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Clarion University of Pennsylvania
A University
Handbook on
Disabilities
Sixth Edition
www.clarion.edu/dss
www.clarion.edu/socialequity
A University Handbook on Disabilities
Edited by J. May
Funded by the Office of Social Equity
Developed by the Commission on Disabilities
Dr. Karen Whitney, President
Clarion University of Pennsylvania
840 Wood Street
Clarion, PA 16214-1232
Fall 2010
Sixth Edition
Clarion University of Pennsylvania
840 Wood Street
Clarion, Pennsylvania 16214-1232
Phone: 814-393-2000
Text Telephone (TTY/TDD): 814-393-1601
Dear Colleague:
As a community that values diversity and respects the worth of each of its members,
Clarion University is committed to ensuring that all students, faculty, and staff have the
opportunity to participate fully in its programs and services. Through the removal of
physical as well as attitudinal barriers, we strive to create an environment that promotes
and supports the quality of life and learning for persons with disabilities.
Our provision of reasonable accommodations for students with documented disabilities
relies on the collaborative efforts of faculty, staff, and students. Faculty and staff bear a
special responsibility for responding to these needs. The attitude and responsiveness
of faculty and staff with whom individuals with disabilities interact often determine,
even more than physical barriers, the degree of access they feel they have to university
programs and services.
This revised edition of A University Handbook on Disabilities has been prepared as a
guide for the university community in deepening our understanding of disabilities and in
facilitating the provision of services and accommodations provided by the university and
the Office of Disability Support Services.
Thank you for taking the time to review the handbook and for your efforts in helping to
ensure that all members of our Clarion University community have the opportunity to
develop to their fullest potential.
Sincerely,
Karen M. Whitney
President
A Pennsylvania State System of Higher Education Institution
iii
Selected Resources
AHEAD (Association on Higher Education and Disability)
P.O. Box 2692
Columbus, OH 43221-0192
HEATH (Higher Education and the Handicapped)
HEATH Resource Center
One Dupont Circle, Suite 800
Washington, DC 20036-1193
National Center for Education Statistics (NCES). (June 2006).
http://nces.ed.gov/ or by calling 1-877-433-7827.
Patricia Roth, “Psychological Disabilities—A Recap from AHEAD ‘95”
P.D.: A Newsletter of the Psychological Disabilities Special
Interest Group, Association on Higher Education
and Disability (Winter 1996)
It is the policy of Clarion University of Pennsylvania that there shall be equal opportunity in
all of its educational programs, services, and benefits, and there shall be no discrimination
with regard to a student’s or prospective student’s race, color, religion, sex, national origin,
disability, age, sexual orientation/affection, veteran status or other classifications that
are protected under local, state, and federal laws. Direct equal opportunity inquiries to
Assistant to the President for Social Equity, Clarion University of Pennsylvania, 207 Carrier
Administration Building, Clarion, PA 16214-1232, 814-393-2109.
iv
Table of Contents
Procedural Protocol for Requesting Accommodations...................................... 1
Disability Background Information. ............................................................ 3
General Recommendations....................................................................... 4
Hearing Impairments.............................................................................. 6
Learning Disabilities............................................................................... 9
Head Injury/Traumatic Brain Injury............................................................12
Attention Deficit Hyperactivity Disorder. .....................................................14
Mobility Impairment..............................................................................15
Communication Impairment....................................................................18
Visual Impairment.................................................................................19
Seizure Disorder. ................................................................................. 22
Chronic Health Impairment. ................................................................... 23
Psychological Disabilities....................................................................... 25
Where to Get Help................................................................................. 28
University Services/Contacts/Facilities...................................................... 29
Community Resources............................................................................31
Associations....................................................................................... 32
v
Appendix
Appendix 1.
Student Request form for Disability Accommodations.................................... 37
Appendix 2.
Employee Request form for Disability Accommodations................................. 39
Appendix 3.
Policy for Relocation of Classes and Miscellaneous Adjustment.........................41
Appendix 4.
Physical Accessibility of University Facilities............................................... 42
Appendix 5.
Frank H. Sessions Scholarship................................................................. 45
Appendix 6.
Helen Gendler Memorial Scholarship......................................................... 45
vi
Procedural Protocol of Clarion University for Requesting
Disability-Related Accommodations
Background
Clarion University is committed to the policy of ensuring that all students, faculty, and staff are afforded
the optimum opportunity to fully participate in their academic or work environment. In order to promote
this policy, it is necessary, on some occasions, for the university to provide reasonable accommodations to
the known physical, mental, or learning disability/limitation of an otherwise qualified applicant, student,
employee, or to a member of the public seeking to utilize the services provided by the university. Accordingly,
this procedural guideline is intended to set forth an internal protocol to be adhered to when accommodations
are requested.
Purpose
The purpose of this procedural protocol is to ensure that the university policies and practices are in
compliance with the following Federal and state laws and regulations:
1. Section 504 of the Rehabilitation Act of 1973, 29 U.S. C., Section 794 prohibits
discrimination on the basis of
handicap. The Act promulgates that “No otherwise qualified
individual with handicaps in the United States….shall, solely by reason of their handicap, be
excluded from participating in, be denied benefits of, or be subjected to discrimination under
any program or activity receiving federal financial assistance.”
2. The Americans with Disabilities Act of 1990 (ADA) prohibits discrimination on the basis of
disability and prohibits covered entities from excluding people from jobs, benefits, services,
or activities based on disability. ADA applies to all employment practices and all academic and
non-academic programs.
3. The Americans with Disabilities Amendments Act of 2008 broadened the scope of the ADA’s
mandate for the elimination of discrimination against individuals with disabilities.
4. The Pennsylvania Human Relations Act prohibits discrimination against individuals with
disabilities.
Initiation Process for Requesting Reasonable Accommodations on the Basis
of Disability
Student Initiate Requests:
A student with a documented disability seeking accommodations shall first make contact with the
Office of Disability Support Services (DSS) located in 102 Ralston Hall to submit appropriate disability
related documentation. Following the appropriate consultation with the student request(s) and review of
the related documentation, the Disability Support Services coordinator should identify the reasonable
accommodations(s) that the university is expected to provide. If the requested accommodation(s) can be met
by the DSS office without incurring additional cost to the university, the accommodations should be provided
as legally required.
1
On those occasions when the costs associated with the requested accommodation(s) exceed the budget of
DSS, the coordinator shall submit a Request Accommodation Form (attached as Appendix 1) to the Office of
Social Equity. An information copy of the form should also be provided to the Office of the Associate Provost
for Administration/Administrator of the related 504 funds, the dean of the college and/or the appropriate
vice president. Following approval by the Office of Social Equity, the administrator of the 504 funds should
release the funding to DSS. If there is an occasion when the request does not meet with the approval of the
office of Social Equity, the DSS coordinator, the compliance specialist, the dean, and/or vice president
should conference to resolve the issue. Following approval of requested accommodations, a copy of the
approved Request Accommodation Form should be submitted to the administrator of the 504 funds for the
allocation of the appropriate funds.
Employee Initiated Requests:
Any faculty or staff member seeking accommodations shall first go to their immediate supervisor. Following
the appropriate consultation with the faculty or staff member, the supervisor should consult with the
associate vice president for finance and administration. If the supervisor and the Office of Human Resources
(HR) can meet the requested accommodation(s) without incurring additional cost to the university or
requiring a review of medical documentation, the requested accommodation(s) should be provided by the
supervisor and Office of Human Resources as legally required. The associate vice president for finance
and administration should keep the Office of Social Equity apprised of all disability-related requests and
corrective action taken.
On those occasions when either the costs of the requested accommodations exceed the budget of HR and
the budget of the supervisor or a review of medical documentation is warranted, the supervisor should
submit a Request for Disability Accommodation Form (attached as Appendix 2) to the Office of Social
Equity. An informational copy of the form should also be provided to the associate vice president for finance
and administration. The assistant to the president for social equity, the associate vice president for finance
and administration, shall consult with each another for the purpose of reviewing the appropriate medical
documentation and approving the requested recommendation as warranted. Following approval of requested
accommodations, a copy of the approved Request Accommodation Form should be submitted to the
administrator of the 504 funds for the allocation of the appropriate funding.
Appeal Process:
If an otherwise qualified student or employee feels that he or she has unreasonably been denied disabilityrelated accommodations, the student or employee may initiate the university’s complaint procedures as set
forth in the University’s Non-Discrimination Policy and Procedures handbook that is located in the Office of
Social Equity, 207 Carrier.
2
Disability-Related Background Information
In the United States, people with disabilities constitute our largest and mostly heterogeneous minority: a
minority which we are ethically bound to recognize, and one which legally we cannot ignore. Approximately
11.3 percent of all students enrolled as undergraduate students in post-secondary institutions have
disabilities, as reported by the National Center for Education Statistics (NCES) in 2006.* The percentages of
these students, according disability type, are as follows:
Orthopedic Impairments
Chronic Health Conditions
Hearing Impairments
Learning Disabilities
Visual Impairments
Speech Impairments
Attention Deficit Disorder
Mental Illness/Depression
Other
25.4%
17.3%
5.0%
7.5%
3.8%
0.4%
11%
21.9%
7.8%
Horn, L., and Nevill, S. (2006). Profile of Undergraduates in U.S. Postsecondary Education Institutions:
2003-04: With a Special Analysis of Community College Students (NCES 2006-184). U.S. Department of
Education. Washington,D.C.: National Center for Education Statistics.
In 1973, Congress passed into law the Rehabilitation Act of 1973. Section 504 of this act provides that ‘no
otherwise qualified handicapped individual in the United States…shall, solely by reason of his handicap, be
excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any
program or activity receiving Federal financial assistance.” The act also defines a handicapped person as any
individual who “has a physical or mental impairment which substantially limits one or more of such person’s
major life activities…” (29, U.S.C., Sections 706 (7B) and 794).
In 1990, the Americans with Disabilities Act was passed by Congress to ensure that people with disabilities
are not discriminated against in employment, government, and telecommunications.
The application of these laws at Clarion University ensures that:
1. No one may be excluded from any course or course of study on account of disability.
2. Classes will be rescheduled for students with mobility impairments if they are scheduled in
inaccessible classrooms.
3. Academic degree of course requirements may be modified in certain instances to ensure full
participation by students with disabilities.
4. Alternate methods of testing and evaluation may be available for students with requirements for
such methods.
5. Auxiliary aids are made available by the university for students with impaired sensory, manual,
or speaking skills.
6. Certain campus rules and regulations may be waived if they limit the participation of students
with disabilities.
3
7. Housing opportunities, employment opportunities, and other opportunities for students with
disabilities are equal to those of students without disabilities.
8. In 2008, Congress enacted the Americans with Disabilities Act Amendments Act (ADAAA) that
broadened the ADA‘s mandate for the elimination of discrimination against individuals with
disabilities. Under the Act, the term “disability” is broadly defined as (a) a physical or mental
impairment that substantially limits a major life activity; or (b) a record of such an impairment
that substantially limits a major life activity; or (c) being regarded as having such impairment.
42 U.S.C.§ 12102 (1). The ADAAA further broadens the definition of disability by expanding
the interpretation of what constitutes “a major life activity” as well as “substantial limitation.”
This handbook is designed to:
•
To identify the procedural protocol for requesting accommodations made by faculty, staff and
students.
•
define and describe the major abilities with which faculty and students will come in contact;
•
identify the major problems which students with disabilities encounter during the course of an
academic semester;
•
outline responsibilities of students with disabilities for making faculty members aware of any
problems that a particular disability will cause for the student in a class;
•
suggest changes which may be necessary by faculty to accommodate the special needs of
students with disabilities in their classes; and
•
list those organizations and associations both on and off campus which will be most helpful to
any persons desiring additional information about specific disabilities.
General Recommendations
Some points for faculty and staff to remember when working with students
who have disabilities:
1.
Accommodations must be made for students with disabilities. Accommodations are not
optional; they are not “nice things to do.” The law requires that all faculty members make
reasonable accommodations for students with disabilities. Students have the right to file
grievances or to initiate lawsuits if reasonable accommodations are not being made. Both
the university and individual faculty members can be held liable if accommodations are not
made.
2.
Relate to the person, NOT the disability. Remember that people are not just their disabilities.
They have many of the same needs, desires, strengths, and weaknesses as others.
3.
Treat students with disabilities as students. They have come to Clarion to learn. Like all
students at Clarion, students with disabilities have a wide range of academic and scholastic
skills.
4.
Let students know that you are available to meet with them.
4
5.
Students with disabilities are more experienced than you with their disabilities. Ask them
for suggestions of ways that you might be able to help in terms of classroom or testing
accommodations.
6.
Remember that each disability is different, and that each student with disabilities will require
unique accommodations. Certain disabilities do not automatically preclude participation in
certain activities or classes.
7.
When offering assistance to a student with a disability, it is extremely important to respect
that person’s privacy. Do not discuss the disability with others. Also, do not ask about the
student’s medical history or diagnosis.
8.
Individual assistance can be quite helpful in promoting the learning experience. However,
avoid behaving in a patronizing, condescending, or pitying way. Too much attention can be as
harmful as too little. Treat the student as you would all other students if disabilities were not
involved. Do not overcompensate by doing things for students with disabilities that they can
do on their own.
9.
When talking to persons with a disabilities, look at them and speak directly to them–even if
they have an interpreter or a companion.
10. Make adjustments to allow students with disabilities equa lopportunity to learn course
material. Remember that identical treatment is not “equal” treatment [Ficten, Goodrick,
Tagalakis, Amsel, & Libman, (1990)].
11. Provide a course study guide, which covers specific terms and concepts the student needs in
order to master course material. Include study questions for text chapters or lab work. Offer
an outline or materials to be covered on tests.
12. Provide a statement in class or on the syllabus that says “Any student who has a disability and
requires accommodations, please make an appointment to see me during my office hours.
In addition, all students requiring accommodations should be registered with the Office of
Disability Support Services (DSS) located in 102 Ralston Hall (extension 2095) and provide
the appropriate paperwork to request accommodations.” This approach not only indicates
one’s willingness to help but also preserves the student’s privacy.
13. Carefully explain the purpose and objectives of your assignments; try to give the assignments
in writing, as well as orally. Make sure the student understands the assignment and your
grading system.
