Faculty Facts in a Flash:Faculty Facts in a Flash:Creating Accessible Learning Creating Accessible Learning

Environments Environments

Presented by:Presented by:Tameeka Hunter, M.S., Tameeka Hunter, M.S.,

CRCCRCAssistant DirectorAssistant Director

Disability Resource Disability Resource CenterCenter

Objectives of the Objectives of the PresentationPresentation

to:to: Gain awareness of disability rights Gain awareness of disability rights

lawslaws Understand disability etiquette, Understand disability etiquette,

myths and misconceptionsmyths and misconceptions Provide strategies for providing Provide strategies for providing

accessible learning environments to accessible learning environments to students who have disabilitiesstudents who have disabilities

Legal Foundations for Legal Foundations for Disability Services Disability Services

Offices Offices

Rehabilitation Act of 1973, Rehabilitation Act of 1973, Section 504Section 504

Provides that no qualified person with a disability shall, on the basis of disability, be excluded from participation in or be denied benefits of or otherwise be subjected to discrimination under any program or activity that receives or benefits from federal financial assistance.

Americans with Disabilities Americans with Disabilities Act of 1990 (ADA)Act of 1990 (ADA)

The ADA is a piece of civil rights legislation The ADA is a piece of civil rights legislation that protects the disability community from that protects the disability community from discriminationdiscrimination

Title ITitle I EmploymentEmployment

Title IITitle II Public Services (state and local Public Services (state and local government including public school government including public school districts and public transportation)districts and public transportation)

Title IIITitle III Public Accommodations and Public Accommodations and Services Operated by Private EntitiesServices Operated by Private Entities

Title IVTitle IV TelecommunicationsTelecommunications

Title VTitle V Miscellaneous ProvisionsMiscellaneous Provisions

Defining Disability Under the ADA

A person with a disability:– has a physical or mental impairment

that substantially limits a major life activity,

– or has record of such an impairment, or– is regarded as having an impairment

(Applies to all public and private entities, including higher education institutions)

Examples of Covered Examples of Covered Disabilities Disabilities Learning Disabilities Learning Disabilities

Attention Deficit Disorder/ Attention Deficit Disorder/ Attention-Deficit Hyperactivity Attention-Deficit Hyperactivity Disorder Disorder

Psychological DisabilitiesPsychological Disabilities

Chronic Health Conditions (i.e., Chronic Health Conditions (i.e., Cancer, Epilepsy, HIV/AIDS, etc.)Cancer, Epilepsy, HIV/AIDS, etc.)

Motor/Mobility Disabilities Motor/Mobility Disabilities (Cerebral Palsy )(Cerebral Palsy )

Sensory Disabilities (Vision, Sensory Disabilities (Vision, Hearing)Hearing)

In mobern society, an In mobern society, an inbivibual’s ytiliba to be self-inbivibual’s ytiliba to be self-sufficient is usually encouraged sufficient is usually encouraged from childhood. By eht time we from childhood. By eht time we are adults, we are supposed to are adults, we are supposed to have learmed to debend upon have learmed to debend upon ourselves… ourselves…

Passage taken from Gloria Hale (ed.), Paddington Press, Ltd., New York, NY 1979Passage taken from Gloria Hale (ed.), Paddington Press, Ltd., New York, NY 1979

Learning Disabilities, Learning Disabilities, Diagnosed:Diagnosed:

1.1. Average intellectual ability based on Average intellectual ability based on performance on a standardized IQ test. performance on a standardized IQ test.

2 . A significant discrepancy between 2 . A significant discrepancy between intellectual ability and achievement in one intellectual ability and achievement in one or more, but not all academic areas or more, but not all academic areas (i.e. ,reading, math, written language). (i.e. ,reading, math, written language).

3. The academic discrepancy is linked to 3. The academic discrepancy is linked to weaknesses in information and cognitive weaknesses in information and cognitive processing abilities. processing abilities.

AD/HD DiagnosedAD/HD Diagnosed

Diagnosis and corresponding code from the most recent DSM Developmental history of either inattention and/or hyperactivity-impulsivity symptoms during childhood. Evidence that these symptoms were associated with some functional impairment in home and/or school settings also must be included. Current symptoms of either inattention and/or hyperactivity-impulsivity must be present. The specific symptoms that are present should be stated in the documentation.

