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Thank you for all that you, as a faculty member or staff person, do to serve �鶹��Ƶ’s students with disabilities.  In general, faculty and staff should establish a cooperative atmosphere when dealing with students with disabilities. Interact with students with disabilities in the same manner as other students, but be clear that you are willing to provide necessary accommodations.

The purpose of these resources are to help faculty and staff become more comfortable and effective in working with students with disabilities. It presents information on various disabilities, definitions and procedures, and suggests classroom accommodations that can be made to fit teaching environments or teaching styles.

�鶹��Ƶ is committed to making its academic programs and services accessible to qualified students who have disabilities. It is a goal of �鶹��Ƶ to provide students who have disabilities equal opportunities to develop and demonstrate their academic skills while maintaining the academic integrity of the College programs.

Consistent with Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, and the ADA Amendments Act (ADA-AA) of 2008, it is the policy of �鶹��Ƶ that no qualified person with a disability shall be subjected to discrimination because of that disability under any program or activity conducted or sponsored by the College. 

Roles, Rights & Responsibilities

The number of students with disabilities attending postsecondary education continues to increase with each passing year.  Faculty and staff need to be well-informed about the roles, rights and responsibilities postsecondary institutions have towards supporting students with disabilities. These roles, rights and responsibilities are supported by several federal laws which support students with disabilities and allow them the opportunity to enjoy the benefits of a postsecondary educational experience.

While the instructor must ensure that the learning environment is accessible, students with disabilities must request accommodations, when needed. Instructors should always include a statement on their syllabus which informs students about the steps they need to take to receive classroom accommodations through Disability Services and Resources.

Faculty Roles

• Make Reasonable Accommodations
• Provide Access to Classroom & Materials
• Maintain Confidentiality

In certain situations, reasonable accommodations may require modification of standard classroom approaches. The following are examples of accommodations that may be necessary to ensure equal access to education:

• Provide necessary accommodations for exam taking or provide the exam to the DSR Office where the student can receive the accommodations needed.
• Provide alternative ways to fulfill course requirements.
• Allow assistive technology such as audio recorders, electronic note takers, and laptop computers to be used in the classroom.
• Consider alternate ways of assessing student's knowledge of the course content which allows the student's academic abilities to be measured.

Confidentiality in the accommodation process must be maintained by all parties. Academic Modifications and Adjustments Form should be filed in a safe place, and faculty should refrain from discussing students’ disabilities and necessary accommodations in the presence of fellow students or others who do not have an “educational need to know.”

Faculty are not obligated to provide accommodations until the Academic Adjustments and Modifications form is received, although obvious needs should be met (i.e. wheelchair accessibility). If a student requests accommodations but has not provided the approved form, please refer the student to the ADA Coordinator and notify the DSR office of their request

The DSR Office is always available to answer questions and serve as a resource for faculty seeking assistance in providing accommodations to students.

Faculty Rights

Faculty members have the right to:

• Maintain academic standards for courses
• Determine course content and how it will be taught
• Discuss accommodations with the student to ensure that there is a mutual understanding. A copy of the AMA will have been emailed to you and the student copied on it. (Students are told to request a meeting to review the Academic Adjustments and Modifications Form; however, if they do not you have a right to do so.)   
• Ask for clarification on any questionable accommodations {listed on the student’s AMA form} with Disability Services and Resources
• Deny a student’s personal request for accommodations – if the faculty member has not received the AMA form from the DSR office. Refer them to the DSR office to get approved for accommodations.
• Award grades appropriate to the level of the student’s demonstration of mastery of material
• Fail a student who does not perform to passing standards

Faculty members do not have the right to:

• Refuse to provide an approved accommodation for a documented disability
• Challenge the legitimacy of a student’s disability
• Review a student’s documentation, including diagnostic data

Faculty Responsibilities

Faculty members have the responsibility to:

• Understand the laws and GSCC’s guidelines regarding students with disabilities
• Refer students to Disability Services and Resources when necessary
• Faculty are not obligated to provide accommodations until the Academic Adjustments and Modifications form is received, although obvious needs should be met (i.e. wheelchair accessibility). If a student requests accommodations but has not provided the approved form, please refer the student to the ADA Coordinator and notify the DSR office of their request
• Provide requested accommodations and academic adjustments to students who have documented disabilities in a timely manner
• Maintain appropriate confidentiality of records concerning students with disabilities except when disclosure is required by law or authorized by the student
• Provide handouts, videos and other course materials in accessible formats upon request

What should I include in the syllabus to inform students of the Disability Services and Resources Office (DSR)?
It is important that instructors include in their syllabus a statement encouraging students to inform the DSR Office of any special-needs that require accommodations. A further recommendation is that the statement be read aloud by the instructor during the first week of the course.

