Academic Program Title

 

Faculty Resource Guide

 

THE OFFICE OF DISABILITY SERVICES

The Office of Disability Services (DS) facilitates the transition of students with disabilities to the university environment and provides appropriate accommodations for each student’s special needs in order to insure equal access to all courses, programs, and activities, including extracurricular activities.

 

USC Aiken is committed to providing equal access, and DS actively encourages partnerships throughout the University to achieve that goal. Institutional compliance is a shared responsibility of which faculty and staff is a necessary component.

 

LEGISLATION

These are important pieces of legislation that benefit our students. Under this legislation, students must provide the required documentation that provides information about a “substantial limitation to one or more life activities,” specifically as it relates to meeting the demands of university life in and/or out of the classroom. The student must meet the technical standards required for admission or participation in the postsecondary institution’s programs and activities. It is important to know that every student is a distinctly unique individual, so each student is evaluated on a case-by-case basis.

 

FACULTY AND STAFF REQUIREMENTS

Faculty and staff are an integral part of our efforts to comply with Section 504, Section 508, and the ADA law. Just as faculty and staff are not free to discriminate against students on the basis of race, religion, gender or ethnicity, they also cannot discriminate against students with disabilities. Part of not discriminating against these students is the provision of reasonable accommodations in the form of “academic adjustments and auxiliary aids and services.”

 

It is important that faculty/staff assist students in following the University’s policies, such as the requirement that all requests for accommodations be processed through the Office of Disability Services and not the individual faculty or staff members alone. Information about a disability is confidential! Therefore, any mention in group situations could be considered a violation of civil rights.

 

Detailed documentation of a disability is not released by DS. Students receive verification of any approved accommodations and academic adjustments each semester and must provide that information to instructors, advisors, or staff prior to requesting services. Faculty and staff are not expected to provide accommodations without first receiving an Accommodation Request Form prepared by DS, or to make retroactive adjustments when given the form. It is appropriate to refer students to DS if difficulties are observed or discussed but no Accommodation Request Form has been provided (see page).

 

Although students may refuse an accommodation for a particular class, a faculty member cannot refuse to provide an academic accommodation approved by DS and documented on an Accommodation Request Form. This protects students, faculty, and the University by insuring consistency. Disability Services is aware of the legally accepted accommodations for the variety of disabilities presented. The Office also has strict standards for appropriate documentation to verify the disabilities. Faculty can, and should, raise appropriate questions that involve such issues as whether an accommodation would result in the fundamental alteration of the program or course in question, or whether the faculty member is being asked to address a “personal need.” Questions of this type should be addressed to DS and not to the student.

 

Academic requirements and course objectives should remain unchanged. Academic requirements may be modified, as necessary, to ensure that they do not discriminate against qualified applicants or currently enrolled students with disabilities. Academic requirements that are essential to programs of instruction (e.g. grade point averages, specific prerequisite courses) are not considered discriminatory and cannot be waived. Modifications may need to be made in the way a student demonstrates knowledge, but not in the academic proficiency standards themselves. These modifications, coordinated through DS, shall neither affect the substance of the educational program nor compromise educational standards.

 

STUDENT RESPONSIBILITIES

Students with disabilities must self-identify after admission to USC Aiken by contacting the Office of Disability Services. After students request services and provide DS with proper documentation from a licensed professional, DS will review the documentation to determine the appropriate accommodations. Accommodations are based on the diagnosis, legal precedents and professional recommendations. Accommodation Request Forms are then produced by DS and provided to the students.

 

Students are instructed to provide the Accommodation Request Forms to faculty/staff members at the beginning of each semester. Students are then responsible for initiating discussions with their instructors about the need for accommodations. This would be an ideal opportunity to meet privately and discuss specific accommodations relative to course procedures and expectations.

 

Students with disabilities must maintain the same responsibility for their education as students without disabilities. This includes maintaining the same academic levels, maintaining appropriate behavior, and giving timely notification of any special needs. The provision of services and accommodations is intended to ensure equal access, not guarantee success, in the academic environment.

 

IMPORTANT ADA STATEMENTS FOR FACULTY/STAFF USE

One of the following statements must be included on all documents produced for university use:

 

“PEOPLE FIRST” Language

The Language of Disabilities

Many people with disabilities prefer being called “people with disabilities” (PWD) instead of “disabled people.” They are individuals first, and only secondarily do they have one or more disabilities.