AD/HD Diagnosed AD/HD Diagnosed ContinuedContinued

Documentation must include the results of standardized rating scales that provide comparison to age-based normative data

Interacting with People Who Interacting with People Who Have DisabilitiesHave Disabilities

General suggestions

Use “Person First” language (…person Use “Person First” language (…person with a disability…) with a disability…)

Don't assume people with disabilities Don't assume people with disabilities need your help. Ask before acting.need your help. Ask before acting.

Make eye contact and speak directly to Make eye contact and speak directly to the person who has the disability, not to the person who has the disability, not to his or her companion or interpreter.his or her companion or interpreter.

It is acceptable to invite a person in a It is acceptable to invite a person in a wheelchair to "go for a walk" or to ask a wheelchair to "go for a walk" or to ask a person who is blind, “Do you see what I person who is blind, “Do you see what I mean?“mean?“

General Recommendations for General Recommendations for Faculty Faculty

Include a “ ADA/Access Statement” on Include a “ ADA/Access Statement” on syllabus, for example:syllabus, for example:

Students with disabilities who require reasonable accommodations should register

with Disability Services in order to obtain the accommodations. You can contact them at

404-555-1234 or disabilityservices@agnesscott.edu

If you are already registered with the DS Office and are seeking accommodations for this

course, then please make an appointment with me to discuss your specific accommodation

needs for this course and present your accommodations letter. “

General Recommendations General Recommendations for Facultyfor Faculty

Students are udents are only required to show required to show disability documentation to Agnes disability documentation to Agnes Scott’s Disability Services OfficeScott’s Disability Services OfficeThe accommodations outlined in the The accommodations outlined in the accommodation letter are accommodation letter are notnot optional optional and and mustmust be provided. be provided.When accommodation questions arise, When accommodation questions arise, the faculty or staff member to contact the faculty or staff member to contact the DS to discuss.the DS to discuss.Maintaining confidentially regarding a Maintaining confidentially regarding a student’s disability status is student’s disability status is imperativeimperative

Interacting with People Who Have Interacting with People Who Have DisabilitiesDisabilities

Blindness/Low VisionBe descriptive. When directing a Be descriptive. When directing a person with a visual impairment, use person with a visual impairment, use specifics such as, “left a hundred feet” specifics such as, “left a hundred feet” or, “right two yards. Warn of possible or, “right two yards. Warn of possible hazards. hazards.

You do not have to speak loudly to You do not have to speak loudly to people with visual impairments. Most people with visual impairments. Most of them can hear perfectly well.of them can hear perfectly well.

Offer to read written information for a Offer to read written information for a person with a visual impairment, when person with a visual impairment, when appropriate. appropriate.

If you are asked to guide a person If you are asked to guide a person with a visual impairment, offer your with a visual impairment, offer your arm instead of taking theirs.arm instead of taking theirs.

Interacting with People Who Have Interacting with People Who Have Disabilities Disabilities

Deafness/Hard of Hearing Deafness/Hard of Hearing Face people with hearing impairment when Face people with hearing impairment when

you talk to them so they can see your lips. you talk to them so they can see your lips.

Slow the rate at which you speak when Slow the rate at which you speak when talking to a person with a hearing loss.talking to a person with a hearing loss.

Rephrase, rather than restate the same Rephrase, rather than restate the same words. Some sounds are harder to hear than words. Some sounds are harder to hear than others.others.

Increase the level of your voice.Increase the level of your voice.

Communicate in writing, if necessaryCommunicate in writing, if necessary.

InteractingInteracting with People Who with People Who Have Disabilities – Psychological Have Disabilities – Psychological

DisabilitiesDisabilities

Flexibility in attendance/tardiness Flexibility in attendance/tardiness policies, where educationally policies, where educationally feasible feasible

Interacting with People Who Have Interacting with People Who Have DisabilitiesDisabilities

Blindness/Low Vision

Make basic information available in Make basic information available in accessible formats: large print, accessible formats: large print, Braille and electronic formats.Braille and electronic formats.

Offer a guided tour of facilities so Offer a guided tour of facilities so people with disabilities can people with disabilities can familiarize themselves with their familiarize themselves with their surroundings. The tour should surroundings. The tour should identify any potential obstacles and identify any potential obstacles and all emergency exits.all emergency exits.