14. Assist students with lectures and assignments in ways that would be most beneficial.
15. Notify students of course changes not noted on the syllabus as early as possible.
16. If requested, provide a list of required readings far in advance of the course.
17. Make adjustments in evaluating performance by giving students the opportunity to
demonstrate that they have mastered the material. DO NOT, however, accept work of a lower
quality from a student just because he or she has a disability. Don’t give a student a passing
grade just because the person has a disability, he or she tried hard, or you feel sorry for the
individual. It is okay to fail students who do not fulfill the agreed upon course requirements.
18. Be sensitive to non-verbal and verbal signs of student anxiety or frustration. Be willing to
discuss problems the student may be having in your class. If necessary, refer the student to
appropriate support services.
5
19. Keep records of course, grading, or testing adjustments agreed upon by you and the student.
20. Ask the student how emergencies that may arise during class (e.g. fire, tornado, or medical
emergency) should be handled.
Some points for students with disabilities to
remember when working with faculty:
1.
Take the initiative to establish contact with the professor. During the first days of class, make
an appointment during office hours to explain which modifications are necessary by bringing
the appropriate paperwork from the Office of DSS. Explain your disability and discuss how it
may affect performance and learning in class. Let faculty know what you can and cannot do.
2.
Request alternate assignments or evaluation when necessary if your disability makes it
impossible to meet some aspect of course requirements.
3.
Propose solutions to problems. Tell faculty what has worked for you in the past. Do not leave
them guessing.
4.
Request permission to audiotape lectures.
5.
Tell faculty what help, if any, you may require in emergency situations. Faculty needs to know
how to help you during fires or tornadoes. Additionally, faculty needs to know how to help you
if a medical situation develops (i.e. seizure).
6.
If problems develop, talk to faculty early during the semester. Do not wait until a serious,
unsolvable problem develops.
7.
Gently remind faculty if accommodations are not being provided.
8.
Don’t use your disability as an excuse. Faculty members have the right to fail you if you do not
fulfill course requirements and objectives.
9.
Be a good student. Go to every class. Arrive at class on time. Participate as much as you can
in class. Do all homework assignments. Read or listen to the text on a regular basis. Review
course materials before every class.
Types of Disabilities Frequently
Encountered in the Classroom
Hearing Impairment
Students who are hearing impaired or deaf are individuals who cannot use their hearing as a primary
means of receiving communication. The major challenge for them is to find other means to substitute
for their hearing loss. Depending on the severity of that loss, the student may use various other forms of
communication. Individuals who have mild and moderate hearing impairments will receive assistance
through amplification techniques. People who have more severe impairments or who are deaf may use sign
language or “manual” communication, finger spelling, lip (speech) reading, and written messages to help
them communicate.
6
Like students with normal hearing, students who are deaf and hearing impaired will vary in the quality of their
communication skills. The degree of hearing loss, amount of residual hearing, age at onset of the disability,
and variances in individual traits and skills will determine the student’s ability to communicate effectively.
Although the degree of hearing disability will differ with individual students, common characteristics for
students who are hearing impaired or deaf will be evident in one or more of these ways:
•
an inability to hear speech;
•
ability to hear, but difficulty understanding speech;
•
poor speech and/or language, depending on the degree of hearing loss.
Suggested Accommodations
Classroom
•
Provide some form of amplification for this student to participate fully in class if needed
•
Give the student preferential seating in an area with low back-ground noise levels.
•
Look at the student when you are speaking. This is important—even if the student uses
an interpreter. Speak naturally, clearly, and at a typical rate. Don’t exaggerate your mouth
movements. Don’t shout. Keep hands and food from mouth while speaking.
•
Repeat questions or comments when others in the room speak, and indicate who is speaking
so that the student with the hearing impairment can follow the discussion.
•
Avoid speaking with your back to the class. Use of overhead projector or PowerPoint will allow
you to face the class while writing.
•
Speak expressively since only about 45 percent of all spoken words can be identified by
lip reading. Students with hearing impairments can use your body movements, facial
expressions, and gestures to assist them in understanding.
•
Make notices for assignments, etc., in writing as well as by announcing them in class.
•
Be aware of the fact that, although viewing visual media would usually be within the realm of
students who are hearing impaired, valuable spoken dialogue as well as class discussion can
be lost to the student with a hearing impair-ment. Try to order films and video tapes that are
captioned.
•
Rephrase or substitute words if the student does not understand what has been said. Don’t
repeat.
•
Use FM-assisted listening devices for students with moderate to severe losses when provided
by the student.
•
Never pretend to understand the person if you are having trouble doing so. Repeat what you
understand and give the student a chance to clarify for you.
7
Testing
•
Arrange any test-taking or evaluation accommodations that are necessary before the exam
is given to the student. Many students who are hearing impaired or deaf will be able to take
examinations and be evaluated in the same way as other students. However, if the method of
evaluation is oral, some accommodations based on individual hearing ability may need to be
arranged.
•
Provide additional time to finish a written exam, if needed, due to the various reading abilities
of students who are hearing impaired. DSS can assist with this.
Suggested Guidelines/Responsibilities
Faculty
•
Allow students to sit in the front of the classroom or to select their own seat.
•
Provide students with assignments in written form.
•
Help students take advantage of available tutors, interpreters, and note takers if necessary for
successful classroom performance.
•
Clip any FM-assisted listening device on your clothing and try to remain within the broad
casting area (usually 20-40 feet) during lectures.
•
Permit sharing of notes by students through the use of no-carbon required (NCR) paper or
through the use of carbon copies or photo copies.
•
Allow students to tape your lectures.
•
Write on the blackboard and use visual aids.
•
Avoid moving around the room while talking so that students can see your face.
•
Inform any student who has a hearing loss of the availability of hearing testing and aural
rehabilitation services through the Clarion University Speech and Hearing Clinic.
•
Provide additional assistance for the student with hearing impairments during registration if
serving as a faculty advisor.
Students
•
Inform your instructors as early as possible of your disability and of any accommodations that
would be beneficial in the classroom and in testing.
•
Have your hearing evaluated annually and re-evaluated if hearing changes.
•
Take advantage of available services if necessary.
•
Tape classes for listening after the class.
•
Sit in the front of the classroom.
•
Use a hearing aid or other form of amplification if necessary.
•
Inform your resident assistants of the necessity to check to see if you were awakened by the fire
alarm in case of fire, even though fire alarms in the dorms have been adapted with visual and
auditory alarms.
•
Remind the instructor if he or she “forgets” about you and your particular needs.
8
Learning Disability
The most widely accepted definition of learning disabilities was developed in 1968 by the National
Advisory Committee on Handicapped Children. This definition later incorporated into the Education for All
Handicapped Children Act of 1975 (Public Law 94-142) states:
[People] with specific learning disabilities exhibit a disorder in one or more basic psychological
processes involved in understanding or using spoken or written languages. These may be
manifested in disorders of listening, thinking, talking, reading, writing, spelling, or arithmetic.
They include conditions which have been referred to as perceptual handicaps, brain injury,
minimal brain dysfunction, dyslexia, developmental aphasia, etc. They do not include
learning problems which are due primarily to visual, hearing or motor handicaps or to mental
retardation,emotional disturbance, or to environmental disadvantage (Section 12a.5 of the
Federal Register, August 23, 1977).
Because a learning disability is a “hidden handicap,” uninformed individuals may consider the student with
such a disability to be retarded. The student with a learning disability is not retarded. Students with learning
disabilities have average to above average intelligence and adequate sensory and motor systems; yet,
students with learning disabilities demonstrate a marked discrepancy between achievement and intellectual
capacity.
Each adult student with a learning disability will have a combination of abilities and deficiencies which,
when examined together, will present an inconsistent learning profile. Some common academic difficulties
encountered by students who have learning disabilities (LD) are:
1. Reading
•
•
•
•
poor comprehension (substandard level for intelligence and experience)
slow reading rate
problems in integration/synthesis of material read
poor oral reading
2. Writing
•
•
•
•
•
poorly formed or illegible letters
poor command of grammar
frequent spelling errors
difficulties with vocabulary
inadequate development/organization of ideas in composition
3. Math
•
•
•
•
poorly formed or illegible numerals
computational skills difficulties
difficulty recalling the sequence of numbers/operations
difficulty understanding terms representing quantitative concepts
9
4. Study Skills
•
inability to organize and budget time
•
difficulty completing tasks
•
poor note taking and outlining skills
•
difficulty using reference materials
Other characteristics can include poor attention span, discrepancy in the quality of oral and written work,
and poor short/long-term memory for information presented in class.
Suggested Accommodations
Classroom
• Be flexible in working with students with LD, but do not feel that you must lower your
standards.
•
Let students know about work ahead of time and extend deadlines whenever possible.
•
Encourage the student with LD to listen and to read along during classroom exercises. The
student with LD who has difficulty reading can obtain recorded texts from agencies such
as Recording for the Blind and Dyslexic and the National Library Service for the Blind and
Physically Handicapped.
•
Begin lectures and discussions with a review from the last class and an overview or outline
of the topics to be covered during that class. Provide opportunities for participation and
questioning of material presented.
•
Allow the students to tape lectures or share lecture notes with a student aide.
•
Use chalkboard, overheard projectors, or PowerPoint to highlight key concepts or difficult
terminology, and to outline lecture material. Emphasize these points orally in lecture.
•
Let students use mechanical devices (tape recorders, calculators, etc.) in class work when
ever possible. Allow oral presentations or taped papers instead of written papers when deemed
appropriate.
•
Provide time, during office hours, for individual follow-up of assignments, lectures, and
reading. Summarize the main points at the session’s end.
•
Be sensitive to the fact that students with LD may have difficulty completing oral readings in
class, “pop” quizzes, and other in-class assignments which require reading and writing.
•
Notify students of changes in course outlines and tests, or class requirements not listed on
syllabi.
•
Be aware that students with learning disabilities often find that their learning is enhanced
by the use of role play, simulations, or other experiential activities, and incorporate these
activities wherever possible.
10
Testing
•
Base your evaluation of the work completed by the student with LD on the acquisition of the
knowledge you’ve taught, and not on his or her ability to read or write.
•
Offer extended time for tests. Allow the test to be taped or read to the student. Make
arrangements directly with the student, prior to tests, to take the test in a separate, quiet
room, either with you or DSS.
•
Provide concise directions. Test directions should be clear, direct, and given in sequential
order. Avoid asking questions with difficult sentence structure or embedded meaning.
Suggested Guidelines/Responsibilities
Faculty
•
Allow the student who has a learning disability to audit a class before registering for the course.
•
Inform students of changes in textbooks before courses begin to allow time for taped books to
be ordered.
•
Offer alternative assignments to the student (i.e. permission to give an oral report in place of a
written paper), whenever feasible.
•
Permit students with LD to complete written work on word processors or personal computers
that have word processing and spell check capabilities, whenever feasible.
•
Help the student with LD (and all students) to organize by listing weekly/monthly schedules of
assignments and due dates for your class.
•
Vary the exam format to accommodate the student’s individual learning style. Provide an essay
test instead of an objective test or vice versa. Allow for oral, written, or combination tests to be
given to students with LD.
•
Provide additional assistance for the student with LD during registration if serving as a faculty
advisor. Assistance may include specific assistance in course planning and organization of
courses.
Students
•
Inform your instructors of your learning disability and the ways that work best for you for tests,
homework, reading, and note-taking.
•
Ask for a list of textbooks and a syllabus, if possible, before the semester begins.
•
Arrange a conference with instructors before tests to remind them of testing accommodations
that you will need.
•
Get feedback from instructors on what you are/are not having success with in the course.
•
Inform the instructor immediately if you fall behind in your work and find out what can be
done.
•
Take advantage of available services when needed.
•
Remind the instructor about you and your particular needs, if he or she “forgets.”
11
Head Injury (HI)/Traumatic Brain Injury (TBI)
More than one million head injuries occur each year and more than half are people between the ages of 15
and 28. Head injury or traumatic brain injury results from one of two types of trauma:
1. external events (e.g., closed head trauma or a projectile penetrating the brain)
2. internal events (e.g.) cerebral vascular accident or tumors).
Understanding how brain function is different after injury has much greater implications for educators than
does knowing the cause or type of the injury. Great variation exists in the possible effects of a head injury on
an individual; most injuries result in some degree of
impairment in the following functions:
•
Memory—most common characteristic; usually short-term memory is affected,
•
cognitive/perceptual communication—(difficulty focusing, distracted by extraneous stimuli),
•
speed of thinking (processing time),
•
communication—language functions (writing, reading, speaking, listening, as well as the
pragmatics),
•
spatial reasoning,
•
conceptualization—(ability to categorize, sequence, abstract, prioritize, and generalize
information),
•
executive functions—(goal setting, planning, working toward desired outcome),
•
psychosocial behaviors—(depression/withdrawal, irritability, frustration, denial),
•
motor, sensory, and physical abilities.
Comparison with Specific Learning Disabilities
On the surface, problems encountered by students with TBI may seem like those common to students with
LD. Many of the academic modifications listed for students with learning disabilities will also be appropriate
for students with head injuries. Whereas similarities exist, there are important differences which have
profound significance for effective programming.
To summarize, compared to students with learning disabilities, the student with acquired brain injury may:
•
be more impulsive, hyperactive, distractible, verbally intrusive, and/or socially inappropriate
•
have discrepancies in ability levels that are more extreme and harder to understand, such as
reading comprehension at a level four years lower than spelling ability
•
learn some material rapidly, since they may need only to be reacquainted with a process or
concept which they knew pre-injury
•
have more severe problems generalizing and integrating skills or information
•
require on-going monitoring of tasks using independent thinking and judgment
•
be unable to process information presented through usual remedial strategies because
comprehension may deteriorate as the amount and complexity of material increases
12
•
require a wider variety of strategies to compensate for impaired memory and problems with
word retrieval, information processing, and communication
•
have more pronounced difficulty with organization of thoughts, cause-effect relationships,
and problem solving
•
resist new learning strategies which seem too elementary (not accepting the changes caused
by the injury)
•
retain the pre-trauma self-concept of a non-disabled student and have difficulty accepting that
abilities and behaviors have changed and need to be adjusted
Suggested Accommodations
Classroom
•
Provide students with as much written material as possible to augment lectures.
•
Let students know about work ahead of time and extend deadlines whenever possible.
•
Begin lectures and discussions with a review from the last class and an overview or outline
of the topics to be covered during that class. Provide opportunities for participation and
questioning of material presented.
•
Allow students to tape lectures or share lecture notes with a student aide
•
Use chalkboard, overhead projectors, or PowerPoint to high-light key concepts or difficult
terminology, and to outline lecture material. Emphasize these points orally in lecture.
•
Provide time, during office hours, for individual follow-up of assignments, lectures, and
reading. Summarize the main points at the session’s end.