Disability Statement:

Any student with a disability needing physical or academic accommodations should contact the Disability Services office to self-disclose their need for accommodations. Instructors are not allowed to grant accommodations until they receive an Academic Modifications and Adjustments form which is issued through the DSR office. If you have questions, you may contact the ADA Coordinator at 256-549-8462. The DSR office is located in the Joe Ford Center on the East Broad campus, Suite 102. 

Can I refer a student to the Disability Services and Resources Office?
As instructors, you have the closest contact with a student and may notice their struggles. It is important to refer a student to the DSR office if you become aware that they might benefit from our services. You can do this several ways: talk with the student confidentially, make a blanket announcement reminding the class of the services available through DSR, or post a Blackboard Announcement. Never hesitate to contact the DSR office directly to ask if a student is enrolled with Disability Services.    

How do students become eligible for accommodations? 
Students can access the procedures and guidelines for requesting reasonable accommodations via the Office of Disability Services and Resources. After an application and supporting documentation are submitted, the materials are evaluated to determine the appropriate accommodations, if any, for the student.  

How will I be notified if a student is approved for accommodations?
The first week of the semester the DSR Office will send an email to each instructor of students who qualify for and are requesting accommodations. The student is copied on the email. The email will contain a short list of responsibilities for the faculty member and the students. Attached to the email will be the Academic Modification and Adjustment (AMA) form for the student. You should file this for your records to ensure that all accommodations are granted. If a student requests accommodations later in the semester, the DSR office will send the AMA form within 2 business days of the request being approved. If a student asks you for accommodations and you have not received the AMA form from Disability Services and Resources, please request that he or she contact the DSR Office.

Can I provide accommodations for a student without utilizing the Disability Services and Resources Office?
In order to ensure that accommodations are appropriately and effectively administered to students with disabilities, we discourage instructors from providing accommodations outside of the procedures outlined by the Disability Services and Resources Office. By using the DSR, the instructor can be confident that the student qualifies for specific accommodations and is not receiving an unfair advantage over classmates.

Why are instructors required to provide exam accommodations to students with disabilities? 
Federal law (Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973) mandates that post-secondary instructors must provide reasonable accommodations to students with disabilities. This includes allowing students extended time on exams and a reduced-distraction testing environment. In these cases, the student's disability hinders his or her functional abilities during a standard testing situation.

What do I tell other students regarding the exam accommodations for students with disabilities?
Since confidentiality is key, it is best not to discuss exam accommodations with other students or in a class setting. Discussing any information regarding a student's disability in the presence of other students can create an uncomfortable situation for the student. Also, confidentiality is a legal concern and a student's right to privacy concerning their disability is protected by Federal Law.

Where are exams given for accommodated students?  
As long as the student’s required accommodations can be met (e.g. extended time, reduced-distractions), the preferred method is for the student to be accommodated by the instructor or at least within the department. The DSR Office acts as an extension of the academic area by proctoring tests when neither the instructor nor the department is able to provide the accommodations. It is the student's responsibility to make arrangements with the instructor and DSR (if applicable) prior to the exam date. If DSR is needed to proctor an exam, it is the faculty member’s responsibility to send the test to the DSR Office and complete the test proctoring form. DSR will make every effort to proctor the exam the same day and time it is given to the class. However, if this is not possible, the test will be administered within two business days of the test date. DSR will determine the alternate testing sites.  These sites may include: the DSR testing room, Student Support Services (TRIO), the GSCC Testing Center or, at times, Library Services. DSR will notify the student of the testing site, date and time. The goal is to provide a safe quiet environment with reduced distractions.

What is the Instructor's responsibility in providing accommodations to a student who approaches them immediately before an exam?
The Office for Disability Services clearly sets out the expectation that students will approach instructors at least a week before an exam date. If a student chooses to wait until the day of the exam, instructors are encouraged to make a good faith effort in accommodating his or her needs. However, it is the student's responsibility to follow all procedures and policies, therefore instructors in this situation are not obligated to provide an alternate testing site.

What if a student notifies the instructor of needed accommodations late in the semester?
There could be numerous reasons why a student makes a late request. Sometimes students are not able to acquire documentation of a disability until later in the semester. In other instances, a student may try to take a class without accommodations, but find that they are not doing well and need to use them. Regardless, an instructor must remember that accommodations are not retroactive. The Office for Disability Services encourages instructors to make a good faith effort at fulfilling the accommodation, however, in some instances a late request may make the accommodation unreasonable to provide.

What is my responsibility as an instructor in assisting students with acquiring a note-taker in class?
One of the accommodations provided for some disability students is an alternate copy of course notes. There may be situations where a student needs a copy of the instructors lecture notes.  As the instructor, you can ask for a classmate to volunteer to take notes.  You should review the notes to see if they are adequate, make a copy of the notes and discreetly give the notes to the accommodated student. The note-taker should not know who will receive their notes.

What are ways that I can ensure that student with disabilities are supported during the semester?

1. Encourage students with disabilities to register with the Office for Disability Services.
2. Provide students with a detailed course syllabus.
3. Clearly set out expectations before the course begins (e.g., attendance policy, materials to be covered and due dates).
4. Start each lecture with an outline of material to be covered that period.
5. Present new or technical vocabulary in written form.
6. Give assignments both orally and in written form to avoid confusion.
7. Point out if a study guide is not comprehensive or lacks new subjects that may be covered in an exam.
8. Provide study questions for exams that demonstrate format as well as content. Explain what constitutes a good answer and why.
9. If possible, select a textbook with an accompanying study guides or software programs for optional student use.
10. Provide adequate opportunities for questions and answers, including review sessions.

 

Examples of Accommodations and Services

Providing reasonable accommodations for students with disabilities requires an individual assessment of need and is a problem solving process. Specific accommodations depend upon the nature and requirements of a particular course or activity and the skills and functional abilities of a particular student. Appropriate accommodations may include but are not limited to the listings below. 

General Accommodations:

Accessibility – The DSR Office partners with Facilities Services and the Residence Hall to facilitate access to buildings, the dormitory, parking lots and other locations on campus. Students with disabilities who experience physical barriers should contact DSR for assistance.  

Early Registration – When applicable, a student with a disability may register during early registration through Disability Services or Student Support Services. The student is still responsible for obtaining advisement with college advisors.

Service Animals - In accordance with the Americans with Disabilities Act (ADA), service animals are permitted on the college campus and in its facilities. Service animals are animals that have been trained to perform tasks that assist people with disabilities. To be permitted on campus, a service animal must be specifically trained to perform a service function. The crime deterrent effects of an animal's presence and the provision of emotional support, well‐being, comfort, or companionship do not constitute work or tasks for the purposes of this definition. The service animal should wear a harness, cape, identification tag, or other gear that readily identifies its working status. The person using the service animal is responsible for controlling the animal’s behavior, caring for the animal, and cleaning up after the animal. A service animal whose behavior poses a direct threat to the health or safety of others may be excluded regardless of training or certification. See the Service Animal Policy and Procedures and Service Animal Request Form.

Library Access and Assistance - For library users with physical disabilities, reasonable efforts are made to maintain a barrier-free facility. Assistance is available at the Circulation Desk or in any library office. Accommodations for library services or facilities for persons with disabilities are made on a case- by-case basis in compliance with the Americans with Disabilities Act (ADA) of 1990 as amended. Disability Services Office assistive-technology assets related to library access include closed-circuit televisions (CCTVs), screen reader software, magnification software and adjustable height tables. Accommodation requests requiring special equipment or software should be directed to the ADA Coordinator.

Accessible Parking - Accessible parking is available for individuals near the front of each building on campus. The College recognizes permits issued by the state for the use of these areas and may authorize temporary parking passes for students with temporary medical conditions. For more information, contact the ADA Coordinator.

TTY / TDD Location - SS Office at Ayers Campus, 256-832-1234

A reasonable accommodation includes actions to eliminate or reduce physical or instructional barriers to learning. Accommodations are individualized to a student’s needs, which can include physical accessibility and participation in course activities. Accommodations are reasonable unless they:

• Alter or remove essential requirements.
• Fundamentally alter the nature of the program.
• Impose undue financial or administrative burden.
• Pose a threat to others.

The determination that an accommodation is unreasonable is an institutional decision that must meet legal and educational requirements. Though the academic judgments involved in such decisions are typically the prerogative of the academic unit involved, those judgments must be made within legal parameters. Therefore, such determinations require collaboration between faculty, the academic department and the DSR office. Faculty members may not individually determine that an accommodation is unreasonable.

Accommodation Disputes

Faculty can dispute the accommodation if it is felt the accommodation is unreasonable per the description and guidelines listed above.

If a faculty member is concerned about providing an accommodation, the concern should be addressed with the ADA Coordinator who will promptly initiate an informal resolution of the matter.

If this informal resolution effort is not successful, DSR will notify the student of his/her right to file an ADA Complaint Form. The procedures listed in ADA Grievance Procedures will be followed.

All information related to a student’s disability is confidential. Disability documentation is kept in a secure file in the ADA Coordinator’s office. The Family Educational Rights Privacy Act (FERPA) regulates disclosure of disability documentation and records maintained by the ADA Coordinator. 

 

Under FERPA, disability-related information may be shared on a limited basis with any College official that has a “legitimate educational interest”. The ADA Coordinator will only share information with school officials when appropriate and will carefully balance the request for information with student confidentiality.

The nature of the student’s disability is not contained within the individual student’s Academic Modifications and Adjustments Form, which is emailed to you.  A student may request to disclose specific information, such as emergency medical information.  If so, that information will be listed on the form. Generally, faculty only have access to information regarding accommodations that are appropriate and necessary to meet the student’s needs.

Note-taking support is provided for students whose documentation indicates an inability to effectively take their own notes in class. Students who qualify for note-taking support may recruit their own note-taker or may request faculty assistance in locating one. Note-taking support is a supplement to a student’s participation and attendance in class.

If a student has an Academic Adjustments and Modifications form requesting note-taking support, here are some tips to assist the student in locating a note-taker:

• Feel free to ask a specific student if you feel he/she would be a good note-taker (generally good grades, attendance, etc.) or make an announcement in class, similar to: “We have a need for a note-taker in this class. If you feel that you take good notes and would be willing to provide copies of your notes for use by another student, please see me after class or contact the ADA Coordinator located in the Joe Ford Center.”
• When making the announcement, do not identify the student who needs the note-taker to the class.
• The instructor should copy the notes and give them to the student needing accommodations (observing their confidentiality).  They can also be scanned and emailed to the ADA Coordinator who will forward them to the accommodated student.
• Note-takers may be paid a small stipend at the end of the semester. Payment is determined by credit hours and type of notes requested.

 

Students with Developmental Disabilities

Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime. Examples of Developmental disabilities include:  ADHD, Autism spectrum disorder, Cerebral palsy, Hearing loss, Intellectual disability, Learning disability and Vision impairment.

Students with ADHD

Examples of limitations faced by these students are:

• Difficulty implementing or following a daily routine
• Difficulty scheduling time to complete short and long-term assignments
• Difficulty completing tests without additional time
• Difficulty prioritizing and completing tasks
• Difficulty concentrating in lectures
• Difficulty building and maintaining interpersonal relationships
• Impulsiveness
• Difficulty trusting themselves, obsess over past failures
• Poor self-esteem
• Difficulty taking notes

When preparing your lectures, and then presenting the materials, consider the following:

• Written Instructions as well as verbal
• Link previous lecture to current lecture
• Outline main points on overhead
• State class objective
• Write key terms on overhead
• Leave overheads up longer than you think necessary for you to copy
• Identify patterns of organization
• Make lectures interactive
• Make notes available on the internet
• Maintain student attention by varying delivery approach
• Move around the room
• Summarize or draw conclusions at the end of the lecture

Commonly used accommodations for students with LD’s:

• Extended time for testing
• Writing on the test, rather than using Scantrons
• Use of a calculator
• Copies of overheads, handouts, lecture notes
• Readers for exams
• Preferential seating
• Use of a note-taker

Students with Autism

College campuses are seeing an increase in the number of students who are diagnosed with Autism. Autistic individuals understand and respond to the thoughts and feelings of others in different ways compared to other individuals. Please note that no two students with Autism are alike in terms of how they respond to others and experience the educational environment.

