Center for Student Accessibility: Working with College Students with Disabilities

A Guide for Faculty

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Center for Student Accessibility: Working with College Students with Disabilities

A Guide for Faculty

Welcome to the College of Staten Island (CSI). Asa faculty member, you will experience a diversestudent population here at the College. Thisguide was specifically created to provide youwith detailed information on supporting collegestudents with disabilities.

The mission of the Center for Student Accessibility(CSA) at CSI is to support matriculated studentswith documented disabilities through theprovision of reasonable accommodations anddynamic services. CSA also serves as a resourcefor faculty members who need assistance inworking with our registered students.

Please keep this Guide for reference, and contact us with anyquestions or concerns (see last page for full contactinformation). In fact that is exactly what we want you to do!If you are unsure about what a reasonable accommodationis, please contact us.

Please also keep in mind that you may encounter studentswith disabilities who are not registered with our Center. If thisoccurs, please refer them to CSA prior to providing any in-classservices or accommodations.

HERE’S WHAT YOU CAN FIND IN THIS GUIDE:

• Your role in disabilityservice provision

• How CSA supports students

• How CSA supports faculty

• A glossary of somecommon terms related todisability service provision

•Quick tips on working with college students with disabilities

• Types of disabilities thatyou may experience inyour courses

• Strategies to consider

• Universal Design

“When you have a disability, knowing that you are not defined by it is the sweetest feeling.”

- In My Dreams I Dance, Autobiography by Anne Wafula Strike

Nearly all colleges and universities are subject to the Americans with Disabilities Act (ADA), Section504 of the Rehabilitation Act of 1973, or both. The ADA provides broad nondiscrimination protectionin employment, public services, and public accommodations (including many areas of colleges anduniversities) for individuals with disabilities. The ADA is enforced by multiple federal agencies,including the Department of Justice, Department of Labor, and the Equal Employment OpportunityCommission.

Section 504 prohibits discrimination against an otherwise qualified individual with a disability, solelyon the basis of the disability, in any program or activity that receives federal financial assistance.Section 504 is enforced by, among others, the Office for Civil Rights at the U.S. Department ofEducation.

.Here are some of the things that CSA does:

FOR STUDENTS

• Provide students with in-class and testingaccommodations.

• Provide one-to-one tutoring for studentswho need supplemental support.

• Collaborate with professors if there is anissue that may benefit from supportiveintervention.

• Provide technology training for studentswho may need assistive technology orspecial devices.

• Assist with students’ career guidance andjob preparation.

FOR FACULTY

• Provide accommodation letters indicatingthat a student with a disability is in yourcourse and receives certain accommodations.

• Provide one-on-one support via phone, e-mail, or in person to assist with anyproblems or concerns you may have.

• Provide ongoing workshops and professionaldevelopment on a variety of topics to helpyou work best with students with disabilities.

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DID YOU KNOW…?

Students with Learning Disabilities (LD), an invisibledisability, represent approximately 70% of CSA's registeredstudents. There is a good chance that you will encounter astudent with an LD in one or more of your courses.

SAY:

• Student with a disability• Student who isregistered with CSA

• Student who is deaf orhard of hearing

• Student who is blind orvisually impaired

(This puts the student firstand NOT the disability)

DON’T SAY:

•Disabled student• Handicapped student• Blind student

(These terms are datedand also placeemphasis on thestudent’s disabilityrather on theindividual student.)

SOME OTHER THINGS TO KEEP IN MIND:

•Don’t call a student’s disabilityto others’ attention.

• Don’t say “You don’t look likeyou have a disability.”

• Don’t set time constraints ontests or assignments before theaccommodations are known.

• Don’t ask the entire classaloud, “Who else needs anaccommodation?”

Sensitivity and Confidentiality

Some students have experienced the feeling of having a stigma attached to

their disabilities. From peers to professors, there can sometimes be an

uncertainty of how best to address and engage with students with

disabilities. Here are some tips on sensitivity and confidentiality that can

help make the college experience comfortable for students with disabilities.

You can also simply ask the student howthey would like to be referred.

