ACCESSIBILITY & ACCOMMODATIONS:

STUDENTS WITH DISABILITIES IN HIGHER EDUCATION

STAFF MODULE w/all Activities and Answers

HOPE FISHERDISABILITY STUDENT SERVICES

SHEEHAN LIBRARY 103202-884-9358

FISHERH@TRINITYDC.EDU Revised 6/2011

INTRODUCTION

PRESENTATION TOPICS: Defining and Discussing Disability Appropriately Legal Framework and Practical Application Services and Accommodations for Students with

Disabilities

In every demographic group and setting, we can expect to encounter someone who has a disability whether we are aware of it or not. In higher education institutions, students with disabilities add to the diversity of viewpoints and perspectives, inside and outside of the

classroom.

Despite our desire to be inclusive and accepting, students with disabilities sometimes face barriers and discrimination in their attempts to access the same education that is afforded to everyone else. This presentation will give Trinity staff, the training and tools they need to join faculty and

students in maintaining a learning environment that is equally accessible to everyone.

Section 1 of 3:

DEFINING AND DISCUSSING DISABILITY

APPROPRIATELY:

Definitions and Examples Disability Etiquette

DEFINITION OF DISABILITY

According to the Americans with Disabilities Act (ADA) and its Amendments, the federal government defines a disability as:

“a long-lasting physical, cognitive, or psychological conditionthat substantially impairs a persons ability

to perform major life activities without assistance. ”

Applies to those who have a current disability, who have a record of a disability, and who are regarded as having a disability. All three of these groups are protected by anti-discrimination laws. The third group cannot seek monetary damages.

Whether the impact of an impairment rises to the level of “substantial” is determined on an individual basis. Some diagnoses can be assumed covered and don’t require extensive proof due to their inherent nature (i.e. blindness).

+ Determinations should not be based on the use mitigating aids, such as medication or adaptive technology, that the person uses to reduce symptoms or barriers.

Major life activities include, but are not limited to, self-care, seeing, hearing, walking, lifting, speaking, learning, working, thinking, concentrating, and using an internal bodily function (i.e. hormone production, digestion, blood circulation).

The specific nature of a disability and how it impacts the individual diagnosed with it can vary greatly, even if the name of the disability is the same.

ACTIVITY: DEFINING DISABILITY

Directions: I’ll read each item aloud. Shout out if you think it IS likely to fall under the ADA disability definition we discussed & I’ll explain “why” or “why not”:

Deafness

Dyslexia

Pregnancy

Major Depression

Sprained ankle

Diabetes

Common Cold

Cerebral Palsy

Broken Arm

Multiple Sclerosis

Traumatic Brain Injury

What disabilities do you think are most prevalent in Higher Ed settings? (may not be listed above)

Answer: 51% of undergrads who disclosed a disability to their college or university had a Learning Disability (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD)1.

1. Pope Center for Higher Education Policy, 2010

ETIQUETTE: APPROPRIATE LANGUAGE

Communicating with or about a person who has a disability can be uncomfortable for some, even among those who have disabilities themselves. Many well-intentioned individuals find themselves avoiding these conversations for fear of making a “disability faux-pas”. Others may comfortably engage in conversation but use discriminatory or out-dated language and behavior.

Tips to guide your everyday language:1. Use person-centered language and try to name the person before the disability (i.e.

“student with paralysis”, instead of “paralyzed student”). Immediately remove offensive terms (i.e. crippled, retarded) from your vocabulary.

2. Phase out antiquated terms like “handicapped”, “challenged”, or “disturbed”. Though they can be located in old laws and literature, they’re no longer acceptable for most pubic entities, including in the federal government.

3. Try not to use qualifiers like “special”, “superhuman” or “courageous”. Unless the person has actually done something extraordinary, using terms like these may draw more attention to your discomfort or lack of awareness. It is okay to use the actual name of the disability or simply say “disability”.