DisabilityDisability Did You Know? Did You Know?

InteractingInteracting with People Who Have with People Who Have Disabilities Disabilities

Mobility/Motor When giving directions to a person who is

mobility-impaired, consider distance , weather conditions and physical obstacles such as stairs, curbs and steep hills.

Do not lean on a person’s wheelchair. Also, do not move crutches, canes, walkers etc., without permission from the person with a disability.

Offer accessible environments or areas within your office.

Interacting with People Who Have Interacting with People Who Have DisabilitiesDisabilities

Learning Disabilities

Start each class with an outline of Start each class with an outline of material to be covered that period. material to be covered that period. At the conclusion, summarize key At the conclusion, summarize key points.points.

Present information and provide Present information and provide materials using multi-modal materials using multi-modal approaches (experientially, visually, approaches (experientially, visually, orally, etc.) orally, etc.)

Universal DesignUniversal Design

Definition:Definition:– The design of products and environments The design of products and environments

to be usable by all people to the greatest to be usable by all people to the greatest extent possible without the need for extent possible without the need for adaptation or specialized design.adaptation or specialized design.

– Examples: curb cuts, closed captioning in Examples: curb cuts, closed captioning in restaurants, web pagesrestaurants, web pages

– Copyright 1997, The Center for Universal Design, North Copyright 1997, The Center for Universal Design, North Carolina State UniversityCarolina State University

Universal Design in Educational and Universal Design in Educational and Instructional EnvironmentsInstructional Environments

The extension of the concepts underlying The extension of the concepts underlying universal design in the physical universal design in the physical environment to the environment to the instructional instructional environmentenvironment

A way of thinking about how to make A way of thinking about how to make instruction inclusive while in the planning instruction inclusive while in the planning stagesstages

Takes into account the diversity of the Takes into account the diversity of the students in the classroom, including those students in the classroom, including those students with disabilitiesstudents with disabilities

Universal Instructional DesignUniversal Instructional Design

Provide:Provide:Multiple means of representation to give Multiple means of representation to give learners various ways of acquiring informationlearners various ways of acquiring informationMultiple means of expression, to provide Multiple means of expression, to provide learners alternatives for demonstrating what learners alternatives for demonstrating what they knowthey know

Rubrics can help clarify expectations and Rubrics can help clarify expectations and also, reduced the faculty’s concerns around also, reduced the faculty’s concerns around comparing “apples to oranges”comparing “apples to oranges”

Multiple means of engagement, to tap into Multiple means of engagement, to tap into learners’ interests, offer appropriate learners’ interests, offer appropriate challenges, and increase motivationchallenges, and increase motivation

from from www.cast.org

Universal Instructional Universal Instructional Design (UID)Design (UID)

Learning is reinforced when students Learning is reinforced when students learn the same information in multiple learn the same information in multiple ways and through repeated exposure ways and through repeated exposure to the same material.to the same material.

all students benefit from the use of all students benefit from the use of multiple modalities to disseminate multiple modalities to disseminate knowledge, whether they have knowledge, whether they have disabilities or not.disabilities or not.

Faculty Resources Faculty Resources Use Universally Designed methods (DO-IT is Use Universally Designed methods (DO-IT is

a free resource for faculty, staff, students, a free resource for faculty, staff, students, and administrators: and administrators:

www.washington.edu/doit/Faculty/Presentation/

Easy Tools to Determine:Easy Tools to Determine:• Is your document accessible?Is your document accessible?• Are your podcasts accessible?Are your podcasts accessible?• Will this work with a screen reader?Will this work with a screen reader?• Will this work with a screen magnifier?Will this work with a screen magnifier?

Faculty Resources Faculty Resources

For additional resources please For additional resources please consider the Pedagogy and Student consider the Pedagogy and Student Services for Institutional Services for Institutional Transformation (PASS IT) Web site, Transformation (PASS IT) Web site, http://www.cehd.umn.edu/passit

Any Questions???Any Questions???

Contact InformationContact Information

Tameeka L. Hunter, M.S., CRCTameeka L. Hunter, M.S., CRCAssistant DirectorAssistant Director

Disability Resource Center Disability Resource Center

Clayton State UniversityClayton State UniversityTameekaHunter@clayton.edu

(678) 466-5449(678) 466-5449