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TYPE OFDISABILITY

Learning Disability (LD)

To learn more about learningdisabilities…

Psychological Disability

To learn more aboutpsychological disabilities…

Blind or Visually Impaired

To learn more about blind orvisually impaired students…

Deaf or Hard of Hearing

To learn more about deaf orhard-of-hearing students…

WHAT IT IS

Students with LDs have difficultyprocessing information and withmemory.

Please visit the National Center forLearning Disabilities Website:

Students with psychological disabilitiesmay be diagnosed with anxiety,depression, or bipolar disorder, toname a few.

Please visit the American PsychologicalAssociation Website:

Students may be legally blind from birthor have a degenerative disease. Theymay have some vision or none at all.

Please visit the National Federation ofthe Blind Website:

Students may have some hearing lossor may have no hearing at all.

Please visit the National Association ofthe Deaf Website:

WHAT YOU CANEXPECT(This is just a small sample, and rangesfrom behaviors to accommodations).

Students may take quizzes and exams at CSA with extended time and in a distraction-limited location.

www.ncld.org

Students may appear nervous orwithdrawn; students may also be overlyenthusiastic or overzealous in class.

www.apa.org

Students may be accompanied by aservice animal or use a cane. Often theywill have a note-taker in class.

www.nfb.org

Students may have a cochlear implantand may be accompanied by anAmerican Sign Language interpreter orCART service provider.

www.nad.org

Different Kinds of Disabilities…And What That May Mean in the Classroom

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TYPES OF DISABILITY(continued)

Physical Disability

To learn more about physicaldisabilities…

Autism Spectrum Disorders(ASD)

To learn more about ASDs…

ADD and ADHD

To learn more about ADD and ADHD…

WHAT IT IS(continued)

Students may have a physicalimpairment such as cerebral palsy ormay have an injury.

Please visit The Association of HigherEducation and Disability Website:

Students on the autism spectrum mayhave a pervasive developmentaldisorder.

Please visit the National Institute ofMental Health Website:

Students with ADD or ADHD exhibitbehaviors such as distractibility,impulsivity, and hyperactivity.

Please visit the Attention DeficitDisorder Association Website:

WHAT YOU CAN EXPECT(continued)

(This is just a small sample, and rangesfrom behaviors to accommodations).

Students may use a wheelchair or legbraces and may require a large desk inthe classroom.

www.ahead.org

Students may have difficulty relating totheir peers and group work may bedifficult; students may also dominateconversations and focus on a particulartopic or point at length.

www.nimh.nih.gov

Students may have trouble focusing oncoursework.

www.add.org

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Assistive Technology enables a person with a disability to access sensoryinput, amplify cognitive processing, and perform motor operations thatwould not otherwise be available to her/him. The functionality of assistivetechnology can be illustrated with real-world examples. A student who isblind can “see” a document on his/her computer by hearing a screen readerread it or by having a refreshable display translate it into Braille. The screenreader can also be used to navigate the computer by a person who is blind.A person with very low vision can use a screen magnifier to see what’s onthe screen and to have it read as well. A person who is deaf or hard ofhearing can “hear” the auditory content in movies and videos by seeing it inclosed caption. Students with cognitive disabilities can process readingmaterial with special computer applications that read and highlight theirtextbooks as they speak back to them to focus on the students’ attention.These programs for cognitive enhancement contain study features thatenable a student to use a “virtual” felt marker to highlight text, extract it, andorganize it into an outline for further study. The programs for cognitiveenhancement also provide writing aids, which include brainstorming andword prediction, in addition to the usual spell checker and thesaurus to aidin written composition. A person with a motor impairment can use voicerecognition to raise or lower the temperature of a thermostat, to turn lightson and off, to open and close doors in their homes, and to run or performword processing on a computer.

Assistive Technology

HERE’S A QUICK TIP…!

The Association on Higher Education and Disability(AHEAD) is the leading national organization in providinginformation and most effective methods for working withcollege students with disabilities.

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Some Quick Tips on Universal Design

To make your classroom experience more accessible for students withdisabilities as well as more enriching for ALL students, here are some tips tokeep in mind.

Please note that this is not a checklist of things you are required to use inyour course; these are suggestions for a more accessible and successfuleducational environment.