 

Words that reflect positive attitudes and awareness help develop positive communication. Disability language, historically, has been influenced by legal and medical terminology with little consideration of its negative social impact. People with disabilities prefer to focus on their individuality, not their disability. Use of the word "disability," rather than "handicapped," is encouraged. The terms "able-bodied," "physically challenged," and "differently-abled" are discouraged. The following are some recommendations for language that respect the preferences of people with disabilities:

 

Avoid using the article "the" with an adjective to describe people with disabilities. The preferred usage, "people with disabilities," stresses the essential humanity of individuals and avoids objectification.

Instead of this

Use this
The deaf
People who are deaf or hearing impaired
The blind
People who have visual impairments
The disabled
People with disabilities
Epileptics
People who have epilepsy

 

If it is appropriate to refer to a person's disability, choose the correct terminology for the specific disability. Examples are: People who are.....blind, visually impaired, deaf, hearing-impaired; people who have.... quadriplegia, ADHD, cerebral palsy, seizure disorder.

 

Be careful not to imply that people with disabilities are to be pitied, feared or ignored, or that people with disabilities are somehow more heroic, courageous, patient, or "special" than others. They have special talents and skills just like people without disabilities. Never use the term "normal" in contrast. A person in a wheelchair is a "wheelchair user" or "uses a wheelchair." Avoid terms that define the disability as a limitation, such as "confined to a wheelchair" or "wheelchair bound". A wheelchair liberates; it doesn't confine.

 

Avoid using terms "victim" or "suffered" to refer to a person who has or has had a disease or disability. This term dehumanizes the person and emphasizes the powerlessness.

 

EXAMPLE: Say, "person with AIDS," not "victim of AIDS" or "AIDS sufferer."

 

Never assume that a person with a physical disability has a cognitive disability. Never assume that a person who is visually impaired is also hearing impaired. Words such as “walking, running, seeing, or hearing” are acceptable in conversation with PWD. People with disabilities use the same words.

 

If you have a student with disabilities in your class, get to know that student as a person. Ask him/her what learning strategies have been helpful to them in the past and what you can do now to facilitate their learning in your class. All students benefit when understanding instructors take the time to meet with them to discuss their particular learning needs. Never hesitate to ask if a student needs assistance, but keep in mind that students often try to do as much as they can on their own.

 

THE FIRST DAY

At some point during your remarks on the first day of class, make an announcement similar to this: "Any student who has a physical, psychological, and/or learning disability which might affect your performance in this class should contact the Office of Disability Services, as stated on your syllabus. If you are already registered with Disability Services and have an accommodation sheet, please see me after class today or phone me at (insert your phone number) today to set up an appointment as soon as possible."

 

ALWAYS keep in mind that a student’s disability is confidential.

 

Never ask students with disabilities to raise their hands; never identify them in class, e.g. "Joe, do you need extra time for your test?" or "Will anyone volunteer to take notes for Lisa to use?"

 

If a student says he/she has a disability but does not have an accommodation sheet, refer them to the DS office. Do NOT take their word for it. Do NOT provide accommodations without the accommodation sheet produced by DS, even if the disability is an obvious one. Over-accommodating a student places the institution at legal risk, because doing so discriminates against students without disabilities. Accommodation sheets are provided to assure our compliance with federal law. Failure to provide the accommodations as listed on the Accommodation Request Form is considered a violation of the student's civil rights and grounds for legal action against the university.

 

You may tell students some of the services we offer but always make it clear that accommodations are based on a review of their medical documentation. Do not promise anything.

 

If you need assistance or advice to provide accommodations, contact the DS office. Students must be allowed to participate in all class activities, including field trips. Modifications to the accommodation sheet MUST be approved by the Disability Services Coordinator and the student.

 

If you feel the accommodation interferes with academic or professional integrity, please discuss this with your Department Head and the Disability Services Coordinator, NOT the student.

 

STUDENT REFERRALS

Faculty and staff should refer students to the Office of Disability Services when:

When a referral is made, the faculty/staff member should fill out the Faculty/Staff Referral Form. This form can be found on the CD included with this manual. Please complete this and send it with the student.