4. Consider whether you really need to use the person’s disability as a descriptive term, as in, “that guy with diabetes” or “girl in the motor scooter”. If the disability is not a part of the conversation, you may be inadvertently disclosing to others. Use the persons name or another descriptive term instead.

ETIQUETTE: APPROPRIATE BEHAVIOR

Tips for appropriate and inclusive behavior:

1. Try to stay alert of architectural barriers in the path of those with visual or mobility impairments when they are meeting with you in public and in private. Be on the look out when “walking and talking” and make sure your office/desk space is free from obstructions.

2. Remember that people w/disabilities are not “stricken” or “afflicted”, they’re “diagnosed”.

3. Respect individual privacy. Discuss disability-related matters when and where others are not around to overhear. Generally, do not share the details of someone’s disability with someone they did not disclose to themselves unless you have a concern for the safety of others. At Trinity, any discussions about a student’s disability are limited to designated personnel.

4. Ask the person with the disability if and how you can assist them if they appear to need help.

5. Use the same eye contact and other non-verbal cues that you would use with anyone else to show respect.

Encourage others you know to change old habits and incorporate more inclusive language and behavior regarding disabilities and people who have them.

GROUP ACTIVITY: ETIQUETTEDirections: I’ll read each statement below aloud. In small groups, determine whether

it’s TRUE or FALSE. (Hint: None of the answers are 100% true or false!)

#1: “When I meet a new person with a disability, I should never ask them about their disability.”Answer: Mostly True. It is generally NOT a good idea to ask about the existence of a disability to

someone who has not disclosed that to you for personal and legal reasons. Whether the person discloses to you or not, you’re better suited if you focus on how you can assist them, rather than the existence or details of a disability. In your personal life, you may find yourself in situations where it is appropriate to discuss a disability with someone who has disclosed to you. At Trinity, students who disclose to you must directed to Disability Student Services.

#2: “I should not touch someone’s wheelchair or animal guide.”Answer: Mostly True. Do not hold onto a person’s wheelchair or play with their service animal.

Consider these auxiliary elements to be part of their body space. In an emergency situation at Trinity involving someone in a wheelchair, contact Campus Security (x9111) immediately and do not try to move the chair yourself. In your personal life, if someone with a disability appears to need assistance, feel free to offer, but not force, your help.

#3: “When a person has a sign language interpreter or an aide with them, I should speak directly to the interpreter or aide. The person with the disability probably won’t understand me.”

Answer: Mostly False. Speak directly to the person conducting business with you, not the 3rd party. Similar to wheelchairs and service animals, their purpose is supplementary. They don’t expect to be addressed and will not take offense to your lack of interest. If you have a direct question for the interpreter or aide (about them, not about the person with the disability), it is okay to ask as long as their assistance is not needed at that time.

Section 2 of 3:

LEGAL FRAMEWORK ANDPRACTICAL APPLICATION:

Key Trends in Higher Education Governing Laws & Roles of Staff

Universal Design Principles

PREVALENCE IN HIGHER ED SETTINGS

According to the 2006 U.S. Census Bureau, 1 in 5 people have a disability (20% of those disabilities will develop in our “working years”). People with disabilities have been increasing in higher education (HE) settings as long as any other students, but there are some distinct trends occurring across the nation in recent years:

Almost 1/2 of 2010 graduating U.S. high school students with disabilities went on to pursue higher education goals1.

11-14% of the U.S. college student population has one or more disabilities documented at their school, 3x higher than 20 years ago1,2.

Compared to the previous generation, the proportion of 6-21 year olds with LD and/or ADHD increased from 3.6% to 5.6%. Colleges and universities can expect continued increase in enrollment of these students3,4.

Proportion of students with autism also increased from .5% to 1%. Proportion of hearing (.1%), vision (.1%), mobility (.1%), & speech-

language (3%) diagnoses have remained relatively consistent in HE settings while mental retardation diagnoses have decreased from 2% to 1%.