•
Give the student preferential seating in the front of the class if needed.
Testing
•
Offer extended time for exams. Make arrangements prior to tests, for students to take the test
in a separate, quiet room.
DSS can assist you with this.
•
Give concise directions. Test directions should be clear, direct, and given in sequential order.
Avoid asking questions with difficult sentence structure or embedded meaning.
Suggested Guidelines/Responsibilities
Faculty
•
Allow a student with a head injury to audit a class before registering for the course.
•
Inform students of changes in textbooks before courses begin to allow time for taped books to
be ordered.
•
Offer alternative assignments to the student (i.e., permission to give an oral report in place of a
written paper) whenever feasible.
•
Help the student with a head injury (and all students) to organize by listing weekly/monthly
schedules of assignments and due dates for your class.
13
•
Provide additional assistance for the student with a head injury during registration if serving
as a faculty advisor. Assistance may include specific assistance in course planning and
organization of courses.
Students
•
Inform your instructors of your head injury and the ways that work best for you for tests,
homework, reading and note-taking.
•
Ask for a list of textbooks and a syllabus, if possible, before the semester begins.
•
Arrange a conference with instructors before tests to remind them of testing accommodations
that you will need.
•
Get feedback from instructors on what you are/are not having success with in the course.
•
Inform the instructor immediately if you fall behind in your work and find out what can be
done.
•
Take advantage of available services when needed.
•
Remind the instructor about you and your particular needs, if he or she “forgets.”
Attention Deficit Hyperactivity Disorder (ADHD)
Attention deficit hyperactivity disorder (ADHD), formerly referred to as ADD/ADHD, is a persistent pattern
of inattention and/or hyperactivity-impulsively that is more frequent and severe than is typically observed
among individuals at a comparable level of development. Students with ADHD have been diagnosed by
medical professionals, (e.g., doctors, psychiatrists, licensed clinical psychologists). The best diagnosis
includes medical information as well as psychoeducational testing. Adults with ADHD may be either slow
or lethargic, or restless and fidgety. Medical researchers now believe that differences in chemistry in the
parts of the brain which control inhibition may cause ADHD, and may be inherited. ADHD manifests itself in
academic, occupational, and/or social situations. Symptoms include significant inability or difficulty to do
the following:
•
give close attention to details, making careless mistakes in schoolwork, work, or other
activities
•
sustain attention in tasks or play activities
•
listen when spoken to directly
•
follow through on instructions and failure to finish schoolwork or duties in the workplace (not
due to oppositional disorder)
•
organize tasks and activities
•
engage in tasks that require sustained mental effort (schoolwork or homework)
•
keep up with things necessary for tasks or activities (assignments, pencils, books, or tools)
•
filter out extraneous stimuli
•
remember to attend to daily activities
14
Suggested Accommodations
Classroom
•
Give the student preferential seating near the front of the classroom in order to minimize
distractions.
•
Offer extended time for tests. Make arrangements, prior to tests, for students to take the test
in a separate, quiet room. DSS can assist you with this.
Testing
•
Offer extended time for exams. Make arrangements, prior to tests, for students to take the test
in a separate, quiet room either with you or DSS.
Suggested Guidelines/Responsibilities
Faculty
•
Allow students to tape your lectures.
•
Permit sharing of notes by students through the use of no-carbon required (NCR) paper or
through the use of carbon copies or photocopies.
•
Allow students to sit in the front of the classroom or to select their own seat.
•
Help the student with ADD (and all students) to organize by listing weekly/monthly schedules
of assignments and due dates for your class.
Students
•
Inform your instructors as early as possible of your disability and of any accommodations that
would be beneficial in the classroom and in testing.
•
Arrange a conference with instructors before tests to remind them of testing accommodations
that you will need.
•
Take advantage of available services if necessary.
•
Tape classes for listening after the class.
•
Always sit in the front of the classroom.
•
Get feedback from instructors on what you are/are not having success with in the course.
•
Remind the instructor about you and your particular needs, if he or she “forgets.”
Mobility Impairment
Defining mobility impairments is quite difficult, in that so many types of disabilities fit under this broad
category. It would seem more efficient to focus on the actual types of disabilities in the definitive process.
Two relatively broad categories exist and are defined as follows:
I.
Neurological Impairments: disabling conditions, due to the lack of complete development or
injury to the nervous system.
15
These can be further divided into two groups:
A. Cerebral impairments include head injury, cerebral palsy, Friedreich’s ataxia,
hemiparesis, hemiplegia, and multiple sclerosis.
B. Spinal cord impairments include Guillaine-Barre syndrome, neuroblastoma
spinal tumor, paraparesis, paraplegia, polio-caused paralysis, quadriparesis,
quadriplegia, and spinal bifida
II. Orthopedic Impairments: physical impairments which interfere with the normal function of
the bones, joints, or muscles to such extent those special arrangements must be made in
order that they may gain access to facilities and/or programs. Included among these would
be students who have rheumatoid arthritis, muscular dystrophy, scoliosis, osteogenesis
imperecta, and those students who are amputees.
There are probably as many different characteristics and manifestations as there are conditions
listed above. However, common to all is use of crutches, braces, or wheelchairs to move about from place to
place. Many who use wheelchairs can walk or stand with aid but find it much easier, more convenient, and
more time efficient to use a wheelchair.
Suggested Accommodations
Classroom
•
Make the classroom building accessible by wheelchair. Handicapped parking signs convenient
to the entrance, curb cutouts, ramps, wheelchair lifts, elevators, and door clearances of at
least 36 inches are essential. If the class-room is not accessible, Clarion University has a policy
for the relocation of classes and miscellaneous adjustments (see Appendix 1).
•
Use tables with space clearance for wheelchairs that are a minimum of 27-1/2 inches high and
32 inches wide. Most students with mobility impairments prefer to remain in their wheelchair
rather than risk injury attempting to transfer to a desk. (Some students may need only a lap
desk or clip board on which to write, while others may need a table.)
•
Keep aisles relatively clear of books, backpacks, or other materials so that the student with
mobility impairments is able to maneuver within the classroom.
•
Accommodate a student with a mobility impairment in a laboratory setting by using a ramp so
that the student will be able to work over the marble sills in a chemistry lab.
•
Offer the choice of using:
(1) no-carbon required (NCR) paper which is ideal to give to another student for his or
her notes—the copy goes to the student with mobility impairment;
(2) photocopying;
(3) tape recorders.
Note-taking is an important but occasionally impossible task due to paralysis or tremors in the hands, arms,
or fingers, but the student is still responsible for the material covered in class. Students can obtain NCR
paper from DSS.
16
•
Make arrangements to allow the student with mobility impairments to participate in any field
trip, or provide an alternative way for the student to meet the field trip requirements.
•
Do not lean on a person’s wheelchair or move the chair without the person’s permission.
•
Consider extending deadlines for library work. The library poses a particularly difficult obstacle
for students with mobility impairments. Students who use wheelchairs may require the use
of a personal assistant in the library to get books off shelves, to access card catalogs, etc.
Because of this, the completion of required work may thus be delayed.
Testing
•
Consider adapting timed-written tests since students with mobility impairments may have
difficulty with writing.
Several possibilities can be considered:
a. Allow the student to use a tape recorder to answer questions if he or she cannot
write down the answers; or
b. Allow the student to engage a person to record his or her responses if the student
can neither speak clearly nor write,as in the case of some students with cerebral
palsy; or
c. Allow the student to type his or her answers; or
d. Remove time limitations on the test itself; or
e. Consider other options such as take-home exams, oral exams, or tests
administered through DSS.
•
Re-examine room assignments for final examinations. Frequently, multi-sections of a class are
scheduled in Hart Chapel or in one of the auditoriums. None of these is equipped with tables
on which to write.
Suggested Guidelines/Responsibilities
Faculty
•
Consider the accessibility of your office. In some cases a faculty member or an advisor to a
student with a mobility impairment may have to arrange to meet students at more convenient
locations. Also, rescheduling of office time might need to be considered on certain occasions
to accommodate students.
•
Consider early registration of classes to insure that the student is able to schedule classes
schedule classes in accessible classrooms or at times convenient to the student’s schedule. It
is virtually impossible for a student in a wheel-chair to get from one building to another in the
10 minutes allowed between classes.
•
Be aware that flexibility in course requirements may also need to be considered. Some
disabilities may absolutely prevent the student from participating in a specific required course
even with adaptations. It may be necessary to consider a substitute course for the required
one.
17
Students
•
Contact your professor before the semester begins or very early in the semester and let he
or she know about your special needs. It will allow you and the professor adequate time to
make suitable arrangements for course requirements, class-room accessibility, and testing
arrangements.
•
Ask the instructor for permission to tape record lectures if necessary.
•
Inform resident advisors in the dorms that you might need assistance in the event of a fire
alarm. Specify what type of assistance may be necessary.
•
Remind your instructor about you and your particular needs, if he or she “forgets.”
Communication Impairment
A communication disorder is any interference with an individual’s ability to express ideas, experiences,
knowledge, and feelings. Communication impairments can range from articulation or voice difficulties to
being totally nonvocal. Although, each individual with communication impairments will exhibit unique traits,
several general characteristics are often observed. These include:
1. Articulation disorders, which consist of incorrect production of speech sounds due to such
factors as faulty placement, timing, direction, pressure, speed, or integration of the movement
of the lips, tongue, velum, or pharynx.
2. Fluency disorders, which constitute any interruption in the flow of oral language. Such
disorders include, but are not restricted to, stuttering.
3. Language disorders, which consist of any difficulty with the production and/or reception of
linguistic units, regardless of environment. Language disorders may range from total absence
of speech to minor variations in forms.
4. Voice disorders, which comprise any deviations in pitch, intensity, quality, or other basic
vocal attributes which consistently interfere with communication, draw unfavorable attention,
adversely affect the speaker or listener, or are inappropriate for the age, sex, or perhaps the
culture of class of the individual. These may be organic or functional in nature.
Some individuals with communication disorders may rely solely on the use of an electronic or augmentative
communication device to communicate.
Suggested Accommodations
Classroom
•
Support and encourage individuals with communication disorders to participate in class
room discussions or activities. Many individuals with communication disorders may be
tentative about speaking in the classroom setting. The most important accommodation for
students with communication disorders, then, is the instructor’s construction of a classroom
environment which not only supports and encourages
speaking but also minimizes the pressure to speak.
18
•
Reply to the student’s attempts at communication.
•
Accept appropriate speaking attempts when the student is answering a question in class.
•
Try to speak naturally to the student.
•
Do not complete words, phrases, or sentences that the student is having difficulty
pronouncing.
•
Ask short questions that require short answers or a nod of the head, when necessary.
Testing
•
Be aware of the hesitancy to speak of the student with communication disorders when
assigning group projects, oral quizzes, or class participation grades.
Suggested Guidelines/Responsibilities
Faculty
•
Privately inform any student who has a type of communication disorder of the availability of
diagnostic evaluation and possible therapy through the Clarion University Speech and Hearing
Clinic.
•
Allow students to take written or some other form of test, rather than oral, if this is deemed
possible.
•
Encourage the student, using patience and understanding, to take advantage of developing
his or her own appropriate communication technique.
•
Never pretend to understand what the person is saying if you are having difficulty doing so.
Repeat what you understand.
Students
•
Identify yourself to your instructors and suggest ways that accommodations will benefit you.
Be specific in explaining what will or won’t work for you.
•
Take advantage of available services with a speech pathologist whenever necessary.
•
Remind your instructor about you and your particular needs, if he or she “forgets.”
Visual Impairment
Many words have been used to describe visual impairments, including partially sighted, legally blind, and
total blindness. The terms partially sighted and legally blind are used to describe persons whose vision in
the better eye when wearing corrective lenses is 20/200 or less or those who have “tunnel vision.” A person
with 20/200 vision sees less from a distance of 20 feet than a person of “normal” vision sees at 200 feet.
A person with “tunnel vision” sees an extremely narrow angle (less than a 20 degree angle) of the entire
visual field. Seventy to eighty percent of those who are considered legally blind have limited vision with some
light and motion perception. Total blindness, which is extremely rare, results in lack of even light or motion
perception.
19
Students who have visual impairments often find that their learning is enhanced by opportunities to listen
and observe through experiential activities. Also, since many students who are visually impaired listen and
use audiotape textbooks, it becomes very important that they or the University Book Center are informed,
prior to the beginning of a term, of which texts will be used in each course. Taped copies of the textbook may
then be ordered from national agencies such as Recordings for the Blind & Dyslexic and The National Library
Services for the Blind and Physically Handicapped’s Talking Book program. This process may take six to
eight weeks to complete.
It is important that students who have visual impairments are afforded the opportunity to participate in
courses that may even be quite “visual” in nature (i.e., art appreciation). Faculty should be careful, however,
not to lower expectations based solely on the disability. Some of the methods that can be used by students
with visual impairments to synthesize course material include the use of readers, taped textbooks, raised line
drawings, large print books, Braille, or optical aids such as a Visual Tek machine.
Some students with visual impairments rely on sighted guide dogs, sighted guides or canes to enhance their
mobility within the environment.
Suggested Accommodations
Classroom
•
Incorporate records and tapes into teaching techniques as much as possible.
•
Discuss seating arrangements with the student at the beginning of the term. Take into
consideration the desk arrangements in relation to the teacher and other students. Also take
into account possible noisy distracters. Since many students with visual impairments rely on
hearing to take in information, noisy radiators, buzzing lights, or other noise pollutants may
reduce the ability to process information.
•
Repeat what is written on the chalkboard and spell new words out loud.
•
Avoid verbal descriptions that may confuse the student (i.e., “this number added to that
number gives you this”).
•
Explain equipment and procedures verbally when equipment is used.
•
Allow for tactile exploration.
•
Allow ample time for assignments to be completed.
•
Provide the student who is visually impaired with print copies of your class notes, outlines, and
overhead materials.
•
Use large print on transparencies (if you cannot provide the student with print copies).
•
Discuss with the student a way for grammar to be evaluated within the parameters of necessary
accommodations, where spelling and punctuation are related to course objectives.
•
Print largely and legibly on the chalkboard. Make sure that the chalkboard is clear or
completely erased so that previous writing does not show through. Use chalk that provides
maximal contrast to the chalkboard (e.g., yellow chalk on a blackboard; white chalk on a green
board).
20
•
Ensure that the classroom is relatively free of obstacles such as book bags or boxes that might
impair mobility. Also, maintain desks and tables in consistent arrangements or inform the
student when changes in classroom desk/table arrangements have been made.
•
Identify the speaker by name when using group discussion.
Testing
•
Work out a suitable system for test-taking with the student early in the term.
•
Allow the student who is visually impaired to take tests orally when possible. If the test is an
objective test, the answers can be recorded on an answer sheet by a reader. If the test is an
essay test, the student can turn in his or her answers on tape. If the student will be answering
the test questions on tape, the instructor might want to provide the questions on tape as well.
Additionally, a proctor or monitor can record responses on a computer through dictation.
•
Allow the student and reader to work where they will not be disturbed by others and where they
will not disturb others when test is given orally by a reader or make use of DSS.
•
Allow a reader to repeat test items as many times as necessary.This is no different than a
sighted student re-reading the questions.
•
Make sure that a student’s copy of the printed exam is a high- quality photocopy on white or
yellow paper, if the student is partially sighted. Use only one side of the paper. Mimeographed
tests are particularly difficult for students with visual impairments because the contrast
between the print and the white background is not dramatic enough. Furthermore, laser
printing is preferable to dot matrix printing. High density dot matrix printing is preferable to
low density dot matrix printing. Enlargement of letters or large
print size is also preferable.
•
Allow students who are partially sighted to use a print magnifier when taking written exams.
Suggested Guidelines/Responsibilities
Faculty
•
Ask the student what (if any) classroom accommodations and/or curricular adaptations are
necessary.
•
Choose your texts early and notify the bookstore of selections. This will enable the student to
order and receive taped copies of the text prior to the commencement of the semester (usually
at least two months lead time is necessary).
•
Let your students know that you are willing to work with them on reasonable requests.
•
Administer the test yourself in a one-on-one situation if you do not feel comfortable allowing
a student to orally administer a test to a student who is visually impaired, and if a taped test is
not possible.
Students
•
Contact your instructor at or before the first class meeting. Introduce yourself and share
information about your disability as well as any special accommodations you will need.
21
•
Sit in front of the classroom, possibly near a window but away from troublesome noisy or shady
areas, and with your back to outside sources of light.
•
Assist the instructor by offering suggestions for appropriate accommodations. The instructor
may look to you to offer alternative methods and techniques which will maximize your
opportunity to participate fully in the course.
•
Ask the instructor for permission to tape record his or her lectures.
•
Get your texts recorded as early as possible, if necessary.
•
Use the Visual Tek (CCTV) machine and the Braille printer which are available in Carlson
Library, near the Instructional Materials Center, if necessary.
•
Utilize the Technology Lab within the Office of Disability Support Services located in 136
Ralston Hall for use of assistive technology.
•
Contact the resident assistants in the dorm about specific accommodations that may need to
be made during fire alarms. Specify what type of assistance may be necessary.
•
Remind the instructor about you and your particular needs, if he or she “forgets.”
Seizure Disorder
Seizure disorder is a chronic condition, usually characterized by various types of seizures. The most common
types of seizures include:
1. Generalized tonic-clonic seizure (formerly called grand mal).
This is the most noticeable form of seizure, usually character-ized by a loss of
consciousness, rapid jerking of all parts of the body, and shallow breathing, or cessation of
respiration. Although a generalized tonic-clonic seizure is frightening to watch, the usual
danger is not the internal trauma that the person experiences, but rather the possibility that
the person will injure him or herself while the body motions are taking place, or when he or
she loses consciousness.
2. Absence seizure (formerly called petit mal).
This type of seizure is characterized by a momentary lapse of consciousness. It is usually
very mild, and often goes unnoticed by observers. The person may stare blankly (giving
the impression that he or she is daydreaming), and may blink the eyes rapidly, or twitch
the hands slightly. After the seizure,the person will usually resume activity; usually no
intervention is needed from others.
Suggested Accommodations and Guidelines/Responsibilities
In most cases seizures can be controlled by drugs, and in the case of a generalized tonic-clonic seizure, the
person may have advance warning that it is about to occur, and so may be able to prepare for it. If a student
does have a generalized tonic-clonic seizure, the
instructor will want to:
•
Remember that most seizures are self-limiting; they will end on their own accord; however,
due to potential medical emergency consequences that could arise, instructors should contact
911 for assistance.
22
•
Make sure that the student is lying down (if there is enough time).
•
Make sure that the student cannot bump into anything while the seizure is taking place. DO
NOT RESTRAIN THE SUDENT; MOVE THINGS OUT OF HIS OR HER WAY!
•
Place a pillow, folded jacket, or other soft material under the student’s head to prevent injury
caused by the head striking a hard surface.
•
Make sure the student has adequate airway but DO NOT PUT ANYTHING IN THE STUDENT’S
MOUTH OR BETWEEN THE TEETH. Instead:
1. Loosen clothing at the neck (before, after, or during the onset of a seizure).
2. Position the student on one side with head and neck flexed, if possible. Afterwards, keep
the student on his or her side.
After a generalized tonic-clonic seizure, a person is often confused or very sleepy and may need to reorient to
the environment, which may require the person to sleep for a period of time.
Suggested Guidelines/Responsibilities
Faculty
•
Make sure that the student is provided with basic information and activities missed while he or
she is incapacitated.
•
Realize that the student who is having an absence seizure is not daydreaming and cannot
absorb what is being presented during a seizure.
Students
•
Inform the instructor about the seizure disorder itself, if necessary. Inform the instructor
about what should be done if a seizure occurs during class.
•
Inform the instructor about probability of an oncoming seizure, if possible.
•
Inform the resident assistants about your seizure disorder. Let them know what they should do
if a seizure occurs.
Chronic Health Impairment
Students with chronic health conditions would include those students with AIDS, asthma, cancer, cystic
fibrosis, diabetes, emphysema, epilepsy, heart conditions, hemophilia, nephritis, lupus, sickle cell anemia,
tuberculosis, or other similar diseases. Since there are many variations in types of impairment, degree of
impairment and stability of impairment, it would be impossible to describe all the characteristics associated
with chronic health impairments. However, three common characteristics are evident among this group.
These three common characteristics include:
•
the chronic, long-term nature of the disorders,
•
the lack of overt signs/symptoms of impairment, and
23
•
the need to be closely monitored by a physician while others may require frequent, periodic, or
prolonged hospitalization.
Suggested Accommodations
Classroom
•
Modify classroom activities which require physical exertion or stamina, if needed.
•
Modify classroom activities which require interaction with certain types of electronic
equipment or certain types of chemicals so as not to aggravate the medical condition, if
necessary.
•
Modify course loads to minimize exertion, if necessary.
•
Keep in mind that priority may need to be given to class scheduling so that students can
schedule classes around daily medical requirements (medication, meals, therapy, etc.). Some
students may also need priority scheduling to avoid classes that meet for extended periods of
time, e.g., classes that meet for three-or-four hour sessions once per week.
•
Let students know about work ahead of time. Whenever possible, notify students of changes in
course outlines, tests, or requirements in a prompt manner.
Testing
•
Be aware that students may benefit from taping the answers to test questions. Students may
also benefit from having a proctor record their answers to test questions. DSS can assist with
this.
•
Reschedule final exams around the student’s daily medical needs when needed. These exams
take place at times assigned by the university registrar.
•
Keep in mind that final exams, which are typically two hours in length, any need to be given in
two one-hour segments so that exertion is minimized.
Suggested Guidelines/Responsibilities
Faculty
•
Offer the student alternative assignments whenever feasible or necessary.
•
Make sure the student is provided with the basic information that was missed while he or she
was hospitalized.
•
Modify grading standards based totally or in part on class attendance or class participation for
the student with chronic health impairments if necessary or possible.
•
Remember that some students with chronic health impairments may need to acquire mastery
of course material in an independent study format.
Student
•
Inform your instructors as early as possible of your health condition and of any
accommodations that would be beneficial in the classroom and in testing.
24
•
Inform resident assistants as soon as possible of your health condition and alert them to your
medical needs, medication, and medication schedule, and signs/ symptoms associated with
your condition that warrant immediate medical attention (e.g., breathing emergency, bleeding
incident, hypoglycemia, etc.).
•
Inform resident physician as soon as possible of your health condition and alert him or her of
your medical history, medication schedule, and regular physician’s emergency situation.
•
Notify the Office of Registrar as soon as possible in the event of hospitalization or prolonged
absence from class as a result of the health condition, so that instructors can be informed of
the reason for the absence.
•
Obtain a valid medical excuse documenting your absence, if required by the instructor.
•
Remind the instructor about you and your particular needs, if he or she “forgets.”
Psychological Disabilities (PD)
The U.S. National Institute of Mental Health recently reported that one in five Americans (41million people)
have some form of mental illness in any given six-month period. Colleges and universities are realizing an
increase in the number of students diagnosed with psychological disabilities (PD) primarily because the age
of onset or first episodes is generally between the ages of 20 and 35. Thousands of college students each
year experience such illness as depression, major depression, bi-polar or manic depression, schizophrenia,
anxiety, panic attacks, obsessive-compulsive disorders, and dissociative disorders. Each person experiences
his or her illness differently. Many undergo only a single episode in their entire life. With appropriate
treatment the vast majority of psychological disorders are effectively cured or controlled.
Characteristics
Characteristics of students with PD are as unique as the individual. The following early warning signs will be
helpful in heightening awareness of university faculty and staff as well as assisting them in identifying such
students.
•
•
•
•
•
•
•
Unable to have a good time
Missing classes for weeks
Feelings of great loss or pain
Extreme sadness
Feeling like a complete failure
Unable to adjust to new situation
Hopelessness
•
•
•
•
•
•
•
Unable to feel happy
Lack of concentration
Sleep pattern change
Inability to concentrate
Change in eating habits
Mood changes
Weight loss or gain
Functional Limitations
Functional limitations vary greatly among individuals with psychological disabilities. The following list is not
inclusive or exclusive to college students with PD. Individuals may exhibit some but not all the limitations
listed below.
25
Cognitive
Poor short-term memory
Poor time management
Negative self-talk (fears, failures, panic)
Extreme self-absorption
Concentration problems
Screening environmental stimuli (problem solving in new environment)
Distractibility
Behavioral or Physical
Negative self-talk influences behavior
Impulsiveness
Pacing
Maintaining stamina
Speech may be rambling, halting, weak, or pressured
Perceptual
Auditory hallucinations
Visual hallucinations
Lack of effort
Feelings of fear or anxiety
Medication Side Effects
Drowsiness
Fatigue
Thirst
Blurred vision
Hand tremors
Difficulty initiating interpersonal contact
Educational Impact
College students with PD exhibit similar education difficulties as students with other disabilities.
The following represent some areas of difficulty:
Test taking
Concentration
Class attendance
Meeting due dates on assignments (waxing and waning)
Studying
Making and keeping appointments
Problem solving in new environments
Dealing with social situations
Registration
Parking
Dealing with forms and bureaucracy (i.e. financial aid)
26
Suggested Accommodations
Classroom
•
Let students know about work ahead of time and extend deadlines whenever possible.
•
Notify students of changes in course outlines and tests, or class requirements not listed on
syllabi.
•
Allow students to tape lectures or share lecture notes with a classmate.
•
Allow for breaks during instruction in longer class periods.
•
Provide time during office hours for individual follow-up of assignments, lectures, and
reading. Summarize the main points at the session’s end.
Testing
•
Offer extended time for exams. Make arrangements, prior to tests, for students to take the test
in a separate, quiet room either with you or DSS.
Suggested Guidelines/Responsibilities
Faculty
•
Provide time during office hours for individual follow-up of assignments, lectures, and
reading.
•
Provide honest feedback when behavior is inappropriate.
•
Talk about alternative behaviors.
•
Make referrals to campus and community resources.
•
Faculty advisors may need to provide assistance with class selections and course load.
Students
•
Inform your instructors of your disability and any accommodations that would be beneficial in
the classroom and in testing.
•
In the event of hospitalization or prolonged absence from class as a result of a psychological
disability, the Office of the Registrar should be notified as soon as possible so that instructors
can be informed of the reason for the absence.
•
If required by the instructor, obtain a valid medical excuse documenting your absence.
•
Remind the instructor about you and your particular needs, if he or she “forgets.”
27
Where to Get Help
Disability Support Services
The Office of Disability Support Services is available to any enrolled Clarion University student having
a documented disability. The Office of Disability Support Services provides students with reasonable
accommodations as documented through evaluations. Appropriate accommodations are individually
based upon identified need. The coordinator meets with these students each semester to determine the
effectiveness of the accommodation and to evaluate the need for any
further services.
Students are solely responsible for contacting the DSS Office to request any accommodations or services.
After a request is made, students must provide documentation under the following guidelines:
•
Completed by a licensed and/or certified professional
•
Contains the evaluator’s name(s), and title(s), testing date(s), and student’s age and grade
level
•
Includes any relevant test scores, other relevant data and interpretations
•
Is based on a battery of instruments which addresses aptitude, academic achievement and
information processing (DSM-IV criteria for learning disabilities and ADD/ADHD)
•
Identifies the disability or medical condition and describes the limits it imposes
•
Contains current information (no more than three years old)
The student and coordinator will meet to determine if the request is supported by the documentation. Services
are provided dependent upon sufficient documentation. Students need to meet at the beginning of each
semester to determine appropriate services for the current semester.
TRIO Student Support Services
The purpose of the Student Support Services Program is to help
students set, achieve, and enjoy their educational and personal goals while attending Clarion University.
The Student Support Services Program offers assistance both to students with disabilities and to faculty
members who have students with disabilities in their classes.
Any student enrolled or accepted for enrollment at Clarion University who has a documented disability is
eligible for assistance from Student Support Services. The Student Support Services Program offers a variety
of specific services, including:
•
Basic career planning for students with disabilities;
•
Academic advising, including course selection
•
Liaison services between students and faculty and between students and government
agencies.
Additionally, the Student Support Services Program coordinates the Helen Gendler Scholarship for students
with disabilities.
28
University Services
The Office of Human Resources
The Office of Human Resources serves as a resource for employees and applicants with disabilities. Faculty
or staff requesting accommodations should first contact the Office of Human Resources, located in B 29,
Carrier.
Housing
Clarion Campus: The residence hall program is a major part of the Clarion experience. A lot of the learning
that takes place in college will occur outside of the classroom. In the residence halls, the students will have
the opportunity to associate with students of differing backgrounds, attitudes, and lifestyles. Students will
also have the opportunity to participate in and organize residence hall activities, develop new friendships,
and grow as an individual.
Clarion University has six residence halls, which all have been renovated /updated to accommodate students
with disabilities. Ballentine Hall has been modified to house the male student with disabilities who wishes to
reside in a same-sex residence hall. Ballentine is located near the dining hall and the library. Givan Hall has
been modified to house the female student with disabilities who wishes to reside in a same-sex residence
hall. Givan Hall is located near the dining hall, health center, and the library.
Students living in on-campus housing are responsible for providing any special apparatus such as a trapeze,
special mattresses, Rho cushions, or other personal equipment that is necessary. The Office of Residence
Life Services will work with students individually to make any necessary adaptations, etc.
Venango Campus: Students should contact the Student Affairs office for information about housing.
Medical Health and Services
Clarion Campus: Medical services are provided by the Keeling Health Center. The health center, accredited
by the Accreditation for Ambulatory Health Centers (AAAHC), is staffed with board-certified physicians,
nurse practitioners, and nurses. The philosophy of the health center is that each student’s health needs are
unique and the treatment plan is individualized. The staff along with the student will develop an organized
and coordinated strategy to remove health related barriers to learning in collaboration with other areas both
within the university and community.
Venango Campus: Emergency room services are provided for Venango Campus students by UPMC Medical
Center. Services do not include any extra charges for medications, X-rays, etc.
TTD/TTY Services
TTD or TTY services will be available in the Admissions Office, Disability Support Services, the Office
of Social Equity, and Student Development Office (Venango). Please call the campus operator at 814393-2000 for information. Students and faculty may use the Pennsylvania Relay Service provided by
Pennsylvania Bell by dialing 800-855-1155.
29
Campus Contacts
Clarion Campus
Office of Social Equity, 207 Carrier Administration Building, 814-393-2109
The Office of Social Equity addresses concerns or complaints as expressed by students and employees with
disabilities. A student or employee may access the university’s Non-Discrimination Policy and Procedures by
contacting the Office of Social Equity at 814-393-2109.
Housing Office, 226 Egbert Hall, 814-393-2352
Arrangements for housing in specified halls can be made through Residence Life Services.
PROUD- People Reaching Out and Understanding Disabilities-Student Organization
(C/0) TRIO Student Support Services Program, 119 Ralston Hall, 814-393-2347
Communication Sciences and Disorders Department (Keeling Health Center), 814-393-2326
Provides appropriate testing for each type of communication disorder.
Venango Campus
Director, Student Affairs (Venango Campus), 814-393-1270
The office works with students with disabilities who are enrolled at Venango Campus. All accommodation
requests for Venango Campus students must be made through this office.
Pittsburgh Site
(Nursing Program), 412-578-5239
This office works with students with disabilities who are enrolled at the Pittsburgh Nursing Program Site.
University Facilities
Clarion Campus
Carlson Library, 814-393-2301 (Circulation Desk), 814-393-2490 (Reference Desk)
For assistance consult the Reference Desk. Library staff will do their best to assist users with disabilities
in terms of reference services and retrieval of materials.
Center for Academic Enrichment, 814-393-2249
The services of the Academic Support Center are available to any enrolled Clarion University student, and
are free of charge. Academic services are available to students who encounter difficulty with the course
content and/or need instruction in basic study skill development. Students participate in comprehensive
tutoring sessions, which give them the opportunity to secure in-depth clarification of the course content,
and apply specific study skill techniques required in their academic programs. Content tutoring is
offered for some lower-level subject areas.
30
Specific study skill instruction is available in the following areas: time management, note taking, reading
comprehension, test taking, vocabulary development, and critical thinking. Students in need of tutoring
assistance should go to 131 Ralston Hall to complete a request form.
Speech and Hearing Clinic (Keeling Health Center), 814-393-2326
Provides diagnostic testing and evaluation as well as therapy with speech pathologists.
Writing Center, 101 Davis Hall, 814-393-2173
Offers assistance for writing assignments in all subject areas. Writing center consultants provide
support for understanding a writing assignment, developing and organizing an assignment, using
documentation, and learning to edit or proofread.
Venango Campus
Learning Support Centers, 318 Montgomery Hall, 814-393-1342
Provides tutoring services, writing assistance and is equipped
with a variety of assistive technology.
Office of Student Affairs, Montgomery Hall, 814-393-1270
Provides accommodations for students with documented disabilities. All Venango Campus students
requesting accommodations must provide the necessary documentation and meet with the director of
Student Affairs to formally request accommodations.
Suhr Library, 814-676-6591
Please consult with the main desk for assistance.
Community Resources
Blindness and Visual Services (BVS), Suite 1002, Baldwin Building, Erie PA 16501
The Office of Blindness and Visual Services may be contacted by students who are blind or visually impaired.
This office works with individuals who are blind or visually impaired (on an appointment basis) in order to
provide training, education, and support services to enable such individuals to function independently.
National Library Services for the Blind and Physically Handicapped (NLS)
The Library of Congress, Washington, DC 20452.
The National Library Service provides books in recorded and Braille format for individuals who are visually
impaired and/or blind. The NLS also provides equipment on which recorded materials may be played. To
register for the service, eligible individuals must fill out an application from which may be obtained from the
national office.
31
Office of Vocational Rehabilitation (OVR)
3200 Lovell Place, Erie, PA 16503, 800-541-0721 (Toll Free)
The goal of this office is to find and identify individuals who are \vocationally handicapped in order to
facilitate their movement from dependence to vocational productivity. The office also will help to place
individuals who are disabled in employment and seeks to initiate, promote, and support efforts designed to
assure disabled individuals’ full vocational participation in society. Individuals who are visually impaired are
not eligible for help from this office but will receive services from Blindness and Visual Services.
Associations
ABLEDATA www.abledata.com
ABLEDATA provides assistive technology information related to products and rehabilitation equipment. The
site can assist people in locating domestic and international sources and the companies that sell the product.
In addition, the site also provides current events and featured issues relating to disabilities.
Access USA-Braille Services www.access-usa.com
Access is a Braille translation service for all types of copying, translation, and printing services.
Academic Software, Inc. (ASI) www.acsw.com
An educational research based firm that specializes in Assistive technology. ASI designs and distributes
custom software and hardware products for educational research and assistive technology communities.
Adaptive Device Locator System www.adaptworld.com
The database maintained by Academic Software, Inc., assists in identifying adaptive devices for persons
with disabilities.
Alexander Graham Bell Association for the Deaf (ABAD) www.agbell.org
Membership comprises people with hearing impairments and their families, as well as professionals in the
field. Its purpose is to promote the teaching of speech and lip reading; to encourage research on
deafness; to provide educational consultation for school and agencies; to provide educational scholarships
for oral-deaf students; and to provide information on speech and hearing.
Alliance for Technology Access (ATA) www.ataccess.org
ATA is a group of resources, vendors, and associations that provide information and resources for individuals
needing assistive technology. This site provides information about the ATA mission, membership
opportunities, community of associations, initiatives, legal updates, and current news.
American Foundation for the Blind (AFB) www.afb.org
The primary goals of the AFB are to serve as national clearing-house for information about blindness; to
sponsor workshops for professionals working with people who are blind; to develop and manufacture special
aids for persons who are blind and to lobby for legislation.
32
American Printing House for the Blind, Inc. (APH) www.aph.org
Publishes materials for people who are blind (in Braille, large type, and recorded formats) and produces
educational aids and appliances for use by persons who are partially sighted or blind.
American Speech-Language-Hearing Association (ASHA) www.asha.org
This professional association for speech pathologists and audiologistsacts as an accrediting agency for
programs and as a certifying body for individuals. It also provides career information and conducts research.
Americans with Disabilities Act (ADA) www.ada.gov
This site is designed to provide information and technical assistance on the Americans with Disabilities Act.
Links are focused on employment, public transportation, accessibility issues, education, health care, labor
and housing. In addition, many additional links take you to other related agencies, assistance programs and
other legal sites.
Association on Higher Education and Disability (AHEAD) www.ahead.org
AHEAD collects, evaluates, and disseminates information; lobbies for legislation to benefit students with
disabilities; provides referral and employment services; and promotes the equal rights of post-secondary
students and graduates.
Association of University Centers on Disabilities www.aucd.org
This site provides information and resources related to centers on disabilities, research, and services within
education. Links include information on legal matters, projects, employment, events, training opportunities,
heath care, current events and overall disability information. In addition the AUCD provides information
geared toward advancing policy and practice for individuals with disabilities, families, and communities.
Attention Deficit Disorder Association (ADDA) www.add.org
ADDA is the world’s largest leading adult ADHD organization. This site provides information, resources,
and networking opportunities for adults with ADHD and professionals working with them. Links include
conferences, articles, finding help, products, and membership information.
Gallaudet University www.gallaudet.edu
The only liberal arts college in the world for students who are deaf, the college provides information on
deafness and hearing impairments as well as educational materials for use in classroom teaching about
deafness. It’s National Center for Law and The Deaf coordinated legislation and legal efforts on behalf of
persons who are deaf and hearing impaired.
HEATH Higher Education and the Handicapped
The George Washington University HEATH Resource Center www.heath.gwu.edu
HEATH assists post-secondary educational programs in recruiting and retaining students with disabilities,
provides as information clearinghouse (through the HEATH Resource Center), and offers workshops on
working with students with disabilities.
33
International Dyslexia Association (IDA) www.interdys.org
IDA is a non-profit organization that focuses on individuals with dyslexia, their families and communities.
This site provides
information about the organization, dyslexia, IDA on-line services, conferences, and other links related to
dyslexia.
LD OnLine www.Ldonline.org
This learning disability in depth site is exclusive for individuals looking at attending college. Information
provided includes the planning and selection process, advice on creating a successful college experience,
advocacy, technology, transitioning from high school, and others.
Learning Disabilities Association of America (LDA) www.Ldanatl.org
This is the largest non-profit organization advocating for students with learning disabilities. This powerful
lobbying group disseminates information and provides assistance and referral services for local and state
groups and now includes international memberships.
Microsoft Accessibility: Technology for Everyone www.microsoft.com/enable
The Microsoft Accessibility technology site provides information on products/support, assistive technology,
step-by-step tutorials, guides by impairments, resource centers, research, and related articles. In addition,
there are headline links with current news events related to technology and accessibility.
National Association of the Deaf (NAD) www.nad.org
Comprising adult deaf persons and other individuals, the NAD promotes the civil rights of people who are
deaf, lobbies for legislation and programs that benefit people who are deaf, maintains a speaker’s bureau
and a legal defense fund for people who are deaf, conducts and supports research, and serves as a clearinghouse of information on deafness.
National Captioning Institute
www.ncicap.org
The purpose of this institute is to provide closed caption television programs for people who are deaf and
hard-of-hearing-on cablecasters, and the home video industry. It also includes subtitling and language
translation in over 40 different languages.
National Center for Law and the Deaf (NCLD)
800 Florida Avenue, NE, Washington, DC 20002, 202-651-5373 (Voice-TTY)
NCLD coordinates and provides legal services and representations for persons who are deaf and hearing
impaired. NCLD also sponsors legal educational workshop for hearing consumers and serves as a
clearinghouse for information about legal and law-related problems with deafness.
National Federation of the Blind (NFB) www.nfb.org
The purpose of the NFB is to facilitate the complete and equal integration into society of persons who are
blind. It provides information about blindness as well as information about federal and other programs for
persons who are blind. Additionally, it supports and conducts scholarly and publishes the results.
34
National Library Service for the Blind and Physically Handicapped
Library of Congress www.loc.gov/nls
The National Library Service provides recorded materials (tape and record) and Braille materials for
individuals who are visually impaired, physically disabled, or learning disabled (medically certified).
National Organization on Disability (NOD) www.nod.org
NOD keeps current information related disability-related news, information and resources. Links are related
to community involvement, economic participation and independent living/access.
National Rehabilitation Information Center www.naric.com
This resource center operates online databases (ABLE-DATA and REHABDATA), and provides source
documents of research reports, books, journals, conference proceedings, audiovisual materials,
and material on blindness, deafness, developmental disabilities, spinal cord injuries, and emotional
disturbances. It also provides reference and bibliography services, conducts training workshops, and
provides technical assistance.
National Spinal Chord Injury Association (NSCIA) www.spinalcord.org
Supports research toward a cure for paralysis from spinal cord injury; provides public and professional
educational services and programs; and provides consultations for individuals as well as peer counseling
programs. This site also maintains information and referral service as well as a placement service.
Pennsylvania Training & Technical Assistance Network (PaTTAN):
A Professional Development Network www.pattan.k12.pa.us
This site is a product of collaboration between the Pennsylvania Department of Education and the Bureau
of Special Education. Its primary focus is supporting the needs of students with disabilities by providing
technical assistance to schools, students with disabilities, and agencies.
Recording for the Blind and Dyslexic (RFB&D) www.rfbd.org
Provides recorded materials and texts for qualified students who are blind or visually impaired in grade
school, high school, college, and graduate school as well as for adults in business and the professions.
Registry of Interpreters for the Deaf, Inc. www.rid.org
This national organization recruits and trains persons to become interpreters and maintains a registry
accredited interpreters and translators. It serves as the central coordinating agency for the field
of interpretation; sponsors research, training workshops, and professional conferences; certifies
interpreters; and provides information about the referrals to other information centers and educational
facilities.
SAMHSA’s National Mental Health Information Center www.mentalheath.org
This site is a compilation of mental heath related information including suicide prevention, managing anxiety
funding information, violence prevention and others.
35
Self Help for Hard of Hearing People (SHHH) www.shhh.org
A volunteer organization of persons who are hard-of-hearing, concerned peers, and professionals working
in the field. Its goals are to educate members and the public on the nature of hearing impairments, as well
as its detection, management, and prevention; to maintain a speaker’s bureau; to compile statistics; and to
conduct educational programs.
Source www.maapservices.org
The MAAP website provides information and advice for individuals with Asperger’s syndrome and also
families. Related links include information on MAAP services, autism/asperger’s syndrome, legal rights,
publications and conference information.
Spina Bifida Association of America (SBAA) www.sbaa.org
Comprised of professionals and individuals with spina bifida, their families, and other concerned individuals,
the SBAA provides information abut spina bifida , conducts research, works toward the improvements of
vocational training of individuals with spina bifida, holds educational seminars and workshops, and lobbies
for appropriate legislation.
USA TechGuide www.usatechguide.com
The USA TechGuide site is a source of information more specific to assistive technology in the mobility area.
(i.e. wheelchairs, scooters, standing devices and related products). Links include product reviews, tips, legal
issue updates, and many resources.
36
Appendix 1
Clarion University Student Request for Accommodations
(Additional Cost Request)
Student’s Name _ ____________________________________________________________ Date_ __________________
Semester ____________________________________________________________________
Graduation Date and Degree __________________________________________________
Requested Accommodation(s) and Cost _ ________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Alternate Accommodation(s) and Cost ___________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Requested Amt. _ __________________
Amt. Approved _ ______________ Not Approved_ ___________________
_____________________________________________________________________________
Disability Services Coordinator
_____________________________________________________________________________
Office of Social Equity
_____________________________________________________________________________
College Dean
37
Appendix 2
Clarion University Employee Request for Accommodations
(Additional Cost Request)
Name _ ______________________________________________________________________ Date_ __________________
Department _ ________________________________________________________________
Requested Accommodation(s) and Cost _ ________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Alternate Accommodation(s) and Cost ___________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Requested Amt. _ __________________
Amt. Approved _ ______________ Not Approved_ ___________________
_____________________________________________________________________________
Supervisor
_____________________________________________________________________________
Office of Social Equity
_____________________________________________________________________________
Associate Vice President for Finance and Administration
_____________________________________________________________________________
Vice President for Finance and Administration
39
Appendix 3
Clarion University Policy for Relocation
of Classes and Miscellaneous Adjustments
Inevitably there will be classes scheduled in rooms inaccessible to people with mobility impairments. When
a person is non-ambulatory, in the pursuit of his or her college work is scheduled for a class meeting in a nonaccessible room, the following procedures will be followed:
I.
If the course has multiple sections, the student may be rescheduled into an alternative section
in an accessible room.
II. If an alternate section of a course in an accessible area is not available, every reasonable effort
will be made to reschedule the class into a room that is accessible.
III. Responsibility for making room changes lies with the academic services and is vested in the
following, both individually and collectively:
A. The student’s advisor.
B. The faculty member who is teaching a course that involves a student with a mobility
impairment who is scheduled in a non-accessible room.
C. The department chair in whose area the course is administered.
D. The student with the mobility impairment.
Miscellaneous adjustments can be made quickly to accommodate persons with mobility impairments: for
example, adjustment of laboratory bench-should be handled as follows:
1.
The faculty member should make the need known to his or her department chair.
2.
The chair should contact the dean.
3.
The dean should contact the associate provost.
41
Appendix 4
Physical Accessibility of University Facilities
Please use the accessibility maps, which are at the center of this handbook. They locate, via codes, all
accessible entrances, accessible parking spaces, and elevators in the university physical plants. Through the
university has been striving to make all of its facilities accessible, the terrain makes wheelchair travel less
than ideal. It is advisable for the student with mobility impairment to have access to a van or automobile to
get close to the facility.
accessibility of Clarion University main campus academic facilities
Ballentine Hall is accessible through the doors closet to center of campus.
Becht Hall is accessible via the rear door. (Building upgrades are being designed)
Becker Hall is accessible at the front and rear of the building. The elevator is at the right front of the building.
The restrooms are handicapped accessible, and there is handicapped parking at the rear of the building.
Boiler House is not accessible.
Campus View Suites is accessible through the main doors with elevators and rooms.
Carlson Library is accessible from the front. Elevators and restrooms are accessible. Parking is available at the
rear of Carlson Library and along the west side of Stevens Hall.
Carrier Hall is accessible at the rear of the building. The elevator is located at the center of the building.
Restrooms are modified, and handicapped parking is available in Lot S.
Ceramics is partially accessible by the northwest door. Restrooms are not accessible.
Davis Hall is accessible at the right rear entrance. There is an elevator in the hallway. Restrooms are modified,
and parking is behind Stevens Hall on Carlson Drive.
Eagle Commons is accessible from Ninth Avenue entrance with automatic doors and elevator as well as a ramp
on the Wood Street entrance.
Egbert Hall is accessible. The elevator is located in the hallway, and restrooms are modified. Handicapped
parking is available in Lot E.
Founders Hall is accessible from the east side of the building. Elevators and restrooms are accessible. Parking
is available in Lot O and 7.
Gemmell Student Complex is accessible through main doors. There is an elevator. Restrooms are modified and
parking is along Payne Street.
42
Givan Hall is accessible via the front entrance. Parking is available in Lots 10 and D.
Hart Chapel is accessible at the side facing Founders Hall. There is an elevator inside the side entrance and
the restrooms are handi- capped accessible. Handicapped parking is available in Lots O and 7.
Harvey Hall is accessible via the west entrance. Elevator and restrooms are accessible. Parking is available in
Lot E.
Keeling Health Center is accessible through the entrance across from Givan Hall. Handicapped restrooms are
available, and handicap parking is available between Givan and Keeling in Lot 7.
McEntire is accessible. Handicapped parking is available in Lot 14.
Marwick-Boyd Auditorium is accessible from the front of the building. It is equipped with both an elevator and a
chair lift. Restrooms are modified, and parking is available between the building and Greenville Avenue and
in Lot B.
Moore Hall is accessible through the right door. Parking is available in Lot E.
Nair Hall is accessible at the main entrance. The elevator is in the lobby, and restrooms are modified.
The President’s Residence is accessible.
Ralston Hall is accessible at the main entrance. The restrooms are modified, and handicapped parking is
available in Lot D.
Science and Technology Center is accessible. Three of four entrances are equipped with ramp lifts and
elevators to accommodate handicapped individuals.
Special Education is accessible to the basement from the side entrance and first floor from the front entrance.
Restrooms are modified, and handicapped parking is available behind Stevens Hall.
Stadium is accessible; handicapped modified restrooms and handi-capped parking are available.
Stevens Hall is accessible from the main entrance. An elevator is located inside the main entrance. The
restrooms are modified. Handicapped parking is available on Carlson Drive.
Still Hall is accessible through the main and basement entrances. The elevator is located in the lobby, and
restrooms are modified. Handicapped parking is available in Lot N.
Thorn 1 is accessible.
Thorn 2 is not accessible.
Tippin Gymnasium is accessible from the entrances facing the Science and Technology Center. The elevator is
located in the lobby, and restrooms are modified.
43
Center for Advancement is accessible. Handicapped parking is in the rear of the building.
Valley View Suites is accessible through main doors with elevator and designed rooms.
Wilkinson Hall is accessible at the main entrance. The elevator is located in the lobby, and restrooms are
modified.
Accessibility of Clarion University Venango Campus facilities
Frame Hall is accessible through main doors. The elevator is located off the lobby. The restrooms have been
modified. Accessible parking is available in front of the building.
Rhoades Student Center, first floor, is accessible through main doors. Accessible parking is available, as are
accessible restrooms.
Suhr Library is accessible through the main door. Accessible parking is available, as are accessible restrooms.
Montgomery Hall is accessible through the main and rear doors, with elevator service available from the ground
through fourth floors. Accessible restrooms are located on each floor.
44
Appendix 5
Frank H. Sessions Scholarship
Frank H. Sessions Scholarship is an endowed scholarship for Clarion University of Pennsylvania students
with disabilities. The scholarship was established in honor of Dr. Frank H. Sessions, retired dean of graduate
studies and continuing education. The scholarship is open to undergraduate or graduate students who
are currently enrolled or have been accepted. Students must have a documented QPA of 3.0 or better to
qualify for this scholarship. Preference is given to full-time students. For further information, contact the
Coordinator for Disability Support Services.
Appendix 6
Helen Gendler Scholarship
Helen Gendler Scholarship is an endowed scholarship for Clarion University of Pennsylvania students with
disabilities. The scholarship fund was established by Dr. and Mrs. Stephen Gendler in memory of Helen
Gendler. The scholarship is open to undergraduate or graduate students who are currently enrolled or have
been accepted. Students must have a documented disability.
The scholarship will be awarded to the student who demonstrates most aptly: academic achievement
measured by QPA., services to the university or as a community volunteer; financial need as demonstrated by
the FAFSA form. For further information contact the Student Support Services Program.
45
A University
Handbook on
Disabilities
Sixth Edition
www.clarion.edu/dss
www.clarion.edu/socialequity
A University Handbook on Disabilities
Edited by J. May
Funded by the Office of Social Equity
Developed by the Commission on Disabilities
Dr. Karen Whitney, President
Clarion University of Pennsylvania
840 Wood Street
Clarion, PA 16214-1232
Fall 2010
Sixth Edition
Clarion University of Pennsylvania
840 Wood Street
Clarion, Pennsylvania 16214-1232
Phone: 814-393-2000
Text Telephone (TTY/TDD): 814-393-1601
Dear Colleague:
As a community that values diversity and respects the worth of each of its members,
Clarion University is committed to ensuring that all students, faculty, and staff have the
opportunity to participate fully in its programs and services. Through the removal of
physical as well as attitudinal barriers, we strive to create an environment that promotes
and supports the quality of life and learning for persons with disabilities.
Our provision of reasonable accommodations for students with documented disabilities
relies on the collaborative efforts of faculty, staff, and students. Faculty and staff bear a
special responsibility for responding to these needs. The attitude and responsiveness
of faculty and staff with whom individuals with disabilities interact often determine,
even more than physical barriers, the degree of access they feel they have to university
programs and services.
This revised edition of A University Handbook on Disabilities has been prepared as a
guide for the university community in deepening our understanding of disabilities and in
facilitating the provision of services and accommodations provided by the university and
the Office of Disability Support Services.
Thank you for taking the time to review the handbook and for your efforts in helping to
ensure that all members of our Clarion University community have the opportunity to
develop to their fullest potential.
Sincerely,
Karen M. Whitney
President
A Pennsylvania State System of Higher Education Institution
iii
Selected Resources
AHEAD (Association on Higher Education and Disability)
P.O. Box 2692
Columbus, OH 43221-0192
HEATH (Higher Education and the Handicapped)
HEATH Resource Center
One Dupont Circle, Suite 800
Washington, DC 20036-1193
National Center for Education Statistics (NCES). (June 2006).
http://nces.ed.gov/ or by calling 1-877-433-7827.
Patricia Roth, “Psychological Disabilities—A Recap from AHEAD ‘95”
P.D.: A Newsletter of the Psychological Disabilities Special
Interest Group, Association on Higher Education
and Disability (Winter 1996)
It is the policy of Clarion University of Pennsylvania that there shall be equal opportunity in
all of its educational programs, services, and benefits, and there shall be no discrimination
with regard to a student’s or prospective student’s race, color, religion, sex, national origin,
disability, age, sexual orientation/affection, veteran status or other classifications that
are protected under local, state, and federal laws. Direct equal opportunity inquiries to
Assistant to the President for Social Equity, Clarion University of Pennsylvania, 207 Carrier
Administration Building, Clarion, PA 16214-1232, 814-393-2109.
iv
Table of Contents
Procedural Protocol for Requesting Accommodations...................................... 1
Disability Background Information. ............................................................ 3
General Recommendations....................................................................... 4
Hearing Impairments.............................................................................. 6
Learning Disabilities............................................................................... 9
Head Injury/Traumatic Brain Injury............................................................12
Attention Deficit Hyperactivity Disorder. .....................................................14
Mobility Impairment..............................................................................15
Communication Impairment....................................................................18
Visual Impairment.................................................................................19
Seizure Disorder. ................................................................................. 22
Chronic Health Impairment. ................................................................... 23
Psychological Disabilities....................................................................... 25
Where to Get Help................................................................................. 28
University Services/Contacts/Facilities...................................................... 29
Community Resources............................................................................31
Associations....................................................................................... 32
v
Appendix
Appendix 1.
Student Request form for Disability Accommodations.................................... 37
Appendix 2.
Employee Request form for Disability Accommodations................................. 39
Appendix 3.
Policy for Relocation of Classes and Miscellaneous Adjustment.........................41
Appendix 4.
Physical Accessibility of University Facilities............................................... 42
Appendix 5.
Frank H. Sessions Scholarship................................................................. 45
Appendix 6.
Helen Gendler Memorial Scholarship......................................................... 45
vi
Procedural Protocol of Clarion University for Requesting
Disability-Related Accommodations
Background
Clarion University is committed to the policy of ensuring that all students, faculty, and staff are afforded
the optimum opportunity to fully participate in their academic or work environment. In order to promote
this policy, it is necessary, on some occasions, for the university to provide reasonable accommodations to
the known physical, mental, or learning disability/limitation of an otherwise qualified applicant, student,
employee, or to a member of the public seeking to utilize the services provided by the university. Accordingly,
this procedural guideline is intended to set forth an internal protocol to be adhered to when accommodations
are requested.
Purpose
The purpose of this procedural protocol is to ensure that the university policies and practices are in
compliance with the following Federal and state laws and regulations:
1. Section 504 of the Rehabilitation Act of 1973, 29 U.S. C., Section 794 prohibits
discrimination on the basis of
handicap. The Act promulgates that “No otherwise qualified
individual with handicaps in the United States….shall, solely by reason of their handicap, be
excluded from participating in, be denied benefits of, or be subjected to discrimination under
any program or activity receiving federal financial assistance.”
2. The Americans with Disabilities Act of 1990 (ADA) prohibits discrimination on the basis of
disability and prohibits covered entities from excluding people from jobs, benefits, services,
or activities based on disability. ADA applies to all employment practices and all academic and
non-academic programs.
3. The Americans with Disabilities Amendments Act of 2008 broadened the scope of the ADA’s
mandate for the elimination of discrimination against individuals with disabilities.
4. The Pennsylvania Human Relations Act prohibits discrimination against individuals with
disabilities.
Initiation Process for Requesting Reasonable Accommodations on the Basis
of Disability
Student Initiate Requests:
A student with a documented disability seeking accommodations shall first make contact with the
Office of Disability Support Services (DSS) located in 102 Ralston Hall to submit appropriate disability
related documentation. Following the appropriate consultation with the student request(s) and review of
the related documentation, the Disability Support Services coordinator should identify the reasonable
accommodations(s) that the university is expected to provide. If the requested accommodation(s) can be met
by the DSS office without incurring additional cost to the university, the accommodations should be provided
as legally required.
1
On those occasions when the costs associated with the requested accommodation(s) exceed the budget of
DSS, the coordinator shall submit a Request Accommodation Form (attached as Appendix 1) to the Office of
Social Equity. An information copy of the form should also be provided to the Office of the Associate Provost
for Administration/Administrator of the related 504 funds, the dean of the college and/or the appropriate
vice president. Following approval by the Office of Social Equity, the administrator of the 504 funds should
release the funding to DSS. If there is an occasion when the request does not meet with the approval of the
office of Social Equity, the DSS coordinator, the compliance specialist, the dean, and/or vice president
should conference to resolve the issue. Following approval of requested accommodations, a copy of the
approved Request Accommodation Form should be submitted to the administrator of the 504 funds for the
allocation of the appropriate funds.
Employee Initiated Requests:
Any faculty or staff member seeking accommodations shall first go to their immediate supervisor. Following
the appropriate consultation with the faculty or staff member, the supervisor should consult with the
associate vice president for finance and administration. If the supervisor and the Office of Human Resources
(HR) can meet the requested accommodation(s) without incurring additional cost to the university or
requiring a review of medical documentation, the requested accommodation(s) should be provided by the
supervisor and Office of Human Resources as legally required. The associate vice president for finance
and administration should keep the Office of Social Equity apprised of all disability-related requests and
corrective action taken.
On those occasions when either the costs of the requested accommodations exceed the budget of HR and
the budget of the supervisor or a review of medical documentation is warranted, the supervisor should
submit a Request for Disability Accommodation Form (attached as Appendix 2) to the Office of Social
Equity. An informational copy of the form should also be provided to the associate vice president for finance
and administration. The assistant to the president for social equity, the associate vice president for finance
and administration, shall consult with each another for the purpose of reviewing the appropriate medical
documentation and approving the requested recommendation as warranted. Following approval of requested
accommodations, a copy of the approved Request Accommodation Form should be submitted to the
administrator of the 504 funds for the allocation of the appropriate funding.
Appeal Process:
If an otherwise qualified student or employee feels that he or she has unreasonably been denied disabilityrelated accommodations, the student or employee may initiate the university’s complaint procedures as set
forth in the University’s Non-Discrimination Policy and Procedures handbook that is located in the Office of
Social Equity, 207 Carrier.
2
Disability-Related Background Information
In the United States, people with disabilities constitute our largest and mostly heterogeneous minority: a
minority which we are ethically bound to recognize, and one which legally we cannot ignore. Approximately
11.3 percent of all students enrolled as undergraduate students in post-secondary institutions have
disabilities, as reported by the National Center for Education Statistics (NCES) in 2006.* The percentages of
these students, according disability type, are as follows:
Orthopedic Impairments
Chronic Health Conditions
Hearing Impairments
Learning Disabilities
Visual Impairments
Speech Impairments
Attention Deficit Disorder
Mental Illness/Depression
Other
25.4%
17.3%
5.0%
7.5%
3.8%
0.4%
11%
21.9%
7.8%
Horn, L., and Nevill, S. (2006). Profile of Undergraduates in U.S. Postsecondary Education Institutions:
2003-04: With a Special Analysis of Community College Students (NCES 2006-184). U.S. Department of
Education. Washington,D.C.: National Center for Education Statistics.
In 1973, Congress passed into law the Rehabilitation Act of 1973. Section 504 of this act provides that ‘no
otherwise qualified handicapped individual in the United States…shall, solely by reason of his handicap, be
excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any
program or activity receiving Federal financial assistance.” The act also defines a handicapped person as any
individual who “has a physical or mental impairment which substantially limits one or more of such person’s
major life activities…” (29, U.S.C., Sections 706 (7B) and 794).
In 1990, the Americans with Disabilities Act was passed by Congress to ensure that people with disabilities
are not discriminated against in employment, government, and telecommunications.
The application of these laws at Clarion University ensures that:
1. No one may be excluded from any course or course of study on account of disability.
2. Classes will be rescheduled for students with mobility impairments if they are scheduled in
inaccessible classrooms.
3. Academic degree of course requirements may be modified in certain instances to ensure full
participation by students with disabilities.
4. Alternate methods of testing and evaluation may be available for students with requirements for
such methods.
5. Auxiliary aids are made available by the university for students with impaired sensory, manual,
or speaking skills.
6. Certain campus rules and regulations may be waived if they limit the participation of students
with disabilities.
3
7. Housing opportunities, employment opportunities, and other opportunities for students with
disabilities are equal to those of students without disabilities.
8. In 2008, Congress enacted the Americans with Disabilities Act Amendments Act (ADAAA) that
broadened the ADA‘s mandate for the elimination of discrimination against individuals with
disabilities. Under the Act, the term “disability” is broadly defined as (a) a physical or mental
impairment that substantially limits a major life activity; or (b) a record of such an impairment
that substantially limits a major life activity; or (c) being regarded as having such impairment.
42 U.S.C.§ 12102 (1). The ADAAA further broadens the definition of disability by expanding
the interpretation of what constitutes “a major life activity” as well as “substantial limitation.”
This handbook is designed to:
•
To identify the procedural protocol for requesting accommodations made by faculty, staff and
students.
•
define and describe the major abilities with which faculty and students will come in contact;
•
identify the major problems which students with disabilities encounter during the course of an
academic semester;
•
outline responsibilities of students with disabilities for making faculty members aware of any
problems that a particular disability will cause for the student in a class;
•
suggest changes which may be necessary by faculty to accommodate the special needs of
students with disabilities in their classes; and
•
list those organizations and associations both on and off campus which will be most helpful to
any persons desiring additional information about specific disabilities.
General Recommendations
Some points for faculty and staff to remember when working with students
who have disabilities:
1.
Accommodations must be made for students with disabilities. Accommodations are not
optional; they are not “nice things to do.” The law requires that all faculty members make
reasonable accommodations for students with disabilities. Students have the right to file
grievances or to initiate lawsuits if reasonable accommodations are not being made. Both
the university and individual faculty members can be held liable if accommodations are not
made.
2.
Relate to the person, NOT the disability. Remember that people are not just their disabilities.
They have many of the same needs, desires, strengths, and weaknesses as others.
3.
Treat students with disabilities as students. They have come to Clarion to learn. Like all
students at Clarion, students with disabilities have a wide range of academic and scholastic
skills.
4.
Let students know that you are available to meet with them.
4
5.
Students with disabilities are more experienced than you with their disabilities. Ask them
for suggestions of ways that you might be able to help in terms of classroom or testing
accommodations.
6.
Remember that each disability is different, and that each student with disabilities will require
unique accommodations. Certain disabilities do not automatically preclude participation in
certain activities or classes.
7.
When offering assistance to a student with a disability, it is extremely important to respect
that person’s privacy. Do not discuss the disability with others. Also, do not ask about the
student’s medical history or diagnosis.
8.
Individual assistance can be quite helpful in promoting the learning experience. However,
avoid behaving in a patronizing, condescending, or pitying way. Too much attention can be as
harmful as too little. Treat the student as you would all other students if disabilities were not
involved. Do not overcompensate by doing things for students with disabilities that they can
do on their own.
9.
When talking to persons with a disabilities, look at them and speak directly to them–even if
they have an interpreter or a companion.
10. Make adjustments to allow students with disabilities equa lopportunity to learn course
material. Remember that identical treatment is not “equal” treatment [Ficten, Goodrick,
Tagalakis, Amsel, & Libman, (1990)].
11. Provide a course study guide, which covers specific terms and concepts the student needs in
order to master course material. Include study questions for text chapters or lab work. Offer
an outline or materials to be covered on tests.
12. Provide a statement in class or on the syllabus that says “Any student who has a disability and
requires accommodations, please make an appointment to see me during my office hours.
In addition, all students requiring accommodations should be registered with the Office of
Disability Support Services (DSS) located in 102 Ralston Hall (extension 2095) and provide
the appropriate paperwork to request accommodations.” This approach not only indicates
one’s willingness to help but also preserves the student’s privacy.
13. Carefully explain the purpose and objectives of your assignments; try to give the assignments
in writing, as well as orally. Make sure the student understands the assignment and your
grading system.
14. Assist students with lectures and assignments in ways that would be most beneficial.
15. Notify students of course changes not noted on the syllabus as early as possible.
16. If requested, provide a list of required readings far in advance of the course.
17. Make adjustments in evaluating performance by giving students the opportunity to
demonstrate that they have mastered the material. DO NOT, however, accept work of a lower
quality from a student just because he or she has a disability. Don’t give a student a passing
grade just because the person has a disability, he or she tried hard, or you feel sorry for the
individual. It is okay to fail students who do not fulfill the agreed upon course requirements.
18. Be sensitive to non-verbal and verbal signs of student anxiety or frustration. Be willing to
discuss problems the student may be having in your class. If necessary, refer the student to
appropriate support services.
5
19. Keep records of course, grading, or testing adjustments agreed upon by you and the student.
20. Ask the student how emergencies that may arise during class (e.g. fire, tornado, or medical
emergency) should be handled.
Some points for students with disabilities to
remember when working with faculty:
1.
Take the initiative to establish contact with the professor. During the first days of class, make
an appointment during office hours to explain which modifications are necessary by bringing
the appropriate paperwork from the Office of DSS. Explain your disability and discuss how it
may affect performance and learning in class. Let faculty know what you can and cannot do.
2.
Request alternate assignments or evaluation when necessary if your disability makes it
impossible to meet some aspect of course requirements.
3.
Propose solutions to problems. Tell faculty what has worked for you in the past. Do not leave
them guessing.
4.
Request permission to audiotape lectures.
5.
Tell faculty what help, if any, you may require in emergency situations. Faculty needs to know
how to help you during fires or tornadoes. Additionally, faculty needs to know how to help you
if a medical situation develops (i.e. seizure).
6.
If problems develop, talk to faculty early during the semester. Do not wait until a serious,
unsolvable problem develops.
7.
Gently remind faculty if accommodations are not being provided.
8.
Don’t use your disability as an excuse. Faculty members have the right to fail you if you do not
fulfill course requirements and objectives.
9.
Be a good student. Go to every class. Arrive at class on time. Participate as much as you can
in class. Do all homework assignments. Read or listen to the text on a regular basis. Review
course materials before every class.
Types of Disabilities Frequently
Encountered in the Classroom
Hearing Impairment
Students who are hearing impaired or deaf are individuals who cannot use their hearing as a primary
means of receiving communication. The major challenge for them is to find other means to substitute
for their hearing loss. Depending on the severity of that loss, the student may use various other forms of
communication. Individuals who have mild and moderate hearing impairments will receive assistance
through amplification techniques. People who have more severe impairments or who are deaf may use sign
language or “manual” communication, finger spelling, lip (speech) reading, and written messages to help
them communicate.
6
Like students with normal hearing, students who are deaf and hearing impaired will vary in the quality of their
communication skills. The degree of hearing loss, amount of residual hearing, age at onset of the disability,
and variances in individual traits and skills will determine the student’s ability to communicate effectively.
Although the degree of hearing disability will differ with individual students, common characteristics for
students who are hearing impaired or deaf will be evident in one or more of these ways:
•
an inability to hear speech;
•
ability to hear, but difficulty understanding speech;
•
poor speech and/or language, depending on the degree of hearing loss.
Suggested Accommodations
Classroom
•
Provide some form of amplification for this student to participate fully in class if needed
•
Give the student preferential seating in an area with low back-ground noise levels.
•
Look at the student when you are speaking. This is important—even if the student uses
an interpreter. Speak naturally, clearly, and at a typical rate. Don’t exaggerate your mouth
movements. Don’t shout. Keep hands and food from mouth while speaking.
•
Repeat questions or comments when others in the room speak, and indicate who is speaking
so that the student with the hearing impairment can follow the discussion.
•
Avoid speaking with your back to the class. Use of overhead projector or PowerPoint will allow
you to face the class while writing.
•
Speak expressively since only about 45 percent of all spoken words can be identified by
lip reading. Students with hearing impairments can use your body movements, facial
expressions, and gestures to assist them in understanding.
•
Make notices for assignments, etc., in writing as well as by announcing them in class.
•
Be aware of the fact that, although viewing visual media would usually be within the realm of
students who are hearing impaired, valuable spoken dialogue as well as class discussion can
be lost to the student with a hearing impair-ment. Try to order films and video tapes that are
captioned.
•
Rephrase or substitute words if the student does not understand what has been said. Don’t
repeat.
•
Use FM-assisted listening devices for students with moderate to severe losses when provided
by the student.
•
Never pretend to understand the person if you are having trouble doing so. Repeat what you
understand and give the student a chance to clarify for you.
7
Testing
•
Arrange any test-taking or evaluation accommodations that are necessary before the exam
is given to the student. Many students who are hearing impaired or deaf will be able to take
examinations and be evaluated in the same way as other students. However, if the method of
evaluation is oral, some accommodations based on individual hearing ability may need to be
arranged.
•
Provide additional time to finish a written exam, if needed, due to the various reading abilities
of students who are hearing impaired. DSS can assist with this.
Suggested Guidelines/Responsibilities
Faculty
•
Allow students to sit in the front of the classroom or to select their own seat.
•
Provide students with assignments in written form.
•
Help students take advantage of available tutors, interpreters, and note takers if necessary for
successful classroom performance.
•
Clip any FM-assisted listening device on your clothing and try to remain within the broad
casting area (usually 20-40 feet) during lectures.
•
Permit sharing of notes by students through the use of no-carbon required (NCR) paper or
through the use of carbon copies or photo copies.
•
Allow students to tape your lectures.
•
Write on the blackboard and use visual aids.
•
Avoid moving around the room while talking so that students can see your face.
•
Inform any student who has a hearing loss of the availability of hearing testing and aural
rehabilitation services through the Clarion University Speech and Hearing Clinic.
•
Provide additional assistance for the student with hearing impairments during registration if
serving as a faculty advisor.
Students
•
Inform your instructors as early as possible of your disability and of any accommodations that
would be beneficial in the classroom and in testing.
•
Have your hearing evaluated annually and re-evaluated if hearing changes.
•
Take advantage of available services if necessary.
•
Tape classes for listening after the class.
•
Sit in the front of the classroom.
•
Use a hearing aid or other form of amplification if necessary.
•
Inform your resident assistants of the necessity to check to see if you were awakened by the fire
alarm in case of fire, even though fire alarms in the dorms have been adapted with visual and
auditory alarms.
•
Remind the instructor if he or she “forgets” about you and your particular needs.
8
Learning Disability
The most widely accepted definition of learning disabilities was developed in 1968 by the National
Advisory Committee on Handicapped Children. This definition later incorporated into the Education for All
Handicapped Children Act of 1975 (Public Law 94-142) states:
[People] with specific learning disabilities exhibit a disorder in one or more basic psychological
processes involved in understanding or using spoken or written languages. These may be
manifested in disorders of listening, thinking, talking, reading, writing, spelling, or arithmetic.