 

Please note: the Disability Services office will NEVER contact the student first; however, once the student initiates contact, the Coordinator will explain the documentation requirements. This includes an application, a release of information, and medical documentation. Upon receipt of the necessary documentation, the Coordinator will determine the appropriate accommodations for the student and provide an accommodation sheet.

 

TYPES OF ACCOMMODATIONS

Each student has a unique set of abilities and disabilities requiring unique accommodation(s). These may include, but are not limited to:

 

NOTE-TAKING ACCOMMODATIONS

Students with documented disabilities that affect their ability to take class notes may be eligible for note-taking accommodations. Examples of disabilities that may affect note-taking ability include, but are not limited to, learning, visual, hearing, and physical disabilities.

 

USCA uses a volunteer peer note-taking system to provide copies of class notes to students with disabilities. Professors are asked to recruit note-takers from their class, if needed.

 

There are several ways to recruit volunteer note-takers: a) The faculty member or the student with a disability may already know students in class who can serve as a note-taker; (b) the faculty member can make an announcement in class asking for volunteers; or (c) after observing students for the first couple of days, the faculty member may have a better idea of students who may be able to serve as good note-takers.

 

A sample statement could be: “I need a student to volunteer to take notes for a student in the class with a disability. You will be given a carbonless notebook, which you will simply leave with me following each class. If you feel that you take good notes and are willing to share your notes with this person, please see me after class.” The DS student’s identity must not be revealed.

 

Things to remember when arranging note-taking services:

 

The student MUST first provide an Accommodation Request Form to instructors to verify that the request for note-taking services is legitimate. Carbonless notebooks are available through the DS Office. The student with a disability is responsible for obtaining notebooks from the DS Office and providing them to instructors. Peer notes do not substitute for class attendance. The student with a disability should continue to take his or her own notes; the notes provided by the note-taker are to supplement the student’s own efforts.

 

ASSISTIVE TECHNOLOGY CENTER

The University of South Carolina Aiken is committed to providing a comfortable and productive working environment for students with disabilities. This describes the adaptive computer equipment and software that is available through the Office of Disability Services and the Assistive Technology Center.

 

The Assistive technology center is located in the Business and Education Building, Room 134. Open hours are posted each semester. Hours during Reading Days and Finals are by appointment only.

For students with visual disabilities:

For students with hearing disabilities:

For students with mobility disabilities:

For students with learning disabilities and ADHD:

 

Exam Proctoring Information

Students are eligible to request accommodations for taking exams only if approved by the Disabilities Services office. A student receives letters of accommodation from this office and hand delivers these letters to his/her instructors. Faculty members have the option of making arrangements to proctor exams themselves or to utilize the Assistive Technology Center. It is critical that the faculty member and the student discuss the contents of the accommodation letter and determine how exams accommodations will be implemented.

 

At the beginning of the semester, the faculty member informs the student of the exam schedule for her/his course. The student is responsible for scheduling his/her exams with the Assistive Technology Center. (In order to ensure that adequate accommodations can be guaranteed, the student must schedule his/her exams a minimum if 1 week in advance)

 

The student is responsible for contacting the faculty member regarding the method of transportation of exams to and from the Assistive technology center.

 

Faculty members decide from among the following:

An "Exam Proctoring Checklist" must be filled out completely and included with every exam given in the ATC. This Checklist is available on the Disability Services CD. It is also available on the website at http://www.usca.edu/ds or upon request through email.

 

Exams will be administered according to specified accommodations. During the exam, the student will have access only to those items noted by the instructor on the Checklist. Once an exam has begun, a student may not leave and then finish taking the exam at a later time without prior approval by the instructor. All exam materials will be returned to the instructor.

 

Quiz Accommodations

Disability Services may grant students with disabilities extended time or other special modifications to complete tests, but how should this apply to quizzes?

 

For some professors, a quiz may be one question, for others it may be comprehensive. A quiz may be a surprise or it may be announced. Some professors use quizzes to make sure the students are keeping up with the material and are regularly attending class, but the format can pose problem for students who read or write more slowly. It’s difficult for the DS Office to determine a specific accommodation for quizzes, because “quiz” means different things to different professors. “Waiver” is not a word we like to use; however professors may need to find an effective modification.

 

Possible accommodations may include: