]ZOOMTEXT[] JAWS[] VOICERECOG.[]OTHER_______________________________________________________________________________________________________________________ _________Ihavechosennottoutilizeallmyextendedtimeforthistest.___________IhavechosennottoutilizemyKurzweil/Readingaccommodationforthistest.___________Ihaveutilizedmyapprovedaccommodations.STUDENTNAME:______________________________________________________________DATE:____________________________________PROCTOR:___________________________________________________________________________________________________________________

2.AssisitiveTechnologyTheATCcomputerlabisopentoallstudentsregisteredwiththeCAATandregardlessofdisability.StudentscanarrangeindividualizedtrainingsessionswithATCstafftolearnhowtousethetechnologyandtoadvancetheirskills.Allworkstationshaveaccesstoprinters,theInternet,e-mail,andwordprocessingprogramsasfoundinmostcampuscomputingsites.•Reading/WritingEnhancementSoftware:(Kurzweil3000,AbbyFineReader6.0SprintPlus)TheATCcomputerlabhasseveralprogramsthatarespecificallydesignedtoassistuserswithreadingand/orwritinglearningdisabilities.Amongthemanytoolstheseprogramsofferisafeaturetoscantextbookmaterialsintothecomputerandthenhaveitreadoutloud,oftenreferredtoastext-tospeechfunction.Thisfunctioncanbenefitstudentswithvarioustypesofdisabilities,asitcanenhancefocusandconcentration.•VoiceRecognitionSoftware:(Dragon)TheATChasavoicerecognitionstationwithsoftwarethatallowstheuserto"type"hands-free.Theusersimplyspeaks,andthecomputertypes.Thisishelpfulforpeoplewhohavedifficultytyping,whohavenoabilitytotype,orwhocomposethoughtsandideasbetterorally.Dragonisvoicerecognitionsoftwarewhichdoesrequiresometrainingsinceittakesthecomputerafewtimestolearntorecognizeeachperson’sspecificvoicemodulations.•ScreenMagnificationSoftware:(ZoomTextmagnifier/reader)Beneficialtostudentswhoareblindorhavelowvision,screenenlargementprogramsmagnifythecomputerscreen(inpartorinentirety)andallowstudentstoseewithbetterclarityandfocus.•ScreenReaderSoftware:(Jaws10.0,Kurzweil1000)Beneficialtostudentswhoareblindorhavelowvision,theseprogramsreadimagesonthecomputerscreen(includinganythatarescannedintothecomputer).3.SignLanguageInterpreting/FMSystemsStudentswhoaredeaforhard-of-hearingcanchooseoneofthefollowingclassroomaccommodations:

•Interpreting/Transliterating:AteamofAmericanSignLanguageinterpreterswillinterpret/transliterateallacademicrelatedactivities,i.e.lecture,recitation,lab,studygroups.Thisserviceisrecommendedfornativesigners.Remoteinterpreting.•FMSystem:AnFMsystemcontainsatransmitterwithamicrophonethattheinstructorwearsandareceiverthatthestudentwears.Whentheinstructorspeaksitistransmittedbythetransmitterdirectlytothereceiverallowingthestudenttohearmoreofwhatisspokenbytheinstructor.Theassistancethatfacultycanprovidewiththesetypesofauxiliaryaidsistohelpidentifyalocationforinterpreterssothattheycanbeeasilyseenbyastudentwhoisdeaformakesurethatboththestudentandtranscriberhaveappropriateseating.4.Self-AdvocacySkillsDevelopmentTheCenterforAccessandAssistiveTechnologyprovidesindividualsupportandfostersthedevelopmentofself-advocacyskills.Partofthemissionofthecenteristoprovideanenvironmentthatpromotesself-awarenessandindependence.Thegoaloftheself-advocacyskilldevelopmentisforstudentstoobtainskillsthatwillsupportthemineffectivelycommunicatingwhattheirdistinctneedsare,aswellasgainknowledgeofwhattheyarelegallyentitledto.TheCAATwillworkinanumberofwaystoencouragethedevelopmentoftheskillsthrough1:1sessionswithstudents,facilitatingsmallgroups;someexamplesmayincluderoleplayingwithstudentsonhowtheyshouldcommunicatewithafacultymemberorpeer,understandingtheirspecificdisability,andknowingwhenandhowtoaskforhelp.Self-advocacyformanyindividualswithdisabilitiesisanewskillastheytransitiontocollege.Thosecomingfromahighschoolsettingespeciallyastheparentshadoftenacceptedthisrole,andthestudentwasnotinvolvedinthedecision-makingprocess.Weencourageacollaborativeapproach,includingfaculty,studentandCAATstaffworkingtogether.

5.NoteTakingAssistanceSomestudentsneednote-takersduetothefunctionallimitationsoftheirdisability.TheymaycometoyouwithaletterfromtheCAATaskingforassistanceinlocatinganotetaker.Itisimportantthatyouassistthestudentinfindinganotetakerbymakinganannouncementinclasswithoutrevealingthestudent'sname.Askthestudentinterestedintakingnotestoseeyouafterclassandthestudentneedingthenotes,sothestudentwhoneedsthenotescanpreviewthenotetakersstyletoseeiftheywillbeabletoreadthenotes.ThenotetakershouldthencontacttheCAATforfurtherinstructions.SampleNotetakingannouncement:"Ifthereisastudentwhowouldliketovolunteertobeanote-takerforaclassmate,pleaseseemeafterclass."Ifyoucontinuetohavedifficultyfindinganotetaker,contactthestudent'sdisabilitycounselor.Itiscriticalthatastudentwhorequiresnotetakingservicesreceivethisservice.NotprovidingthisserviceisnotanoptionfortheCAATorforyou.Itisbesttocollaboratewiththestudent'sdisabilitycounselortodeterminethenextstepifanotetakercannotbefound.Manyfacultyanddepartmentshavedevelopedwebsiteguidednotes.Thishasbeenextremelyhelpfultomanystudentswholacktheabilitytokeepupthepacewhentakingthoroughnotes.Itmayalsobeappropriateforsomestudentstotapeaclass.6.AcademicAdjustment/AuxiliaryAidSupportTheprimarygoalofeachstaffmemberattheCAATistomakesurethatstudentswithdisabilitieshaveequalaccesstoaneducationatHudsonValleyCommunityCollege.Staffcanalsoassistinstructorswithmakingdecisionsaboutreasonableaccommodations,curriculummodifications,classadjustments,andinstructionalstrategiesforworkingwithstudentswhohavespecificdisabilities.AuxiliaryaidsandacademicadjustmentsincludebutarenotlimitedtoQualifiedinterpretersorothereffectivemethodsofmakingaurallydelivered

materialsavailabletoindividualswithhearingimpairments.Qualifiedreaders,tapedtexts,orothereffectivemethodsofmakingvisuallydeliveredmaterialsavailabletoindividualswithvisualimpairmentsAcquisitionormodificationofequipmentordevices.Othersimilarservicesandactions.Examplesofauxiliaryaidsandacademicadjustments*TestingAccommodations*Notetaking*Accesstoatextphone(TDD/TTY)*SignLanguageInterpreting*Readingontotape*LargeprintorBrailleservice*Coursemodification*Coursesubstitutions*Assistivelisteningdevices**SevenPointstoGuideInstructors**1.ProvideaccommodationsforstudentswithdisabilitiesbycollaboratingwiththestudentandtheCAAT.AlthoughtheCAATisthedesignatedcampusofficetoprovideappropriateaccommodationsandauxiliaryaidsforstudentswithdisabilities,inorderformostaccommodationstooccur,instructors,students,andtheCAATstaffmustcollaborate,communicate,andfollowthroughoncommitmentsinatimelyfashion.2.Includeastatementregardingaccommodationsinyoursyllabi.Thismessageshouldstate,"Ifyouareastudentwithadisabilityandneedaccommodations,youarewelcometomeetwithmetodiscussarrangementsfortheaccommodations.StudentswishingaccommodationsshouldregisterwiththeCenterforAccessandAssistiveTechnologyandthenprovidemewithanaccommodationform."3.Meetwithstudentswithdisabilitiesregardingdisabilitymatters,andmaintaintheirconfidentiality.Conductdisability-relatedmeetingsinaprivatelocation.Theymayberequestingassistancegettingnotesoraskingyoutofilloutaproctorsheet,aformusedtofacilitatetakingexamswithaccommodationsattheCAAT.Ineitherevent,privacyisessential.

4.WorkwiththeCAATtoprovidestudentsprintmaterials,i.e.textbooks,handouts,etc.,convertedtoalternateformatsinatimelymanner.Studentsneedtogetmaterialsatthesametimeastheirpeers.Therefore,itiscriticalthatyouinformtheCAATaboutthetextbooksyouplantouseandallotherprintmaterialsassoonasyouarerequestedtodosoeitherbyastudentortheCAAT.5.Donotfeelobligatedtoprovideanaccommodationifastudentwithaknowndisabilityhasnotrequestedthem.Inotherwords,youarenotaskedtoguessorpredeterminewhatastudentmayneed.Studentshavetherighttochoosenottouseaccommodations.Ontheotherhand,ifastudentasksretroactivelytofixaproblembecausehe/shehasfailedtouse·accommodations,youarenotunderanyobligationtodoso.6.Youarenotobligatedtoprovideaccommodationsifastudentwithadisabilityhasnotgivenyouanaccommodationform.NotallstudentswithdisabilitiesareregisteredwiththeCAAT.Theseofficesaretheonlyofficesdesignatedtoreviewdocumentationofadisabilityanddetermineeligibilityforspecificaccommodationsforstudents.Ifindoubt,askthestudenttoprovidealetterfromtheCAAT.Also,ifarequestforanaccommodationisquestionableorseemsunreasonable,consultwiththestudent'sdisabilitycounselor.7.WorkwiththeCAATtoprovideindividualizedaccommodations,auxiliaryaids,andsupportservicesbasedupondisabilitydocumentation,functionallimitations,andacollaborativeassessmentofstudentneeds.theCAATgenerallycoordinatesservicesforstudentswithdisabilities,howeverifyouchoosetoprovideaccommodationswithoutmakingarrangementsthroughCAAT,itisimportantthatyouprovideappropriateaccommodations.Contactthestudent'sdisabilitycounselorifyouareuncertainwhatisappropriate.FeelfreetocalltheCAATat(518)629-7154ortodiscussspecificsituationsorneedforclarificationaboutthesequestionsandanswers.

FrequentlyAskedQuestionsQ:Whoisresponsiblefordeterminingappropriateaccommodations?A:CAATistheofficeoncampusthatdeterminesappropriateaccommodations.Thisofficebasesdecisionsupondocumentationcollectedfromastudentwithadisability,thestudent'sfunctionallimitations,andthestudent'sclarificationaboutspecificneedsandlimitations.Q:HowdoIletstudentsknowthattheymaybeabletoreceiveaccommodationsiftheyhaveadisabilitywithoutjeopardizingtheirconfidentiality?A:Instructorscanincludeageneralstatementattheendoftheirsyllabusstatingthatstudentswithdisabilities,whorequireaccommodations,pleaseregisterwiththeCenterforAccessandAssistiveTechnology.Onceyouhaveregisteredwiththatofficeorifyouarealreadyregisteredwiththatofficepleaseseemeafterclassorduringofficehourstodiscussyouraccommodations.Q:Don'tIhavearighttoknowwhatthestudent'sdisabilityis?A:NO.Thatinformationisprotectedbylaw.Westrivetoprotectastudent'sprivacy;insomecases(withthestudent'spermission)wewillsharethatinformationwithyoutoassistyouwithyourabilitytomakeeffectiveaccommodations.Astudentmayvoluntarilysharethenatureoftheirdisabilitywiththeirprofessors,butarenotobligatedtodoso.Ifastudentchoosesnottosharethatinformation,professorsshouldnotpenalizeordiscriminateagainstthestudentforchoosingnottodisclose.Q:Astudentinmyclasswhohasadisabilityhasbeenbehavinginawaythatisdisruptivetotherestoftheclass.WhatshouldIdo?A:Nostudentisallowedtoviolatethecollege'scodeofconduct.Youmighttryhavingaprivateconversationwiththestudent,lettinghim/herknowthattheirbehaviorisdisruptivetotheclass.YoucanalsotalktotheDirectoroftheCAAT.Ifastudent'sbehaviorisviolentandcausesimmanentdangertothemselvesorotherscallsecurityimmediately.Q:Astudenthasaskedforaccommodations.HowdoIknowthestudenttrulyhasadisabilityandneedsaccommodations(theyhavenotgivenmeanyaccommodationforms)?A:AllstudentswithdisabilitiesseekingaccommodationsMUSTregisterwiththeCAAT.Professorsinthissituationshouldreferthestudenttothe

CAATiftheywishtohavetheiraccommodationsgranted.IfastudenthasnotbroughtyoutheiraccommodationslettertheyarenotentitledtospecialconsiderationunlessALLstudentsintheclasswillbereceivingthesamespecialconsideration.Q:AstudentwithadisabilityhasrequestedthatshetakeanexamattheCAAT.HowdoIknowthatmyexamwillbesafeandthatthestudentwillgetnounfairadvantage?A:TheCAAThasdevelopedasystematicandsecureprocedureforgettingexamsfromfacultyandreturningthemoncethestudenthastakentheexam.Wehaverigidcheckinandcheckoutproceduresforexams,andnostudentisabletotakeanexamwithappropriateaccommodationswithoutauthorization.WhileexamsareattheCAAT,theyarekeptinalockedfile.Asstudentsaretakingtheexam,theyaremonitored.Teststudioshavewindowstoenablethestafftoperiodicallyviewthestudentswhiletheyaretakingtests.Anyinappropriatebehaviorsorexammaterialsarereportedbacktotheinstructor.Q:Studentswithdisabilitiesaskmetofilloutproctorsheets.Ihaveamillionthingstodo.Idon'tmindiftheyuseexamaccommodations,butdoIhavetofilloutthatform?A:Yes.InorderforstudentstoarrangeforexamaccommodationsattheCAATandinorderfortheCAATtoadministeryourexamtoyourstudent,youmustcompletelyfillouttheproctorsheetsforeachstudentandeachtest.Itisoftenveryhelpfultomeetwiththestudentduringofficehourssothatyouandthepersonrequestingaccommodationscancompletetheproctorsheettogetherandareinagreementaboutthearrangementsfortheadministrationofyourexam.Notonlydoestheproctorsheethelpfacilitateschedulingandpreparingtoadministerexamswithappropriateaccommodation,butitalsohelpstheCAATtoadministertheexamsusingyourspecificrequirementsfortheexam.Example:Ifyoudecidetoallowtheclasstouseopenbooksanddon'tputitontheproctorsheet,wecannotallowthestudenttestingwithustousetheirbooks,whichwouldresultinthestudentbeingatadisadvantagetotherestoftheclass.