Below are some examples of what one may encounter when working with Autistic students:

• The social behavior of persons with Autism may be naive and peculiar.
• Some Autistic students expect all people to be good, and it may be jarring for them to learn that some people may try to exploit them.
• They may not understand jokes, irony and metaphors.
• Autistic students may talk “at” rather than “to” people, disregarding the listener’s interest.
• Autistic students may talk too loud, stand too close and maintain poor eye contact.
• The individual usually does not accurately convey the intensity of his or her emotions until they are full blown, such that the reaction may appear to be far more intense than the situation warrants.
• Although Autistic individuals may crave social interaction, his or her unusual manner may rebuff others, leaving them feeling misunderstood and isolated.
• Difficulty “fitting in” with other college students (many students with Autism know they are different, there are some students that may have a desire to be “typical”).
• Social immaturity (interest in relationships can be appropriate for their physical developmental level, but their social developmental level may lag behind).
• Lack of structure (students may not know what to do with much more free time than in high school)
• Experience difficulty with classes that are not within their interests (often have preoccupations and they may not see the relevance of “core curriculum” classes).
• Difficulty dealing with ambiguity and lack of problem solving skills.
• Difficulty getting a job after college (poor interviewing skills, limited knowledge of how to look for a job, lack of references).

When interacting with a student with Autism:

• Use clear, specific language (avoid slang or regional terms).
• Give specific directions.
• Find out the students strengths and limitations and advise accordingly.
• Get to know the student so he/she will feel comfortable coming to you with problems.
• Help connect students to academic advisor or other professional who can be a resource.
• Set explicit guidelines for classroom behavior.
• Parents may be more involved in their student’s lives compared to other students.
• Communicate with the ADA Accommodations Office if you observe any behavior or interactions that you are unsure of how to approach.

Students with Hearing Loss

Communication access is the most common barrier between students who are Deaf or Hard of Hearing and their hearing peers and instructors. Some of these students use American Sign Language and not spoken English. They often identify with other people of similar upbringing and prefer to be called Deaf with a capital D. People who became deaf later in life may call themselves Deaf or hard-of-hearing based on the degree of hearing loss they experience.

Examples of disability related limitations include:

• Listening to and understanding lecture information
• Taking notes in class
• Working effectively in group projects or class discussions

Commonly used accommodations are:

• Interpreters, real-time transcription, assistive listening systems, note taking assistance
• Face student when speaking
• Written copies of any oral instructions (directions, assignments, lab instructions)
• Visual aids, visual warning systems
• Repeat questions and statements from others
• Electronic mail for communicating
• Captioned videos and transcripts of audio recordings

Students with Visual Disabilities

There are two categories of visual disabilities: blindness and low vision. Between 70 and 80 percent of all persons in the United States identified with visual disabilities actually have some residual and functional vision, and may use a term such as low vision.  To be diagnosed with low vision, visual acuity has to be 20/70 or less in the better eye after the best possible correction, or have a constricted visual field (peripheral vision) of 30 degrees or less.  To be diagnosed as legally blind, visual acuity has to be 20/200 or less in the better eye after the best possible correction or a have a visual field (peripheral vision) of 20 degrees or less.

Academic limitations can be the result of constricted peripheral vision, progressive loss of vision, and/or fluctuation of visual acuity.  Visual disabilities may result in difficulties with the following activities:

• Mobility around campus and in the classroom
• Ability to take notes in class
• Ability to see classroom visual aids, writing on chalkboard, etc.
• Reading standard print materials
• Finding transportation
• Obtaining textbooks in an alternative format and in a timely manner (audio, large print, Braille)

Some examples of accommodations used by students who are blind or have low vision include:

• Large print or Braille handouts, signs, equipment labels
• TV monitor connected to microscope to enlarge images
• Directions, notices, assignments in electronic format
• Printed materials on colored paper or materials in high contrast
• Computers with enlarged screen images
• Seating where the lighting is best
• Audio, Braille, electronic formats for notes, handouts, texts
• Describe visual aids (text or audio descriptions)
• Raised-line drawings and tactile models of graphic materials
• Computers with optical character readers, voice activated computers, voice output, Braille keyboards and printers
• Extended time for testing
• Use of a reader and/or scribe for exams
• Use of tinted glasses for indoors/outdoors

Students with Learning Disabilities

Examples of LD’s include Dyslexia, Dysgraphia, Math Disorders, and Nonverbal Learning Disorders. Students are diagnosed after a battery of testing with results that indicate lack of achievement at age and ability level and a severe discrepancy between achievement and intelligence.

Examples of limitations faced by these students are:

• Inability to change from one task to another
• Difficulty scheduling time to complete short and long-term assignments
• Difficulty completing tests without additional time
• Difficulty following directions
• Difficulty concentrating in lectures
• Problems with grammar
• Impulsiveness
• Difficulty delaying resolution to a problem
• Poor self-esteem
• Difficulty taking notes
• Slow reading rate
• Poor comprehension and retention of material read
• Difficulty with basic math operations
• Difficulty with reasoning

When preparing your lectures, and then presenting the materials, consider the following:

• Link previous lecture to current lecture
• Outline main points on overhead
• State class objective
• Write key terms on overhead
• Leave overheads up longer than you think necessary for you to copy
• Identify patterns of organization
• Make lectures interactive
• Make notes available on the internet
• Maintain student attention by varying delivery approach
• Move around the room
• Summarize or draw conclusions at the end of the lecture

Commonly used accommodations for students with LD’s:

• Extended time for testing
• Use of a computer with a spell-checking program
• Writing on the test, rather than using Scantrons
• Use of a calculator
• Copies of overheads, handouts, lecture notes
• Readers for exams
• Preferential seating

Mental Health Disorders

Mental Health disabilities may not be apparent, but they can have a dramatic impact on interpersonal and school behavior that affects the learning process. These disabilities cover a wide range of conditions that may be chronic or reoccurring. With appropriate treatment many mental health related disabilities can be effectively controlled or improved. However treatment, which often combines medications and psychotherapy and may effectively stop acute symptoms or halt the downward spiral in some individuals, sometimes causes additional limitations as a result of prescribed medications.

Examples of some mental health disabilities are:

• Major depression
• Bipolar disorder
• Severe anxiety disorders
• Sleep disorders
• Eating disorders
• Substance-related disorders

Academic difficulties can include:

• Concentration
• Cognitive (short term memory difficulties)
• Distractibility
• Time management
• Impulsiveness
• Fluctuating stamina causing class absences
• Irritability
• Feelings of fear and anxiety about exams

Accommodations can include: 

• Preferential seating, near door
• Prearranged or frequent breaks
• Audio recorder, note taking assistance
• Text, assignments in alternate formats
• Personal and private feedback
• Permit use of computer software
• Extended test taking time
• Separate, quiet room for testing

Health Related Disabilities

Chronic illnesses include conditions affecting one or more of the body’s functions. These conditions can include, but are not limited to, the respiratory, immunological, neurological and circulatory systems. There can be several different impairments and they can vary significantly in their effects and symptoms. In general, these conditions can vary in severity and length of time, and can be very unstable.

Examples of chronic medical conditions include:

• Cancer
• Chemical dependency
• Chronic fatigue syndrome
• Diabetes
• Dysautonomia
• Epilepsy/seizure disorder
• Human immunodeficiency virus (HIV)
• Multiple chemical sensitivities
• Multiple sclerosis
• Renal disease/failure

Academic difficulties can include:

• Mobility around campus and in the classroom
• Taking notes in class
• Concentration/attention
• Time management
• Anxiety
• Missing classes due to symptoms or treatment of medical condition

Most commonly requested accommodations are:

• Note taking assistance, audio-taped class sessions
• Flexible attendance requirements
• Extra exam time, alternative testing arrangements
• Assignments in electronic formats
• Communication through electronic mail
• Absences due to symptomology and doctors appointments

Physical Disabilities

The phrase “physical disability” is used to describe a wide range of physical limitations and diagnoses, the most common of which would be someone that uses a wheelchair or other mobility device. Some limitations may be very severe and noticeable, while other are almost hidden or non-apparent.  The most common barrier to academic success for a person with a physical disability is access. Access takes many forms, from a class assigned in an inaccessible building to the person’s own limitations preventing them from taking class notes. As with all other disabilities and impairments, it is important to treat students with physical disabilities fairly. Students with physical disabilities typically are very knowledgeable of both their limitations and abilities and are accustomed to communicating their needs to others.

Examples of physical disabilities include:

• Wheelchair users
• Amputees
• Speech impairments
• Muscular Dystrophy
• Multiple Sclerosis

Some limitations of students with physical disabilities are:

• Difficulty writing, such as class notes and on exams
• Sitting in a standard desk
• Participating in labs where lab tables and equipment are hard to reach
• Transportation
• Classrooms or buildings that are not wheelchair accessible

Possible accommodations include:

• Relocating a class or lab to an accessible building/space
• Audio recorder or notetaking assistance
• Accessible seating or table in the classroom
• Scribe for Scantrons and/or essay exams
• Additional time for completing exams

When Helping a Student who is Visually Impaired or Blind:

• If I am walking with you, don’t grab my arm; let me take yours. I will keep a half-step behind, to anticipate curbs and steps. 
• I want to know who is in the room with me; speak when you enter
• Introduce me to the others.  Include children and tell me if there is a cat or a dog. Guide my hand to a chair.
• The door to a room, a cabinet, or a car, left partially open, is a hazard to me.
• At dinner, I will not have trouble with ordinary table skills.
• Don’t avoid words like “see”; I use them, too. I am always glad to see you.
• I do not want pity but do not talk about the “wonderful compensations” of blindness.
• My sense of smell, touch, or hearing did not improve when I became blind. I rely on them more and therefore may get more information through those senses than you do but that is all.
• I will discuss blindness with you if you if you would like; however, I have many interests other than blindness that I can discuss.

When Speaking With People Who Are Deaf or have a Hearing Loss:

DO:

• face the deaf person when you speak and speak directly to him/her

• use normal mouth movements and speak in a normal tone of voice
• remember to include the person who is deaf in everything–even minor  details, especially when plans are changed write as much as possible.   Many words look exactly the same on the mouth.
• demonstrate how things are done
• take turns speaking–one person at a  time
• be aware that there is a time lag  between the time a hearing person says something and the time when the person  who is deaf gets the information from the interpreter
• remember the interpreter is  supposed to be “invisible”; he/she is there to only help with communication
• make sure the lighting in the room is appropriate
• talk to a person who is deaf in a room with little or no noise; many people who are deaf have some hearing
• talk to a person who is deaf in a room free of visual distractions

DON'T:

• turn your face away while you are still speaking or tell the interpreter to "tell him/her”
• use exaggerated mouth movements and do not yell
• decide what the person who is deaf needs or does not need to know
• be impatient – the communication process will be slower with or without an interpreter
• assume that the person who is deaf understands a particular process just because he/she is watching you  
• don't let more than one person talk at a time and let the person who is deaf  know who is speaking
• think the person who is deaf is not smart or the interpreter is not skilled because of the time lag.  It takes time to  translate from one language to another
• try to include the interpreter in the discussion; he/she is not part of the group
• talk loudly to others, or sing, bang the table, or make other distracting noises when the person who is deaf is trying to watch the speaker
• talk in a room full of activity; it makes it difficult for the deaf person to concentrate on the speaker

Introduction

Students who are deaf or hard of hearing often require classroom accommodations so they can understand and learn the material presented.  Some individuals who are deaf or hard of hearing prefer communicating through sign language as opposed to writing, lip reading, or if the individual possesses residual hearing, possibly using a device to amplify sounds. 

When sign language is the preferred form of communication, the services of a sign language interpreter may be arranged for the student as a reasonable and useful classroom accommodation to help the student learn and understand course content. Therefore, it is important for both students who are deaf or hard of hearing and instructors who teach these students to know how to utilize the services of an interpreter effectively. 

Effective use of interpreting services requires an accurate understanding of the interpreter’s role and responsibilities as well as your own role and responsibilities as instructor when an interpreter is present in your classroom. Listed below is a brief definition of the interpreter’s job, followed by suggested guidelines that can help make the teaching process go smoothly for you, the interpreter, and most importantly, for the student. For more information on interpreting in the classroom or on teaching students who are deaf or hard of hearing, please contact Disability Services and Resources (DSR).

Description

A sign language interpreter is a trained professional who facilitates communication and conveys all auditory and signed information so that both hearing and deaf individuals may fully interact. 

The interpreter is bound by a code of professional conduct, which includes keeping all material interpreted strictly confidential. In addition, interpreters are to maintain the integrity of the message, always conveying the content and spirit of the speaker. The interpreter’s mission is to facilitate communication; he/she should neither add nor delete any information at any time. Because of the specific nature of the interpreter’s role, it is important not to ask the interpreter for his/her opinion or to perform any tasks other than interpreting. 

It is also important to keep in mind that sometimes, depending on the length of the class, more than one interpreter will be present. Typically, any class over one hour requires the services of two interpreters who will take turns interpreting, usually at 15 or 20-minute intervals.

Guidelines:

• Acknowledge Interpreter’s Role. Remember that the interpreter is in the classroom to facilitate communication for both the student and instructor. As mentioned above, he/she should not be asked to run errands, proctor exams, or discuss the student’s personal issues. He/she should not participate in the class in any way independent of the student or express personal opinions.
• Use Captioned Materials. Captioned films or videotapes are strongly recommended to allow the student direct visual access to the information. However, if you are planning to show a movie or use other audiovisual materials without captioning, inform the interpreter beforehand so that arrangements can be made for lighting and positioning. 
• Establish Interpreter’s Location. When a student uses a sign language interpreter, the interpreter and student will discuss where the interpreter should be located in the classroom to provide the greatest benefit for the student while minimally distracting other class members. Keep lines of sight free for visual access to information. In class, the interpreter will attempt to position himself/herself so the student who is deaf or hard of hearing can see both the instructor and any visual aids. 
• Consider Classroom Arrangement. For interactive situations, circles or semi-circles work best for students who are deaf or hard of hearing.  
• Share Lecture Content. Familiarity with the subject matter will enhance the quality of the interpreted message. If possible, meet with the interpreter to share outlines, texts, agenda, technical vocabulary, class syllabus, and any other background information that would be pertinent.

Helpful Hints to Remember While Using Interpreting Services:

• Speak Directly to the Student. Because the interpreter is in the classroom to facilitate communication for both the student and instructor, speak directly to and maintain communication with the student. The interpreter may request clarification from you and/or the student to ensure accuracy of the information conveyed.
• Spell Out Technical Words. It is helpful to have technical terms or jargon relating to a particular discipline or concept to be spelled or written out, either on the chalkboard, an overhead projector, a class handout, or with some other visual aid. 
• Speak at a Reasonable Pace. Interpreters normally interpret with a time lag of one or two sentences after the speaker because interpreters must first process the information before relaying it. Speak naturally at a modest pace, keeping in mind that the interpreter must listen and understand a complete thought before signing it.
• Use “I” and “You” References. The interpreter will relay your exact words. Use personal references such as “I” and “You” when communicating with individuals who are deaf or hard of hearing. Avoid speaking of the individual in the third person; phrases such as “ask her” or “tell him” can be confusing.
• Encourage Communicating in Turn. It is important that only one person speak or sign at a time. The interpreting process only allows one person to communicate at a time. Therefore, encourage students to wait before speaking or signing until you recognize them.
• Allow Ample Time for Reading. The student cannot read and watch the interpreter at the same time. Avoid talking while students are focused on written work or overhead projections/multimedia presentations. 
• Recognize the Need for a Notetaker. It is difficult to take good notes while lip reading or watching a sign language interpreter. Therefore, a notetaker to assist the student who is deaf or hard of hearing may be both a helpful and reasonable accommodation in these instances.   
• Allow Ample Time for Questions. During class discussions or question/answer periods, give the student an opportunity to raise his/her hand, be recognized, and ask questions through the interpreter. Making time for questions allows the interpreter to finish interpreting for the current speaker and enables the student who is deaf or hard of hearing to participate in class.
• Repeat or Paraphrase Questions and Responses. When questions are asked, be sure to repeat or paraphrase questions before a response is given. Likewise, responses should also be repeated or paraphrased.  

Other Pointers for Effective Teaching 

• Expectations. Although many students with disabilities need accommodations, expect these students to perform at a level commensurate with their peers. Do not have a special grading scale or other criteria for them. Do not drastically alter or water-down your curricula for that individual. 
• Universal Design for Learning. “Universal design is an approach to designing course instruction, materials, and content to benefit people of all learning styles without adaptation or retrofitting.” By incorporating Universal Design principles in instruction that allow students with disabilities access to the classroom, you may also be designing instruction that works better for everyone in the class. Classes designed with this concept in mind offer a variety of methods of content presentation, flexible teaching strategies, and options for demonstrating mastery of course content.
• Guided Notes on the Web. Providing students with guided notes that they can access through the Web prior to class assists them with focusing on the appropriate material. It will help them to learn more effectively in the classroom as well as take better notes.
• Collaboration. Don’t hesitate to call Disability Services (DS) to arrange for a three-way meeting between you, a disability services advocate, and the student to work out any issues and to collaborate on the best instructional strategies for the student.

Material adapted from:

• Darroch, Kathy & Marshall, Liza.  National Technical Institute for the Deaf, Rochester Institute of Technology (RIT). (1998) Northeast Technical Assistance Center Teacher Tip Sheet, “Interpreting.” Publication developed through a grant from the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS) and produced through a cooperative agreement between RIT and OSERS (H078A60004).

• Office for Disability Services, Ohio State University. (2001). Instructor Handbook: Teaching Students with Disabilities. 

• The Ohio State University Partnership Grant, Fast Facts for Faculty Series: Teaching Students with Sensory Impairments. 

• Disability Services at Columbus State Community College and Alexa Murray at The Ohio State University. This publication was used with general consent from The Ohio State University Partnership Grant and was funded by the US Department of Education grant #P333A990046.

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