• Put a statement on your syllabus invitingstudents to meet with you to discussdisability-related accommodations and otherlearning needs; talk with students withdisabilities about what they may need to besuccessful in the class.

• Face the class and speak clearly duringlectures.

• Utilize reading strategies.

• Assure that all classrooms, such as labs andfieldwork, are in locations accessible toindividuals with a wide range of physicalabilities and disabilities.

• Use multiple modes to deliver content(including lecture, discussion, hands-onactivities, Internet-based interaction, andfieldwork).

• Provide multiple ways for students todemonstrate knowledge.

• Provide printed or Web-based materials thatsummarize content that is delivered orally.

• Provide printed materials in electronic format.

• Use accessible Web pages (text descriptionsof graphics).

• Provide printed materials and textbooks earlyso that students can prepare to access thematerials in alternate formats.

• Create printed and Web-based materials insimple, consistent formats.

• Provide effective prompting during an activityand feedback after the assignment iscompleted.

• Orally explain assignments in class andprovide them in writing.

• Make your tangible goals and expectationsclear from the beginning.

• Use captioned videos and films.

UNIVERSAL DESIGN

UNIVERSAL DESIGN is based on theprinciple that what is useful forstudents with disabilities can also beuseful for those who do not have adisability.

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Sample Syllabus Statement

The Americans with Disabilities Act (ADA) is a federal anti-discriminationstatute that provides comprehensive civil rights protection for persons withdisabilities. Among other things, this legislation requires that all studentswith disabilities be guaranteed a learning environment that provides forreasonable accommodation of their disabilities. If you believe that you havea disability requiring an accommodation, please contact the Center forStudent Accessibility at 718.982.2510/ csa@csi.cuny.edu or visit the Center in1P-101. You can visit CSA’s Website at www.csi.cuny.edu/csa/.

Event Statement

The College of Staten Island makes every effort to accommodate individualswith disabilities. Participants who need special accommodations shouldcontact the Center for Student Accessibility (CSA) at 718.982.2510/csa@csi.cuny.edu or visit the Center in 1P-101within 14 working days priorto attending a scheduled event.

Web Accessibility

CUNY rules mandate that all Web pages intended for the public meet andexceed accessibility and usability standards that have been set forth by boththe state and federal government.

There are lots of ways that people with disabilities use the Web, since thereare many different disabilities to consider. Persons who are deaf or hard ofhearing need captions, but they are also useful for people without speakerson their computer. Persons who are blind or have low vision will use screenreaders, such as JAWS. People whose vision has been compromised may useadd-on tools to increase font size. Persons with cognitive disabilities maytake longer to process the information on a single Web page, so clearlyorganized content helps greatly.

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The CSA sends various confidential letters to professors throughout thecourse of the semester with permission of the student. Be sure to check yourCollege email and office mailboxes for these important communications.This is another way in which the Center strives to collaborate withprofessors on a variety of issues.

• Student Accommodation Form: This form indicates that a studentwith a disability is registered in your course. It is meant to be anintroductory letter and will provide contact information for thestudent’s CSA Academic Counselor.

• Live Scribe Pen Letter: This letter indicates that a student in yourcourse will be utilizing a digital pen that has been provided by CSA.Please note that only students using CSA-issued pens will provide thisletter.

• ASL Letter: This letter indicates that a student in your course will beusing an American Sign Language (ASL) Interpreter. The Interpreterwill sit in the front of the class typically and face the student who isdeaf or hard of hearing and will translate all spoken words.

• Peer Note-taker Letter: This letter is a request for you and thestudent registered in our office to identify an existing student in yourcourse who can share their notes with the registered student. Thisstudent will receive a stipend at the end of the semester from CSA.

Communications That You MayReceive from the CSA

Important Forms

On the first page of theform, the student willfill out all informationand the professor willindicate how the testwill be delivered toCSA. Then just sign anddate.

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One of the most common accommodations provided at CSA is testingaccommodations. Students may receive extended time and a distraction-limitedlocation, and other accommodations, depending on the documentation on file.

Each student is responsible for filling out this form and requesting that his/herprofessor sign and date it. The student must provide this form at least threedays in advance of a test or quiz so that accommodations can be arranged.

Please note, if you give regular weekly quizzes, you can turn in one form forthe semester indicating this and we will keep it on file.

Credits: University of Washington: Faculty Room, Texas A&M University, and AHEAD

On the second page ofthe form, the studentwill fill out allinformation, and theprofessor indicates whatis allowed on the test(notes, dictionary, etc).Then just sign and date.This page shouldideally serve as a coversheet when the test isdelivered to the CSA.

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Glossary of Common TermsAccommodations – Mandatedby federal law, these includetesting accommodations, ASLinterpreting, and CART provision.

ADA – The Americans withDisabilities Act (ADA) becamelaw in 1990. The ADA is a civilrights law that prohibits dis-crimination against individualswith disabilities in all areas ofpublic life, including jobs,schools, transportation, and allpublic and private places thatare open to the general public.

Alternate Text Conversion –Some students with disabilitiesmay need a textbook or otherprint materials converted(usually by our Center) to adifferent and more accessibleformat such as Braille or audio.

ASL Interpreting – AmericanSign Language interpretersaccompany students who aredeaf or hard of hearing to theircourses to serve as a translatoror interpreter.

Assistive Technology – Certaindevices such as a closed-circuittelevision (CCTV) or even aniPad can help students withdisabilities in their courses. Itis important to note that thesedevices are only utilized forcoursework during class.

CART – Communication AccessReal Time Translation providersuse speech-to-text technologyso that students who are deafor hard of hearing can see thelecture or class discussion on a screen.

FM Unit – FM Units are assistivelistening devices that provideone-to-one communicationbetween an instructor and astudent. They consist of amicrophone with a portabletransmitter and a portablereceiver with headphones. Theinstructor uses the transmitterheld on their body with a beltloop and a lapel mic tocommunicate with the studentlistening through headphonesplugged into the receiver.Assistive Listening Devices areprimarily used for students withhearing impairments, but canalso be offered to students withcognitive impairments whosepreferred learning modality isauditory. Because it is a one-on-one system, the instructorneeds to repeat questions thatcome from members of theclass for the student using thedevice to hear them.

IEP – The IndividualizedEducation Program (IEP) is awritten document that isdeveloped for each publicschool student who is eligiblefor special education. The IEPis created through a teameffort and reviewed at leastonce a year.

Livescribe Smartpen – Thispiece of assistive technology isequipped with a digitalrecorder so that a student mayrecord class lectures anddiscussions. Many digital penscan also video record thestudent’s notes, which arerecorded in a digital notebookand can be uploaded to acomputer or laptop.

Note-taker – A person whoattends class with a studentwith a disability who cannottake adequate notes (typicallya student who is deaf or hardof hearing, blind or visuallyimpaired, or who has aparticular physical disability).

Peer Note-taker – Performsthe same duties as a note-taker, but is a student already registered in the course.This student can report to CSA for asmall stipend at the end of thesemester.

Self-Advocacy – While CSA isin place to make sure thatstudents with disabilitiesreceive accommodations andservices, the Center also stressesthat students self-advocate ortake the initiative andresponsibility for their successin college. This includes urgingstudents to work withprofessors and other offices oncampus without theintervention of CSA.

Services – Unlikeaccommodations, services arenot federally mandated by law.These include things like tutoringand academic counseling.

Universal Design – Thisprinciple asserts that strategiesthat are useful for individualswith a disability or disabilitiesare useful for all individuals.(See page 7 in this Guide formore information and tips onUniversal Design.)

References:University of Washington: Faculty RoomTexas A&M UniversityAssociation on Higher Education andDisability

This Guide was produced by the CSI Center for StudentAccessibility, with the support of a 2012-2013 Diversity ProjectsDevelopment Fund Award (sponsored by the Office of the ViceChancellor for Human Resource Management and the Officeof Recruitment and Diversity).

CSA 8/2017

Center for Student AccessibilityDivision of Student and Enrollment Services

Building 1P, Room 101718.982.2510csa@csi.cuny.eduwww.csi.cuny.edu/csa

2800 Victory BoulevardStaten Island, New York 10314

www.csi.cuny.edu

Created and produced by the Office of Design Services/CSI