Q:AmIrequiredtolowerthestandardsofarequiredassignmentbecausethestudenthasadisability?A:No.Standardsshouldbethesameforallstudents;however,somestudentswithdisabilitiesmayexhibittheirknowledge,production,andothercourseexpectationsdifferentlythantheirpeers.Forexample,astudentwithalearningdisabilityinwritingmayproduceanessayexambyusingacomputerorscriberatherthanwritingoutananswerwithouttheuseofaccommodations.Thequalityoftheworkshouldbethesame.Q:Ihaveastudentwithadisabilitywhoisbehindinherschoolwork.Thisstudenthasmissedanumberofclassesandhasnothandedinseveralassignments.Althoughshehastakenamidtermandusedaccommodations,shereceivedaDforthemidterm.Atthispoint,sheisnotpassingtheclass.DoIhavearighttofailastudentwithadisability?A:Thestudentwithadisabilityhasthesamerighttofailasanyoneelse.Theirworkshouldbeequivalenttotheirpeers.Itmaybeagoodideatodiscussyourobservationswiththisstudentjustasyouwouldwithanyoneelseinyourclasswhoisexperiencingdifficulty.Q:Ihaveastudentwhoisblindinmychemistrylab.Howishegoingtoparticipateandbegradedinhislabwork?A:Ifpossible,assistthestudentingettingalabpartnerorassignastudentassistanttoworkwiththestudentwithadisability.Ineithersituation,thestudentwhoisblindshoulddirecttheassistanttocarryoutthefunctionsofthelabassignment.Ifavolunteerlabpartnercannotbefound,suggesttothestudentthatheneedstocontacttheCAATassoonaspossibleforassistanceingettingalabpartner.Thespeedinmakingthesearrangementsiscriticalsothatthestudentwillnotfallbehind.Inmostsituations,studentshavemadearrangementsforalabassistantpriortoclassesstarting.Q:DoIhaveanyrecourseifIdisagreeaboutrequestedaccommodations?A:Ifyouhaveconcernsabouttheaccommodationsastudenthasbeengiven,itisbesttodiscussthiswiththeDirectoroftheCAAT.

Q:Whatdoesitmeanifanaccommodationletterstatesthatthestudent'sdisabilitymayaffectclassattendance?A:Theletternotifiestheprofessorthatastudent'sdisabilitymaycausehim/hertobeabsentoccasionally;however,itisuptothestudenttoworkoutanarrangementthatisagreeabletotheinstructor.Ourofficedoesnotsupportadeviationfromaninstructorsattendancepolicywhichwouldcompromisetheintegrityofcourse.Q:Astudentinmyclasswhohasadisabilitycannotmakeitintimetotakethetest?ShouldIallowthestudenttotakethetesthome?A:Theinstructorshouldonlyallowthestudenttotakethetesthomeifhe/sheallowsallstudentstotakethetesthome.Studentswithdisabilitiesshouldnotbegivenpreferentialtreatment.InsteadtrytoarrangeatimewherethestudentcancometakethetestoryoucanutilizetheCAATalternativetestingprogram.Q:WhatshouldIdoifastudentwithadisabilityhasamedicalemergency?A:Dothesamethingyouwoulddoforanystudent,callsecurityimmediately.AftertheurgencyhaspassedyoumaywishtonotifytheDirectoroftheCAATsohecanfollowuponthestudent'swellbeing.Q:Severalofmystudentsareunabletofinishtheirtestsontimebutdon'thaveadisability.CanIsendthemovertotheCAATtofinishthetest?A:NO.AnystudenttakinganexamintheCAATmustberegisteredwiththeCAATashavingadisability.ForcertainspecialsituationsanyexceptionmustbeapprovedbytheDirectoroftheCAAT.Q:Ifastudenthasextendedtimeasanaccommodation,canIgivethestudenttheexamintheclassandjustlethim/hertakelongerthantheotherstudentstocompleteit?A:Theconcernwiththismethodissafeguardingthestudents'privacy.Youcanarrangeforthestudenttotaketheexaminyourofficewithextendedtimeiftherearen'talotofdistractions(e.g.nophonesthatmightring,nooutsidenoisefromthehallwayorotherdistractionssuchasloudtickingclock,etc.)andyouaresurethatyouoryourteachingassistantscanaccommodatethestudentforthefullamountofextendedtime.OtherwiseitmightbebestforthestudenttotaketheexamintheCAATwherestaffisabletoprovideprivacy,aswellastheamountofextendedtimeallowed.WeoftenfinditiseasierontheinstructortohavethestudenttakethetestintheCAATandavoidhavingthehassleofattendingtoallthoselittledetails.

SpecificSuggestionsforInstructionStudentswithdisabilitiesvaryconsiderably,eventhosewiththesamedisability.Forexample:•Somestudentswithvisualimpairmentshavenovision;someareabletoseelargeforms;otherscanseeprintifmagnified;andstillothershavetunnelvisionwithnoperipheralvisionorthereverse.•SomestudentsuseBraille,andsomehavelittleornoknowledgeofBraille.•Studentswhoaredeafareoftenexpectedtousesignlanguage;however,somestudentswhoaredeafdonotusesignlanguage.•Somestudentswithlearningdisabilitieshavedifficultywithreadingandwritingbutexcelinmath.Otherscanreadandwritewellandperformmathproblemswell,buttheirpaceisbelowthatofanaveragestudent.*Sincestudentswithdisabilitiesvarysomuch,askthemaboutinstructionalstrategiesthatmightbehelpfultothem.Studentsdonothavetotellyouthenatureoftheirdisability.Asyouprobablyalreadyknow,mostofthestudentswhocometoyourequestingaccommodationshaveinvisibledisabilities.Somewillchoosetotellyou,butmanymaychoosenottodiscussthespecificsoftheirdisability.Whattheyhavebeeninstructedtodoisself-advocateandmakerequestsforaccommodations.Somewillwanttodiscusstheirdisabilityandnotrequestaccommodations.Accommodationsmaynotbeneededineveryclass.Pleasenotethat,althoughadisabilityisinvisible,thosewhorequestthatyoucompleteaproctorsheetorprovideyouwithaletterverifyingadisabilityoraletterrequestingassistancerecruitinganotetakerhaveadiagnoseddisability.TheCAAThasdocumentationthatverifiesthedisability.Thefunctionalimpactofaninvisibledisabilitymaybejustasimpactfulinanacademicsettingassomeonewithamorevisibledisability.Studentswithdisabilitiesvaryintheiracademicsuccess.YouneedtoexpectthatsomestudentswithdisabilitiesusingaccommodationswillgetA'soneverytestwhereassomemayfaileverytest.JustbecauseastudentgetsA'sdoesn'tmeanthatstudentdoesn'tneedaccommodations.

Thereareoftenspecialconsiderationswheninstructingstudentswithdisabilities.Thefollowinggoodteachingpracticesmaybehelpfultoallstudentsintheclass:Practiceuniversaldesignforlearning.Makesureweb-enhancedinstructionisaccessibletoallstudents.IfyouhavequestionscontacttheCAATandtheDistanceLearningoffice.Collaborateandtakeresponsibilityinyourroleinprovidingaccommodations.Provideopportunitiestomeetwithstudents,filloutproctorsheets,assistingettingnotetakers,informtheCAAToftextbookswhenrequested,providetheCAATwithexamswhenstudentsneedtotakeexams,andconsult.Beresponsivetotheneedsofstudentswithspecificdisabilities.Examplesofsuchsituationsare:•Don'tturnyourbacktoastudentwhoisdeaforhardofhearing.Heorshemaybereadingyourlips.•Ifyouhaveastudentwhoisblind,refrainfromvaguelanguagesuchas"Lookatthis"and"Examinethat."Usewordstodescribewhatyouandotherssee.•Assistwithpreferentialseatingwhennecessary,andprovidestudentswhoareblindwithorientationtotheclassroombydescribingthephysicallayoutoftheroomincludinganyobstacles,furniture,lectureposition,locationofsteps,oranylow-hangingobjects.•Assistwithmakingarrangementsforaroomchangeiftheroomisinaccessible-lettheCAATDirectorknowtheclassroomneedstobechangedandyouhaveastudentwhoneedsanelevatorinordertogainaccesstotheclassroom.Donotsuggesttothestudenttodroptheclass.Studentsmusthaveaccesstoallclasses.•Studentswithdisabilitiesmayhaveadditionalhelpfulsuggestions.Mostareknowledgeableabouttheirdisability,thestrategiesandaccommodationsthatworkforthem,andtheassistivetechnologythattheyuse.Learningsupportstrategiesarehelpfultostudentswithlearningdisabilities,ADHD,headinjuries,orothercognitivedisorders.

•Particularlyhelpfularestrategiesandaidsthatprovidestructure.Someexamplesareacomprehensivesyllabusthatclearlydelineatesexpectationsandduedates;studyaidssuchasstudyquestions,studyguides,opportunitiesforquestionsandanswers;andreviewsessionstohelpthestudentwhoneedsalotofrepetition.•Bereceptivetostudentsmeetingwithyouforclarificationduringofficehours.•Also,studentsmayaskforassistanceinidentifyinga"studybuddy,"anotherstudentwhoiswillingtomeetregularlytoreviewnotes,explaincomplexmaterials,andprovidetwo-wayquizzes.Besensitivetodisability-relatedclassroometiquette.Forexample:•Ifastudenthasaservicedog,understandthatthisisaworkinganimal.Theymustbeallowedintheclassroom,butdonotfeedorpetaservicedog.•Interpretersareintheclassroomonlytofacilitatecommunicationandmustnotbeaskedtodootherthingslikerunerrands,proctoranexam,etc.Speaktothestudentwhoisdeafandnottotheinterpreter.Theinterpreterwillvoicestudentquestions.•Neverdiscussdisability-relatedarrangementsforastudentinfrontoftheclass.BeawareoflanguageusageAffirmativephrases Negativephrases*Personwhoisblind,personwhois *Theblindvisuallyimpaired*Personwhoisdeaf,personwhois *SuffersfromhearinglossHard-of-hearing *Hearingimpaired*Personwhohasmultiplesclerosis *AfflictedbyMS*Personwithepilepsy;personwitha *Epilepticseizuredisorder

*Personwhousesawheelchair *Wheelchairbound,confinedtoa wheelchair*Personwhoisunabletospeak; *Dumb;muteNonverbal*Successful,productive *Courageous(impliestheperson isaheroormartyr)Ifyoufeelawkwardabouthowtorefertoapersonwithdisabilities,yourbestbetmaybetoasktheperson.EmergencyProceduresEmergenciessuchasfiresandpoweroutagesoccasionallyoccuraswellasemergencydrills.Instructorsandstaffshoulddevelopaplanofactioniftheyareawarethattheyhaveastudentwithmobility,visual,orhearinglimitationsintheirclassroom.Ultimately,thepersonwithadisabilityisresponsibleforhis/herownsafetyinanemergencysituation,butitisimportantthatclassroominstructorsplayaroleinstudentevacuation.Ifyouneedassistanceindevelopingaplan,contacttheADACoordinator'sOfficeat(518)629-8104.Thefollowingaresomesuggestions:SuggestionsforinstructorsteachingstudentswithMobilityLimitationsIncaseoffire,individualswithmobilitylimitationsshouldbedirectedtothenearestexit.Iftheclassisnotonthefirstfloortheyshouldbedirectedtoanareaofrefuge.Thiscanincludeastairway,aclassroomadjacenttoastairwaywithafire-rateddoororwalls,oraninternalroomawayfromwindows.Notethelocationofthestairwayoradjacentroom.Thestudentshouldnotblockthestairway.Thiscanresultinharmtothestudentandothersaspeopleevacuateviathestairway.•Theinstructorshouldalertemergencypersonnelofthelocationandneedforevacuationofthepersonwithadisability.•Assistthestudentwithlimitedmobilitytoaccessanareaofrefuge,andlethimorherknowyouwillbecontactingappropriaterescuepersonnel.

•Ifyouhaveacellphoneandthestudentdoesnot,leavethecellphonewiththestudent.•Inmostinstances,donotattempttocarryapersoninawheelchair.Youcaninjureyourselforthestudent.ElevatorBreakdownsandRepairWhenanelevatorceasestooperate,contactthePhysicalPlantServiceCenterat(518)629-7356immediately.Ifthereisabreakdownofthemainelevatorandthereisafreightelevatoravailable,assistthestudentinfindingthefreightelevator.Studentssometimesneedassistancegettingonandoffafreightelevator.Ifyoubecomealerttolong-termrepairissueswithanelevatorandyouhaveastudenttakingaclassinanupper-levelclassroom,contacttheCAATaboutgettingtheclasschangedtoanothersite.SuggestionsforInstructorsteachingstudentswithAutismSpectrumDisordersAutismSpectrumDisorderisadevelopmentaldisorder.PeoplewithAutismSpectrumDisorderoftenhaveunusuallystrong,narrowinterestsandaboveaveragetosuperiorintellect.Theseindividualsoftenhavedifficultyunderstandingsocialcues.Theseindividualsmaybeaffectedintheirabilitytounderstandandrespondtothethoughtsandfeelingsofothers.Theytendnottohaveawiderangeoffacialandvocalexpressionandaremostcomfortablewithpredictableroutine;converselytheymaybequitedisturbedbychangesinfamiliarandexpectedroutines.Theyalsomayreactstronglytoloudnoises,blinkinglightsandlargecrowdsasassaultsontheirsenses.

• Provideadetailedcoursesyllabusandadheretoitascloselyaspossible.• Usevisualsupports-graphs,charts,listsandpicturestoenhanceyourlectures.• Arrangeseatingawayfromwindowsorothersourcesofdistraction.• Beveryconciseanddirectinyourinstructions.• Encouragethestudenttoaskforclarification-rephraseinstructionsas

needed.• Whenaskingquestionsinclass,allowextratimebeforeexpectinga

responsefromthestudent.

• Ifthereareareasofconcern,consultwiththeCenterforAccessandAssistiveTechnologyimmediately.

• NotwostudentswithAutismSpectrumDisorderarealikeintermsofhowtheyareaffected.SuggestionsforteachingStudentsWhoAreBlindorVisuallyImpairedVisualimpairmentsmayvaryinstudentsfrompartiallossofvisiontoblindness.Forstudentswithseverelyimpairedvision,advancedpreparationfortheclasswillbenecessary.Itishelpfulfortheprofessorandthestudenttomeetbeforethesemesterbeginsinordertoreviewthestudent'smethodforobtainingandcompletingassignmentsandtestingprocedures.Oncemethodsareagreedupon,itisthestudent'sresponsibilitytokeepupwithassignments,monitortheirprogress,andinformyouwhenproblemsdevelopwiththesemethods.Makesurethatallconferencesarescheduledineasytolocateplacesandthatthestudentisnotifiedofanyschedulechanges.Guidedogsareatypeofservicedog.Theyareawell-trainedworkingtoolofthestudentswhousethem.Theywillnotbedisruptiveinclassnorshouldtheybepettedorplayedwithwhileintheharness.Donotcalloutthedog’sname,itwillconfusethedogandthinkitisbeinggivenacommand.Dogsshouldnotbegiventreatsorfoodwithoutpermissionfromtheirowners,treatsareusedintrainingasreinforcementfordesiredbehaviorandthedogmaythinkyouarerewardingitforabehavior.Whenwalkingwithapersonusingaguidedogalwayswalkonthesideoppositeofthedog.FormoreinformationonhowbesttointeractwithworkingdogsvisitGuideDogsofAmericaathttp://www.guidedogsofamerica.orgStudentswhoareblindorhavelowvisionshouldalreadybefamiliarwiththeirsurroundingsaftermobilityandorientationtraining.Theymaynot,however,beawareofemergencyexits.*StudentsoftentaperecordlecturesoruseBrailleequipmentfornotetaking,aswellasanotetaker.Duetothisthestudentmayneedtositclosetothespeaker.

*Pleasekeepinmindthatvisuallyimpairedstudentsmaymissallnon-verbalcuesunlesstheyareexplainedbyyou.*Whenusingblackboard,projectororhandoutspleaserememberthattheyrequireoralexplanationsandyoumustbeconsciousofyouruseofdescriptiveterms.*Keepthestudentinformedofanychangesinarrangementoffurnitureorequipmentintheclassroom,aswellaschangesinclassroomlocation.*ProvidingreadinglistswellinadvanceofthebeginningofthesemesterallowsstudentstoobtainthematerialinBrailleorontapefromnationallendinglibraries.*Keepinmindthatlastminuteassignmentscanpresentaproblemduetopreparation,readerschedulingandtimerequiredtoconverttextintoaccessibleformat.*Preplanningwillbeneededinordertoconsideradaptationnecessaryforfieldtripsandinternships.*Testingneedsvarywiththedegreeofvisualimpairment.Extratimemayberequiredtoprepareforthetest.*Incaseofemergencies,alertthestudenttothenatureofthesituation.Offerassistancetothestudentandguidehimorhertothenearestemergencyexitandawayfromthebuildingtosafety.Sometypesofemergenciesrequiresafetywithinabuilding.Dependinguponthenatureoftheemergency,duringcrisisperiods,theremaybealotofcommotionandnoise.Astudentwhoisblindmaynotbeabletoorienthimorherselfaswellasincalmertimes.Yourassistanceiscriticaltotheirsafety.*Agoodwayofofferingassistancetoapersonwhoisblindistousewhatisknownasthesightedguidetechnique.Youdothisbyofferingthispersonanelbow.Thepersonholdsontoyourelbow,andyouproceedahead.Asyouwalk,alertthestudenttowhereheorsheisandinformhimorherofanyobstacles,debris,doorways,ornarrowpassages.

SuggestionsforInstructorsteachingStudentsWhoAreDeaforHardofHearingThetermsDeafandHardofHearingexistonacontinuuminrelationtoaperson'sdecibellossandmanifestsdifferentlybasedonwhetherthelossisrelatedtonervedeafness,conductivelossorcombinationofboth;aswellaswhetherthelossoccurspre-lingualorpost-lingual.Unlikepersonswithvisualimpairments,thereisnosuchthingaslegallyDeaf.Apersoncanhavesignificantresidualhearing,yetbeDeafduetothebrainsinabilityorsignificantdifficultyprocessingsound.ApersoncanalsobeculturallyDeaf,preferringtheuseofAmericanSignLanguageasopposedtospeech.PersonswhoutilizeacochlearimplanttoaidinhearingarestillconsideredDeaf.ThetermHardofHearingmayseemdemeaningtothehearingpopulationbecauseofpreconceivedstereotypesrelatedtoagingandhearingloss,butitisthecorrectterminology,asopposedtothetermhearingimpaired,whichisconsideredaninsultintheDeafandHardofHearingcommunity.AmericanSignLanguageisahistoricallybasedelaboratesystemofsignswhichhasitsowngrammaticalstructure,asdoestheEnglishlanguage.Pleasefacethestudentswhenspeakinginsteadofwritingontheblackboardandtalkingatthesametime.Pointoutthestudentwhoisspeakingduringgroupdiscussions,orrepeatthequestionorcomment.Acopyoftheinstructor'sclassnoteswouldbehelpful.Whenusingmoviesorvideospleasechecktomakesurethattheyareclosedcaptioned.Writedownanynew,unfamiliarortechnicalvocabularyontheblackboardorgivetostudentinwritingaheadoftime.Whenworkingwithaninterpreterintheclassroom,addressthestudentnottheinterpreter.Donotstandinfrontoftheinterpreter.Theinterpreter'sjobistosignexactlywhatissaid,nottobeatutororaidtothestudent.Studentswhoaredeaforhardofhearingmaynothearalarmsorotheraudiblewarnings.Instructorsshouldinformthestudentofanemergency.Ifastudenthasaninterpreter,theinterpreterwillmostlikelysignthatthealarmisgoingoff.Ifthereisnointerpreter,theinstructorwillneedtoalertthestudentthatthealarmisgoingoffandthestudentneedstoevacuatethebuilding.

ClosedCaptioningforAudiovisualPresentationsAnincreasingnumberofeducationalvideotapesaswellastelevisionbroadcastsarebeing"closedcaptioned"fordeafandhard-of-hearingviewers.Closedcaptionsaresimilartosubtitlesinforeignlanguagefilms.Captionsappearatthebottomofthescreensotheviewermayfollownarrationanddialogue.Themaindifferencebetweenthetwoisthatclosedcaptionsincludenotonlydialogue,butalsonon-dialogueaudioinformationsuchassoundeffects,andspeakeridentification.Forstudentswhoaredeaforhard-of-hearing,captionsarevitaltotheirunderstandingofaudio-visualmaterial.InclassroomcaptioningorsignlanguageinterpretingofAVmaterialisnotsufficienttoallowadeaforhard-of-hearingstudentequalaccesstothematerialbeingpresented.CaptioningandinterpretingcannotbeprovidedquicklyenoughintheclassroomtokeepupwiththerapidpaceofmostfilmsandotherAVmaterial.Itisdifficultfortheviewertofollowavideoandwatchaninterpreterorreadcaptionsonaseparatescreenatthesametime.Readinglipsismoredifficultfromascreenaswell.Evenstudentswhocanuselip-readingtofollowaconversationwilllikelyrequirecaptionswhenwatchingfilmsortelevision.FindingCaptionedAVMaterialsWhenusingAVmaterialsintheclassroomoraspartofahomeworkassignment,makesurethattheyarecaptionedorthatatranscriptisavailable.Tofindoutifavideoiscaptioned,lookforthe"CC"symbolsomewhereonthebox,orforthephrase"subtitlesforthehearingimpaired".Asaprofessor,youhavemorethanoneoptionforfindingaccessibleAVtouseintheclassroom.Ifthevideoyouwereplanningtoshowdoesnothavecaptioning,contactthemediacenterforrecommendations,callthepublishertoseeiftheyhaveaclosedcaptionversionorconsiderreplacingitwithanothervideothatdoes.PBSNovahasfullepisodesavailabletowatchonlinewithcaptions(QuickTimeFormatonly).Gotohttp://www.pbs.org/wgbh/nova/programs/Anothergoodonlineresourceforcaptionedvideos,whichincludes,amongotherthings,alargeselectionofPresidentObama'sspeeches,isavailableathttp://www.rhinomoon.comVeryfewhomemadeYouTubevideosarecaptioned.WhenshowingaYouTubevideoinclass,checkfirsttoseeifitiscaptioned.TolimittheresultsofaYouTubesearchtoonlyvideoswithclosed-captions,onceasearchhasbeenperformedclickonthe"Type"drop-downmenuandchoose"ClosedCaptions".Thiswillrefinethe

searchtoonlyvideosthathavebeenlistedashavingcaptions.Note:CaptionsonYouTubevideosarenotalwaysinEnglish,sobesureanddoublecheckbeforeshowingavideointheclassroom.AnalternativetoYouTubeisOverstream(http://www.overstream.net)OverstreamisawebsitewherevolunteerscaptionYouTubeandotheronlinevideos.TheircontentdoesnotnecessarilyoverlapwithYouTube,soit'sworthcheckingbothwebsitesforvideocontent.Ifallelsefails,contacttheCAATwithacaptioningrequest.SeizuresMostpersonswhohaveaseizuredisorderareabletocontroltheirseizuresthroughtheuseofmedication;however,medicalmanagementofaseizuredisorderisnotalwaystotallyeffective.Seizuresmayoccurinyourclassroom.Studentswithanactiveseizuredisorderwilllikelyspeaktoyouabouttheirseizuresanddirectyouhowtorespondtotheseizure.Somestudentshaveunexpectedorinfrequentseizures.Whattododuringaseizure:•Keepobjectsawayfromtheindividual'smouth•Cushiontheheadwithanavailablesweater,sweatshirt,coat,etc.•Turntheindividualonhis/herside•DonotrestraintheindividualWhattodoafteraseizure:•Iftheindividualisdisoriented,lookforamedicalI.D.•Askthepersontoidentifyselfandlocation.•Ifthepersonisconfused,incoherent,orisnotabletoanswer,contactPublicSafetyat629-7210ordial911.Instructorsandstaffshouldassessthesituationandusetheirbestjudgmentindeterminingtheneedforimmediatemedicalintervention.Erringonthesideofcautionisusuallythebestcourseofactionwhenastudentishavingaseizure.

WEBRESOURCESFORFACULTYDO-ITAccessibleWebDesign

http://www.washington.edu/doit/Resources/web-design.html

THETRACERESEARCH&DEVELOPMENTCENTER,UniversityofWisconsinDesigningMoreUseableWebsiteshttp://trace.wisc.edu/world/web/#awsg

NationalCenteronAccessibleInformationTechnologyinEducation

AccessITHomepagehttp://www.washington.edu/accessit/index.php

EqualAccesstoSoftwareandInformation(BASI)

Barrier-freeE-LearningCourseInformationhttp://easi.cc

DISABILTIYRIGHTSTheAmericanswithDisabilitiesActof1990,asamended2008

http://www.ada.gov/pubs/ada.htmTheAmericanswithDisabilitiesActof1990,amendments

http://www.ada.govCAPTIONINGVIDEOS

AccessITNAD:APromisingPracticeinStreamingCaptionedEducationalVideohttp://www.washington.edu/doit/Faculty/

UNIVERSALDESIGNDisabilityInformationandResourceshttp://www.makoa.org/accessable-design.htmDisabilities,Opportunities,InternetworkingandTechnology(DO-IT)ApplicationsofUniversalDesignhttp://www.washington.edu/doit/Resources/udesign.html

USEFULBOOKSStudentswithAspergerSyndrome:AGuideforCollegePersonnelLorraineE.Wolf.,JaneThierfeldBrown,Ed.D,andG.RuthKukielaBork,M.Ed.TheSourceofAsperger'sSyndromeTimothyP.Kowalski,LinuiSystems,Inc.SucceedinginCollegewithAspergerSyndromeJohnHarper,MariaLawlor,andMichaelFitzgerald,JessicaKingsleyPressAsperger'sSyndromeTonyAttwood,JessicaKingsleyPressWorkingPragmatics;LucieAndersonWood&BenitaReaSmith,WinslowPressAspergerSyndromeAmiKlin,FredVolkmar,andSaraSparrow,GuilfordPress.Freeks,GeeksandAspergerSyndromeJohnElderRobinsonDancingwithoutmusic:deafnessinAmericaBerylLieffBenderly,ArchorPress/DoubledayDeafHeritage:ANarrativeofthehistoryofDeafAmericaJackR.Gannon,NationalAssociationoftheDeafEducationalandPsychologicalAspectsofDeafnessRichardE.Hardy,ThomasBooksTheOtherSideofSilence:SignLanguageandtheDeafCommunityinAmericaArdenNeissu,GallaudetUniversityPressSeeingVoices:AjourneyintotheworldofthedeafOliverSacks,UniversityofCaliforniaPressWhat'sthatPigOutdoors?HenryKisor,HillandWang

LOCALAGENCIESSERVINGINDIVIDUALSWITHDISABILITIESAIDSCouncilofNorthEasternNewYork927BroadwayStreet Telephone:(518)434-4686Albany,NY12207 Fax:(518)434-5786Website:http://www.allianceforpositivehealth.orgCapitalDistrictCenterforIndependence875CentralAvenue,South4 Telephone:(518)459-6422(VoiceandTDD)Albany,NY12206Fax:(518)459-7847Email:info@cdciweb.comCenterforAutismandRelatedDisabilitiesUniversityatAlbany Telephone:(518)442-2574CollegeofArtsandScience Fax:(518)442-4834DepartmentofPsychologywww.albany.edu/psy/autism/autism.html1535WesternAvenueAlbany,NY12203CommissionfortheBlindandVisuallyHandicapped(CBVH)AlbanyDistrictOffice Telephone:(518)473-167552WashingtonStreet Fax:(518)473-9255Rensselaer,NY12144-2796 Website:www.ocfs.state.ny.us/main/cbvhIndependentLivingCenter494thStreet Telephone:(518)274-0701(VoiceandTDD)TroyAtrium Troy,NY12180NYSOfficeofAdvocateforPersonswithDisabilities1EmpireStatePlaza Telephone:(518)522-4369(voice/TIY/TDD)Suite1001 (518)473-4231(TIY/TDDonly)Albany,NY1223-1150AdultCareerandContinuingEducationServices-VocationalRehabilitation(ACCES-VR)80WolfRoad Telephone:(518)473-8097Suite200 TTY:(518)457-2318Albany,NY12205 Fax:(518)457-4562

Website:www.acces.nysed.gov/vr/

NortheastCareerPlanning Telephone:(518)438-3445 28ColvinAvenue Fax:(518)453-9096Albany,NY12206 Website:www.northeastcareer.orgNYStateMentalHealthAssociationTelephone:(518)434-0439194WashingtonAvenue Fax:(518)427-8676Suite415 Website:www.mhanys.orgAlbany,NY12210VeteransAdministration113HollandAvenue Telephone:(518)626-5000Albany,NY12208Website:www.albany.va.gov

RESOURCES

GeneralResourcesAssociationonHigherEducationandDisability(AHEAD)107CommerceCenterDriveSuite204 Telephone:(704)947-7779Huntersville,NC28078 Fax:(704)948-7779Website:www.ahead.orgHighereducationanddisability,Section504,ADA,technicalassistanceforAssociationmembers.HEATHResourceCenter-NationalClearinghouseonPostsecondaryEducationforIndividualswithDisabilitiesC/OTheGeorgeWashingtonUniversity

HEATHResourceCenter2134G.Street,N.W.Washington,DC20052-0001www.heath.gwu.edu

Educationalsupportservice,policies,procedures,adaptationsandopportunitiesatAmericancampuses,vocationaltechnicalschoolsandotherpostsecondarytrainingentities.OfficeoftheAmericanswithDisabilitiesActCivilRightsDivisionU.S.DepartmentofJusticeP.0.Box66738 Telephone:(800)514-0301Washington,DC20035-6188 Fax:(800)514-0383Website:www.usdoj.gov/crt/ada/taprog.htmInformationon:ADAtechnicalassistance,disability-relatedorganizations.UnitedStatesDepartmentofEducationOfficeofSpecialEducationandRehabilitativeServicesInformationline(800)872-5372Internationalresourceoninformation,advocacy,educationofalargespectrumofdisabilityissues.EnableMartTechnologyforEveryonec/oMRN,INC5353South960EastSuite200 Telephone:(888)640-1999SaltLakeCity,UT84117 Fax:(866)487-0410Websitewww.enablemart.com

CareerResourcesTickettoWorkProgramTelephone:(866)968-7842TDY:(866)833-2967Website:www.yourtickettowork.comEntryPointProjectLaureenSummersEducationandHumanResources1200NewYorkAvenueSuite653Washington,DC20005Telephone:(202)326-6400www.aaas.org/entrypointJobAccommodationNetwork(JAN)P.O.Box6080Morgan,WV26506-6080Telephone:(800)526-7234Fax:(877)781-9403Website:www.jan.wvu.eduResourcesforIndividualswithAsperger'sandDisabilitiesontheAutismSpectrumUSAutismandAspergerAssociationP.O.Box532Draper,UT84020-0532Telephone:(888)928-8476www.usautism.orgAutismSociety7910WoodmontAvenueSuite300Bethesda,MD20814-3067Telephone:(800)328-8476NationalAutismAssociation(NAA)1ParkAve.Suite1Portsmouth,RI02871Telephone:(877)622-2884www.nationalautismassociation.org

ResourcesforIndividualswithPsychiatric/PsychologicalDisabilitiesCenterforPsychiatricRehabilitationBostonUniversity940CommonwealthAvenue,WestBoston,MA02215Telephone:(617)353-3549Fax:(617)353-7700Email:psyrehab@bu.eduSupportededucation,employmentprogramsandgeneralinformation.NationalAlliancefortheMentallyIll(NAMI)3803N.FairfaxDr.Suite100Arlington,VA22203Telephone:(800)950-6264Fax:(703)524-9094Website:www.nami.orgSelf-helpnetwork,advocacy,educationandsupportgroups.NationalMentalHealthAssociation(NMHA)500MontgomerySt.,Suite280Alexandria,VA22314Telephone:(800)969-6642Fax:(703)684-5968Website:www.nmha.orgResourcesforIndividualswithVisualImpairmentsAmericanCounciloftheBlind(ACB)1703N.BeauregardStreetSuite420Alexandria,VA22311Telephone:(800)424-8666Fax:(703)465-5085Website:www.acb.org

Generalinformation,referralandadvocacy.AmericanFoundationfortheBlind(AFB)11PenPlazaSuite300NY,NY10001Telephone:(800)232-5463(National-9am-2pmEST)Telephone:(212)502-7657(InformationLine)Fax:(888)545-8331Website:www.afb.orgInformationandconsultationoneducation,rehabilitation,employmentandspecialproducts.LightHouseInternationalTheSolandLillianGoldmanBuilding111East59thStreetNY,NY10022-1202Telephone:(800)284-4422Website:www.lighthouse.orgInformationonassistivetechnology,educationandadvocacy.AmericanPrintingHousefortheBlind(APH)1839FrankfortAvenueLouisville,KY40206-0085Telephone:(502)895-2405Fax:(502)899-2284Website:www.aph.orgEmail:info@aph.orgInformationandpublicationsforindividualswithpartialvision.NationalFederationoftheBlind(NFB)200EastWellsStreetAtJenniganPlaceBaltimore,MD21230Telephone:(410)659-9314Fax:(410)685-5653Website:nfb.org

Postsecondary,education,adaptiveequipment,referralsandgeneralinformation.LearningAlly20RoszelRoadPrinceton,NJ08540Telephone:(800)221-4792Fax:(609)987-8116Website:www.learningally.orgNot-profitorganizationwhichprovidesrecordedtextbooks,libraryservicesandothereducationalservicestoindividualswhocannotreadstandardprintbecauseofvisual,physicalorperceptualdisability.ResourcesforIndividualswhoareDeaforHardofHearingNationalInstituteonDeafnessandOtherCommunicationDisorders(NIDCD)31CenterDrive,MSC2320Bethesda,MD20892-2320Telephone:(800)241-1044TTY:(800)241-1055Website:http://www.nidcd.nih.govGeneralinformationonprograms,services,organizationsandpublications.HarrisCommunication15155TechnologyDriveEdenPrairie,MN55344Telephone:(800)825-6758TTY:(800)825-9187Website:www.harriscomm.comAssistivedevicesforpeoplewhoaredeaf,hardofhearinganddeaf/blind.HearMore42ExecutiveBlvdFarmingdale,NY11735Phone:(800)881-4327TTY:(800)281-3555Fax:(631)752-0689Website:www.hearmore.comAssistivedevicesforpeoplewhoaredeafandhardofhearing.

NationalAssociationoftheDeaf8630FentonStreetSuite820SilverSprings,MD20910-4500Telephone:(301)328-1443or(301)338-6380TTY:(301)587-1789Fax:(301)587-1791www.nad.orgConsumeradvocacyorganizationpromotingequalaccesstocommunication,education,andemployment.HearingLossAssociationofAmerica(HLAA)7910WoodmontAvenueSuite1200Bethesda,MD20814Telephone:(301)657-2248TTY:(301)657-2249Fax:(301)913-9413Website:www.hearingloss.orgEducationalorganizationthatprovidesinformationaboutthecauses,nature,andcomplicationsassociatedwithhearingloss.HelenKellerNationalCenterforDeaf-BlindYouthsandAdults(HKNC)141MiddleNeckRoadSandsPoint,NY11050Telephone:(516)944-8900TTY:(516)944-8637Fax:(516)944-7302Website:www.hknc.orgDiagnosticevaluation,short-termcomprehensiverehabilitation,personaladjustmenttraining,jobpreparationandplacement.ResourcesforIndividualswithChronicIllness**Chronicillnesscoversalargegroupofdisablingconditions.Thislistofresourcesisabbreviated.Theorganizationslistedbelowcanassistyouwithfindingorganizationsandcontactsthatdealwithspecificchronicillnesses.EpilepsyFoundation8301ProfessionalPlaceSuite200Landove,MD20785Telephone:(800)332-1000 www.epilepsyfoundation.orgNationalorganizationthatworksforpeopleaffectedbyseizuresthroughresearch,education,advocacyandservice.

NationalOrganizationofRareDisorders,Inc.(NORD)55KenosiaAvenueDanbury,CT06813-1968Telephone:(203)744-0100Fax:(203)798-2291Website:www.rarediseases.orgWorldwideclearinghouseforinformationonraredisorders;voluntaryagencycomposedofhealthorganizations,scientificresearchers,physiciansandindividuals.ResourcesforIndividualswithLearningDisabilitiesLearningDisabilityAssociationofAmerica(LDA)4156LibraryRoadPittsburgh,PA15234-1349Telephone:(412)341-1515Fax:(412)344-0224Website:www.ldanatl.orgAnationalinformationandreferralservice.OrtonDyslexiaSocietyTheChesterBuilding8600LaSalleRoadSuite382Baltimore,MD21286-2044Telephone:(800)222-3123Fax:(410)321-5069Aninternationalscientificeducationalassociationconcernedwithdevelopmentaldyslexia,aspecificlearningdisability.NationalCenterforLearningDisabilities(NCLD)32LaightStreetSecondFloorNY,NY10013Telephone:(888)575-7373Fax:(212)545-9665Website:www.ncld.orgLearningdisabilitiesawareness,nationalinformationandreferral,educationalprograms,andlegislativeadvocacy.

CouncilforLearningDisabilities(CLD)11184AntiochRoadBox405OverlandPark,KS62210Telephone:(913)491-1011Fax:(913)491-1011Website:www.council-for-learning-disabilities.orgNationalorganizationthatservesprofessionalswhoworkwithindividualswithlearningdisabilities.ResourcesforIndividualswithMobilityImpairmentandInjuryRelatedImpairmentBrainInjuryAssociationofAmerica1608SpringHillRoadSuite110Vienna,VA22182Telephone:(800)444-6443Fax:(703)761-0755Website:www.biausa.orgUnitedCerebralPalsyAssociates,Inc.(UCPA)1825KStreet,NWSuite600Washington,DC20006Telephone:(800)872-5827Fax:(202)776-0414Website:www.ucp.orgAnationwidenetworkofstateandlocalvoluntaryagenciesthatprovidesservicesandeducationforindividualswithcerebralpalsyandotherdisabilities.

MobilityInternationalUSA(MIUSA)132E.BroadwaySuite343Eugene,OR97401Telephone:(541)343-1284Fax:(541)343-6812Website:www.miusa.orgTheAssociationforPersonswithSevereHandicaps(TASH)1025VermontAvenue,NWSuite300Washington,DC20005Telephone:(202)540-9020Fax:(202)540-9019Website:www.tash.org

BIBLIOGRAPHYCassidy,Eileen.ReachingandInvolvingBlackParentsofhandicappedChildrenintheirChild'sEducation.Lansing,MI:UnitedWayofMichigan,Lansing,1988ERIC#ED302FloridaDepartmentofEducation.InvolvingMinorityandIsolatedParentsintheEducationoftheirExceptionalChildren.FloridaStateDepartmentofEducation,Tallahassee,BureauofEducationforExceptionalChildren,1988ERIC#ED320314Hiatt,EvelynLevesky,andJeanetteCovington,eds.IdentifyingandServicingDiversePopulations.TexasEducationAgency,Austin,DivisionofGifted/TalentedEducation,1991ERIC#ED340164HowtoChooseaCollege:GuidefortheStudentwithaDisability.5thed.Washington,DC:HEALTHResourceCenterandAssociationonHigherEducationandDisability,1997.Kroeger,Sue,andJudySchuck,eds.RespondingtoDisabilityIssuesinStudentAffairs.SanFancisco:Jossey-Bass,1993.Jarrow,Jane.MulticulturalDiversityandLearningDisabilities.Columbus:AssociationonHigherEducationandDisability,1993Jarrow,Jane.SubpartE:TheImpactofSection504onPostsecondaryEducation.Columbus:AssociationonHigherEducationandDisability,1992.Jarrow,Jane.TitlebyTitle:TheADA'sImpactonPostsecondaryEducation.Columbus:AssociationonHigherEducationandDisability,1992.Nathanson,JeanneH.,ed.FamilyInvolvement.OfficeofSpecialEducationandRehabilitativeServices(ED),Washington,DC.1992ERIC#350768Wright,TennysonJ.,PaulLeung,eds.MeetingtheUniqueNeedsofMinoritieswithDisabilities.AReporttothePresidentandCongress.NationalCouncilonDisability,Washington,DC.1993ERIC#357526

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