1. U. S. Dept of Education, Office of Special Education Programs; 20102. The Learning House; 20063. U.S. Dept of Education, Nat’l Ctr on Education Statistics; 1976-20104. The Pope Center for Higher Education Policy; 2010

Trinity Washington University readily operates under the 1973 Rehabilitation Act, Section 504 and the 1990 Americans with Disabilities Act + 2008 Amendments. These are civil rights laws that apply to the majority of employers, higher education institutions, and other entities used by the public. (Other statutes that

can impact disability services, like FERPA and HIPAA, are not covered in this presentation.)

The major legislative message is that . . .

No (otherwise) qualified person with a disability shall be denied a benefit, opportunity, or participation in any program receiving Federal dollars solely on the basis of that disability.

For higher education institutions, this means . . .

A student with a disability is qualified if, with or without reasonable academic adjustments, they meet the same eligibility, conduct, and achievement standards expected of other students.

The true spirit of the ADA and Rehab Act lies in 1) the removal barriers to access, and then, 2) the provision of adaptations and auxiliary aids in

inaccessible environments. These laws should not be considered mandates to give any one person “special privileges” over another.

PERTINENT LEGISLATION

ROLE #1: REMOVE BARRIERS TO ACCESS

Universal Design (UD):An approach used to develop materials, construct environments and deliver content

that are inherently accessible to the widest possible audience. Based in equitability and flexibility, UD end-products can be accessed by people of varying abilities,

styles, and preferences WITHOUT “special assistance” or “retro-fitting”.

For example, ramps are federally mandated in public buildings constructed post-1990. As a result, users of mobility equipment (i.e. wheelchairs) can access those entrances 100% of the time without the need for assistance or the need for architectural changes. This promotes inclusion and empowerment because the person with a disability is able to participate alongside everyone else.

What makes it so “universal”?Unlike special adaptations, UD is not targeted to a specific person or disability category,

so no one person is treated differently than the norm. Sound UD allows each person to choose the option that best fits their current situation and preferences.

In our previous example, the ramp is also used to access the entrance by people who are temporarily unable to use the stairs to reach the entrance.

The same concept applies to things like audio books (ppl w/blindness, dyslexia, arthritis; multi-taskers, ppl who are driving) and computer screen customizations (ppl w/varying visual impairments, ppl who prefer other screen colors and text sizes).

ACTIVITY: UNIVERSAL DESIGNDirections: The right column will list products and services that are good

examples of Universal Design. I’ll describe each one. Raise your hand if you can think of someone who’d benefit from it’s use. It can be a benefit based on any reason: disability, present circumstance, interests, personal choice, etc.

Example: Let’s go back to our entrance ramp discussion…

Two photos above: Entrance ramps that were built into a library and private residence, respectively.

☺Ppl using wheelchairs, canes or walkers

☺Ppl with temporary mobility impairments (sprained ankle, hip surgery recovery)

☺Ppl using carts or hand trucks to move heavy objects

☺Ppl pushing strollers with small children

☺Property owners b/c they don’t have to spend resources making architectural changes later on ☺Ppl who would prefer not to use stairs

UD ITEM BENEFICIARIES

1. Automatic doors

2. Electric Toothbrush

3. FlexibleDrinking Straws

ACTIVITY: UNIVERSAL DESIGN (CONT’D)

UD ITEM BENEFICIARIES1. ☺ Answer: Examples: Ppl w/mobility impairments (i.e. cerebral palsy) & temporary injuries (i.e. broken leg); Ppl whose hands are occupied (i.e. carrying shopping bags, holding baby, pushing stroller, pulling luggage); Companies concerned w/health, safety, saving energy; Ppl w/general hand dexterity weakness (i.e. children, older adults). The automatic door is a fascinating UD loop of sorts b/c it’s only needed by ppl in the course of movement and actually uses their movement to function.2. ☺ Answer: Ex.: Ppl w/disabilities that affect hand dexterity or motor skills (i.e. rheumatoid arthritis, dyspraxia); Ppl brushing other ppl’s teeth (i.e. home health aide); Ppl who prefer high-powered bristles; Many of these also apply to the use of Velcro.3. ☺ Answer: Ex.: Ppl who cannot or have difficulty bending or moving their neck (i.e. sore shoulders, quadriplegia, neck injury); Ppl who prefer adjustable and reusable straws or prefer to drinking upside down; Children & others who spill liquids frequently. Straws have long been a multi-use tool (i.e. some ppl w/out arm or leg usage blow into straws to give commands to their PC) beyond drinking liquids, making it a very universal product.

UNIVERSAL DESIGNIncorporating Universal Design principles into your department/office materials

and procedures will help ensure that our campus remains accessible and discrimination-free. It will also help to streamline your processes and reduce the use of extraneous administrative resources.

When applying UD principles to your work, focus on 3 essential components: 1) Represent info for your audience through multiple modes (i.e. audio, visual, text, graphics) 2) Allow your audience to use multiple means of expression/response (i.e. e-comm, phone,

live) 3) Encourage engagement with choices (i.e. hands-on, group work, resources for further

study)

Some recommendations for applying UD in your department/office: Offer all printed materials and forms in an accessible digital format.

+ If only one format can be provided, select print, as it is the easiest for Trinity’s DSS to convert.

Allow for electronic submission of common forms required by your office. Arrange office furniture so that a wheelchair can pass through without hazard or

assistance. Use videos with captions when making presentations to students and faculty/staff. Web Content Mngrs: Type descriptive names into the “alt” field for links, videos and

images, when editing departmental web pages (needed for users of screen reader technology).

Section 3 of 3:

SERVICES AND ACCOMMODATIONS FOR

STUDENTS WITH DISABILITIES:

DSS Purpose and Roles Types of Services and Accommodations

Adaptive/Assistive Technology

ROLE #2: PROVIDE ACCOMMODATIONS

Likely Reasonable

Use of an audio recorder to capture lectures

Sign language interpreters

Written materials converted to Braille

Additional time to complete assessments

Alternative means of assessing class participation

Changing a meeting location to ground level

Likely UNreasonable

Use of a “talking dictionary” during lecture

Excessive or indefinite leave of absence

Reducing/eliminating assignments from syllabus

Essential course substitutions for a given major

Retroactive accommodation requests

A school-funded personal assistant/attendant

Support services and accommodations are provided to people with disabilities because the environment they are in or the information they are trying to obtain, is NOT already universally accessible. Even if the lack of accessibility is due to legitimate reasons, institutions are required to provide reasonable accommodations and auxiliary aides to make up for the discriminatory nature of an inaccessible environment.

A reasonable accommodation does NOT: (1) Place undue financial or administrative burden on the institution. (2) Disrupt the ability of other students to learn in a safe and stable

environment. (3) Substantially alter an essential element of the course or institutional

standards.

Some examples to illustrate the concept:

DISABILITY STUDENT SERVICES OFFICE

Disability Student Services (DSS) is charged with ensuring that admissions, academic programs, support services, student activities, and campus

facilities are accessible to and usable by students who have disclosed their disabilities.

Interprets medical & psychological assessments to determine student eligibility for services and the types of accommodations they are allowed

Determines and arranges for reasonable accommodations & other services Schedules sign language interpreters, scribes and readers Provides adaptive technology & train students on usage Administers exams with time and space accommodations for busy instructors

Consults with faculty and staff on accommodation implementation and other disability and education-related topics

Responds to inquiries and attends meetings with students upon request Ensures appropriate campus housing, classroom & building access Connects students with relevant state and community resources

Assists students with obtaining internships & scholarships that target disability groups Guides students in securing federal/state college funding & support services

Assists students with obtaining accommodations for external activities (i.e. national/state certification exams, summer internships)

Provides mentorship to students on self-advocacy, rights & responsibilities Educates the campus community are various disability topics (LIKE TODAY!)

*DSS is under Academic Services, along with The Writing Center and Career Services

REQUESTING ACCOMMODATIONSThough staff are not typically involved in the process of approving

accommodations, having an idea of DSS policies and procedures will be helpful.

DSS Registration Process:1) In order to receive services and/or accommodations, students must submit acceptable disability

documentation (guidelines online) and complete an intake meeting with DSS.

2) After approval, students will receive an Accessibility Letter to sign with their instructors that lists their accommodations that semester (i.e. extra exam time, copies of notes, adaptive technology).

Relevance to Staff: Requesting and using accommodations is a student-directed process. Students are not required

to seek or use accommodations, even after they have been approved. If a student opts-out of services, they are still responsible for meeting institutional standards.

Some approved accommodations are provided by DSS (i.e. scheduling interpreters); others are provided by the person with whom the student is interacting (i.e. copies of a presentation).

Staff will be contacted directly by DSS if a student needs an accommodation that requires their involvement. If a student asks for an accommodation, please inform them that you’d be happy to assist once they contact DSS.

Accommodations approved by DSS must be provided as instructed. If you feel reluctance or anticipate difficulty, contact DSS immediately to discuss and resolve. There may be better-suited alternatives, but simply neglecting to provide the accommodation puts everyone involved at risk.

The law allows for legitimate educationally-based discussion with instructors, DSS, school officials, and relevant staff regarding a student’s accommodations only. These conversations cannot be had with other students, individuals outside of the school, or faculty and staff who are not directly involved in the matter. Disability diagnosis and details are released on a “need to know” basis to designated administrators. (from FERPA laws)

MORE ON ACCOMMODATIONS

Knowing the “what”, “why”, and “how” of a specific accommodation can be very helpful for faculty and staff as they implement approved services. This knowledge can also enable faculty and staff to offer creative, appropriate suggestions for improving accessibility in their subject of expertise.

An extended list of common accommodations and policies can be found on the DSS website. Here are two detailed examples:

Extended Time on Exams Students with this accommodation are allowed up to twice as much time as other students

to complete an in-class exam. For a variety of reasons, these students require more time to demonstrate their content knowledge.Ex. Learning Disability delayed reading speedEx. Cerebral Palsy writing is at a slower paceEx. Executive Functioning Disorder longer time to process info

Use of Adaptive Technology Students with approval to use adaptive technology available on campus may be allowed to

use a variety of materials and software to decrease multiple barriers to learning. Ex. Carpal Tunnel difficulty typing (Dragon NaturallySpeaking) Ex. Dyslexia numerous reading errors (Kurzweil 3000) Ex. Deafness unaware of audio alarms (AlertMaster for dorm)

Are there other accommodations you would like to discuss further in this training?

GROUP ACTIVITY: UD & ACCOMMODATIONS

Directions: I’ll read the vignette and solutions below aloud. In small groups, determine which solution is based on Universal Design principles. List rationale for why your group selected the “correct” answer as well as why the other solutions are less desirable? (Remember: A universally designed process does not require adaptation!):

“At XYZ University, the Student Job Office posts a printed list of new work-study opportunities each month for which student can apply. Positions are filled on a first-come, first-serve basis. Ann is an interested and qualified student who has low vision and cannot see the post. How can this issue be resolved?”

Solution A: A companion or kind passerby will read the posting aloud to Ann.Solution B: Ann will request a digital copy from the Student Job Office or make a request to DSS for the

posting to be converted into an alternate format.Solution C: The Student Job Office can begin regularly posting the list online in an accessible digital format

(not all PDF’s are made alike).

Answer: (A) No. Expecting a person who is visually impaired to solely rely on someone else to read printed materials would not be considered a reasonable request to make of the student. This method can be well-intentioned, but it would prove to be unreliable and burdensome over time. What if Ann wants to think about it and refer back later? Solutions like these can increase stigma and decrease compliance.(B) No. This is an accommodation b/c it’s implemented AFTER the list was released. Since this is a “race to respond”, everyone must be allowed access at the same time. This method puts Ann at a disadvantage b/c of the time delay in obtaining an accessible version of the list. This method is also reactive, requiring that the accommodation be repeated after each new post and possibly addition’l students.(C) Yes. This is the most proactive and inclusive solution. By providing an accessible digital copy, Ann can use screen reader or text-to-speech software to listen to the posted list on her own PC. If Ann still needs DSS to convert the posting, it can be accomplished faster because the digital copy already exists for DSS to immediately access. This approach also benefits other students with visual or reading impairments as well as off-campus students & those who process better when they have a printed copy. The Student Job Office wouldn’t need to focus on specifics of disabilities or accommodations, just on general accessibility.

ZOOM IN: ADAPTIVE TECHNOLOGY (AT)

Adaptive (or assistive) technology is an umbrella for the tools & equipment used by some people w/disabilities to perform functions that are otherwise difficult or impossible.

This can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other electronic information.

Adaptive technology is not only used by people with disabilities. Many tools that are used by people w/disabilities are also of great benefit to people without disabilities. Also, many of the ease-of-use tools and applications that are built into products we use everyday are beneficial to people with varying disabilities (UNIVERSAL DESIGN!).

Some examples: people w/limited manual function may use a keyboard with large keys or a modified

mouse to operate a computer (ergonomic keyboard) people w/low-vision may change computer settings to enlarge their screen text people w/deafness may use TTY (text telephone) or VRS (video relay system) to make

calls people w/speech disorders may use a device that speaks for them as they enter text

via a keyboard (augmentative communication devices)

Most universities, including Trinity, have some in-house assistive technology for approved students to loan out for the semester for school-related activities, but most AT is purchased by the user for long-term personal use. Funding for AT can be obtained through grants/scholarships and vocational rehabilitation agencies.

ADAPTIVE TECHNOLOGY (CONT’D)

Ergonomic Keyboard

Video Relay System

Certain iPhone Apps

Reacher/Extender

Let’s learn more about how adaptive/assistive technology can change the lives of students with disabilities by watching this

video clip on Kurzweil 3000 Reading & Writing software (4 min):

http://www.indiana.edu/~iuadapts/resources/videos/TSS_video.html

Screen Reader

Augmentative Communication Device

CONCLUSIONThough Disability Student Services (DSS) is the office designated to

address student’s disability-related needs in college, everyone at Trinity impacts the campus accessibility and quality of services that are provided to these students. This includes staff in admissions, advising, residential services and any other capacity involving direct and/or indirect student contact.

** What’s the Next Step? **As a starting point, staff can simply model appropriate language and behavior towards students with disabilities. It will have far-reaching positive impact across the campus community. Make sure that you provide accommodations that have

been approved by DSS for a student.

When you return to your department/office, brainstorm with your colleagues about ways in which your policies, procedures, materials, and work environment may be

creating barriers for individuals with various disabilities. A complete universal overhaul might be burdensome, so make changes slowly and take note of their

impact. Adjust accordingly.

Thank you for doing your part to promote equality and accessibility at Trinity. Please contact Disability Student services if you have additional

questions or would like to discuss a related confidential matter.

RESOURCES

For more info on some of the major topics discussed today :

Americans with Disabilities Act (ADA)http://www.ada.gov/

ADA Standards for Universal Designhttp://www.ada.gov/2010ADAstandards_index.htm

U.S. Dept of Education: Office of Civil Rightshttp://www2.ed.gov/about/offices/list/ocr/transition.html

Family Educational Rights & Privacy Act (FERPA) http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Trinity’s Disability Student Serviceswww.trinitydc.edu/disability

Questions? Comments?