They include conditions which have been referred to as perceptual handicaps, brain injury,
minimal brain dysfunction, dyslexia, developmental aphasia, etc. They do not include
learning problems which are due primarily to visual, hearing or motor handicaps or to mental
retardation,emotional disturbance, or to environmental disadvantage (Section 12a.5 of the
Federal Register, August 23, 1977).
Because a learning disability is a “hidden handicap,” uninformed individuals may consider the student with
such a disability to be retarded. The student with a learning disability is not retarded. Students with learning
disabilities have average to above average intelligence and adequate sensory and motor systems; yet,
students with learning disabilities demonstrate a marked discrepancy between achievement and intellectual
capacity.
Each adult student with a learning disability will have a combination of abilities and deficiencies which,
when examined together, will present an inconsistent learning profile. Some common academic difficulties
encountered by students who have learning disabilities (LD) are:
1. Reading
•
•
•
•
poor comprehension (substandard level for intelligence and experience)
slow reading rate
problems in integration/synthesis of material read
poor oral reading
2. Writing
•
•
•
•
•
poorly formed or illegible letters
poor command of grammar
frequent spelling errors
difficulties with vocabulary
inadequate development/organization of ideas in composition
3. Math
•
•
•
•
poorly formed or illegible numerals
computational skills difficulties
difficulty recalling the sequence of numbers/operations
difficulty understanding terms representing quantitative concepts
9
4. Study Skills
•
inability to organize and budget time
•
difficulty completing tasks
•
poor note taking and outlining skills
•
difficulty using reference materials
Other characteristics can include poor attention span, discrepancy in the quality of oral and written work,
and poor short/long-term memory for information presented in class.
Suggested Accommodations
Classroom
• Be flexible in working with students with LD, but do not feel that you must lower your
standards.
•
Let students know about work ahead of time and extend deadlines whenever possible.
•
Encourage the student with LD to listen and to read along during classroom exercises. The
student with LD who has difficulty reading can obtain recorded texts from agencies such
as Recording for the Blind and Dyslexic and the National Library Service for the Blind and
Physically Handicapped.
•
Begin lectures and discussions with a review from the last class and an overview or outline
of the topics to be covered during that class. Provide opportunities for participation and
questioning of material presented.
•
Allow the students to tape lectures or share lecture notes with a student aide.
•
Use chalkboard, overheard projectors, or PowerPoint to highlight key concepts or difficult
terminology, and to outline lecture material. Emphasize these points orally in lecture.
•
Let students use mechanical devices (tape recorders, calculators, etc.) in class work when
ever possible. Allow oral presentations or taped papers instead of written papers when deemed
appropriate.
•
Provide time, during office hours, for individual follow-up of assignments, lectures, and
reading. Summarize the main points at the session’s end.
•
Be sensitive to the fact that students with LD may have difficulty completing oral readings in
class, “pop” quizzes, and other in-class assignments which require reading and writing.
•
Notify students of changes in course outlines and tests, or class requirements not listed on
syllabi.
•
Be aware that students with learning disabilities often find that their learning is enhanced
by the use of role play, simulations, or other experiential activities, and incorporate these
activities wherever possible.
10
Testing
•
Base your evaluation of the work completed by the student with LD on the acquisition of the
knowledge you’ve taught, and not on his or her ability to read or write.
•
Offer extended time for tests. Allow the test to be taped or read to the student. Make
arrangements directly with the student, prior to tests, to take the test in a separate, quiet
room, either with you or DSS.
•
Provide concise directions. Test directions should be clear, direct, and given in sequential
order. Avoid asking questions with difficult sentence structure or embedded meaning.
Suggested Guidelines/Responsibilities
Faculty
•
Allow the student who has a learning disability to audit a class before registering for the course.
•
Inform students of changes in textbooks before courses begin to allow time for taped books to
be ordered.
•
Offer alternative assignments to the student (i.e. permission to give an oral report in place of a
written paper), whenever feasible.
•
Permit students with LD to complete written work on word processors or personal computers
that have word processing and spell check capabilities, whenever feasible.
•
Help the student with LD (and all students) to organize by listing weekly/monthly schedules of
assignments and due dates for your class.
•
Vary the exam format to accommodate the student’s individual learning style. Provide an essay
test instead of an objective test or vice versa. Allow for oral, written, or combination tests to be
given to students with LD.
•
Provide additional assistance for the student with LD during registration if serving as a faculty
advisor. Assistance may include specific assistance in course planning and organization of
courses.
Students
•
Inform your instructors of your learning disability and the ways that work best for you for tests,
homework, reading, and note-taking.
•
Ask for a list of textbooks and a syllabus, if possible, before the semester begins.
•
Arrange a conference with instructors before tests to remind them of testing accommodations
that you will need.
•
Get feedback from instructors on what you are/are not having success with in the course.
•
Inform the instructor immediately if you fall behind in your work and find out what can be
done.
•
Take advantage of available services when needed.
•
Remind the instructor about you and your particular needs, if he or she “forgets.”
11
Head Injury (HI)/Traumatic Brain Injury (TBI)
More than one million head injuries occur each year and more than half are people between the ages of 15
and 28. Head injury or traumatic brain injury results from one of two types of trauma:
1. external events (e.g., closed head trauma or a projectile penetrating the brain)
2. internal events (e.g.) cerebral vascular accident or tumors).
Understanding how brain function is different after injury has much greater implications for educators than
does knowing the cause or type of the injury. Great variation exists in the possible effects of a head injury on
an individual; most injuries result in some degree of
impairment in the following functions:
•
Memory—most common characteristic; usually short-term memory is affected,
•
cognitive/perceptual communication—(difficulty focusing, distracted by extraneous stimuli),
•
speed of thinking (processing time),
•
communication—language functions (writing, reading, speaking, listening, as well as the
pragmatics),
•
spatial reasoning,
•
conceptualization—(ability to categorize, sequence, abstract, prioritize, and generalize
information),
•
executive functions—(goal setting, planning, working toward desired outcome),
•
psychosocial behaviors—(depression/withdrawal, irritability, frustration, denial),
•
motor, sensory, and physical abilities.
Comparison with Specific Learning Disabilities
On the surface, problems encountered by students with TBI may seem like those common to students with
LD. Many of the academic modifications listed for students with learning disabilities will also be appropriate
for students with head injuries. Whereas similarities exist, there are important differences which have
profound significance for effective programming.
To summarize, compared to students with learning disabilities, the student with acquired brain injury may:
•
be more impulsive, hyperactive, distractible, verbally intrusive, and/or socially inappropriate
•
have discrepancies in ability levels that are more extreme and harder to understand, such as
reading comprehension at a level four years lower than spelling ability
•
learn some material rapidly, since they may need only to be reacquainted with a process or
concept which they knew pre-injury
•
have more severe problems generalizing and integrating skills or information
•
require on-going monitoring of tasks using independent thinking and judgment
•
be unable to process information presented through usual remedial strategies because
comprehension may deteriorate as the amount and complexity of material increases
12
•
require a wider variety of strategies to compensate for impaired memory and problems with
word retrieval, information processing, and communication
•
have more pronounced difficulty with organization of thoughts, cause-effect relationships,
and problem solving
•
resist new learning strategies which seem too elementary (not accepting the changes caused
by the injury)
•
retain the pre-trauma self-concept of a non-disabled student and have difficulty accepting that
abilities and behaviors have changed and need to be adjusted
Suggested Accommodations
Classroom
•
Provide students with as much written material as possible to augment lectures.
•
Let students know about work ahead of time and extend deadlines whenever possible.
•
Begin lectures and discussions with a review from the last class and an overview or outline
of the topics to be covered during that class. Provide opportunities for participation and
questioning of material presented.
•
Allow students to tape lectures or share lecture notes with a student aide
•
Use chalkboard, overhead projectors, or PowerPoint to high-light key concepts or difficult
terminology, and to outline lecture material. Emphasize these points orally in lecture.
•
Provide time, during office hours, for individual follow-up of assignments, lectures, and
reading. Summarize the main points at the session’s end.
•
Give the student preferential seating in the front of the class if needed.
Testing
•
Offer extended time for exams. Make arrangements prior to tests, for students to take the test
in a separate, quiet room.
DSS can assist you with this.
•
Give concise directions. Test directions should be clear, direct, and given in sequential order.
Avoid asking questions with difficult sentence structure or embedded meaning.
Suggested Guidelines/Responsibilities
Faculty
•
Allow a student with a head injury to audit a class before registering for the course.
•
Inform students of changes in textbooks before courses begin to allow time for taped books to
be ordered.
•
Offer alternative assignments to the student (i.e., permission to give an oral report in place of a
written paper) whenever feasible.
•
Help the student with a head injury (and all students) to organize by listing weekly/monthly
schedules of assignments and due dates for your class.
13
•
Provide additional assistance for the student with a head injury during registration if serving
as a faculty advisor. Assistance may include specific assistance in course planning and
organization of courses.
Students
•
Inform your instructors of your head injury and the ways that work best for you for tests,
homework, reading and note-taking.
•
Ask for a list of textbooks and a syllabus, if possible, before the semester begins.
•
Arrange a conference with instructors before tests to remind them of testing accommodations
that you will need.
•
Get feedback from instructors on what you are/are not having success with in the course.
•
Inform the instructor immediately if you fall behind in your work and find out what can be
done.
•
Take advantage of available services when needed.
•
Remind the instructor about you and your particular needs, if he or she “forgets.”
Attention Deficit Hyperactivity Disorder (ADHD)
Attention deficit hyperactivity disorder (ADHD), formerly referred to as ADD/ADHD, is a persistent pattern
of inattention and/or hyperactivity-impulsively that is more frequent and severe than is typically observed
among individuals at a comparable level of development. Students with ADHD have been diagnosed by
medical professionals, (e.g., doctors, psychiatrists, licensed clinical psychologists). The best diagnosis
includes medical information as well as psychoeducational testing. Adults with ADHD may be either slow
or lethargic, or restless and fidgety. Medical researchers now believe that differences in chemistry in the
parts of the brain which control inhibition may cause ADHD, and may be inherited. ADHD manifests itself in
academic, occupational, and/or social situations. Symptoms include significant inability or difficulty to do
the following:
•
give close attention to details, making careless mistakes in schoolwork, work, or other
activities
•
sustain attention in tasks or play activities
•
listen when spoken to directly
•
follow through on instructions and failure to finish schoolwork or duties in the workplace (not
due to oppositional disorder)
•
organize tasks and activities
•
engage in tasks that require sustained mental effort (schoolwork or homework)
•
keep up with things necessary for tasks or activities (assignments, pencils, books, or tools)
•
filter out extraneous stimuli
•
remember to attend to daily activities
14
Suggested Accommodations
Classroom
•
Give the student preferential seating near the front of the classroom in order to minimize
distractions.
•
Offer extended time for tests. Make arrangements, prior to tests, for students to take the test
in a separate, quiet room. DSS can assist you with this.
Testing
•
Offer extended time for exams. Make arrangements, prior to tests, for students to take the test
in a separate, quiet room either with you or DSS.
Suggested Guidelines/Responsibilities
Faculty
•
Allow students to tape your lectures.
•
Permit sharing of notes by students through the use of no-carbon required (NCR) paper or
through the use of carbon copies or photocopies.
•
Allow students to sit in the front of the classroom or to select their own seat.
•
Help the student with ADD (and all students) to organize by listing weekly/monthly schedules
of assignments and due dates for your class.
Students
•
Inform your instructors as early as possible of your disability and of any accommodations that
would be beneficial in the classroom and in testing.
•
Arrange a conference with instructors before tests to remind them of testing accommodations
that you will need.
•
Take advantage of available services if necessary.
•
Tape classes for listening after the class.
•
Always sit in the front of the classroom.
•
Get feedback from instructors on what you are/are not having success with in the course.
•
Remind the instructor about you and your particular needs, if he or she “forgets.”
Mobility Impairment
Defining mobility impairments is quite difficult, in that so many types of disabilities fit under this broad
category. It would seem more efficient to focus on the actual types of disabilities in the definitive process.
Two relatively broad categories exist and are defined as follows:
I.
Neurological Impairments: disabling conditions, due to the lack of complete development or
injury to the nervous system.
15
These can be further divided into two groups:
A. Cerebral impairments include head injury, cerebral palsy, Friedreich’s ataxia,
hemiparesis, hemiplegia, and multiple sclerosis.
B. Spinal cord impairments include Guillaine-Barre syndrome, neuroblastoma
spinal tumor, paraparesis, paraplegia, polio-caused paralysis, quadriparesis,
quadriplegia, and spinal bifida
II. Orthopedic Impairments: physical impairments which interfere with the normal function of
the bones, joints, or muscles to such extent those special arrangements must be made in
order that they may gain access to facilities and/or programs. Included among these would
be students who have rheumatoid arthritis, muscular dystrophy, scoliosis, osteogenesis
imperecta, and those students who are amputees.
There are probably as many different characteristics and manifestations as there are conditions
listed above. However, common to all is use of crutches, braces, or wheelchairs to move about from place to
place. Many who use wheelchairs can walk or stand with aid but find it much easier, more convenient, and
more time efficient to use a wheelchair.
Suggested Accommodations
Classroom
•
Make the classroom building accessible by wheelchair. Handicapped parking signs convenient
to the entrance, curb cutouts, ramps, wheelchair lifts, elevators, and door clearances of at
least 36 inches are essential. If the class-room is not accessible, Clarion University has a policy
for the relocation of classes and miscellaneous adjustments (see Appendix 1).
•
Use tables with space clearance for wheelchairs that are a minimum of 27-1/2 inches high and
32 inches wide. Most students with mobility impairments prefer to remain in their wheelchair
rather than risk injury attempting to transfer to a desk. (Some students may need only a lap
desk or clip board on which to write, while others may need a table.)
•
Keep aisles relatively clear of books, backpacks, or other materials so that the student with
mobility impairments is able to maneuver within the classroom.
•
Accommodate a student with a mobility impairment in a laboratory setting by using a ramp so
that the student will be able to work over the marble sills in a chemistry lab.
•
Offer the choice of using:
(1) no-carbon required (NCR) paper which is ideal to give to another student for his or
her notes—the copy goes to the student with mobility impairment;
(2) photocopying;
(3) tape recorders.
Note-taking is an important but occasionally impossible task due to paralysis or tremors in the hands, arms,
or fingers, but the student is still responsible for the material covered in class. Students can obtain NCR
paper from DSS.
16
•
Make arrangements to allow the student with mobility impairments to participate in any field
trip, or provide an alternative way for the student to meet the field trip requirements.
•
Do not lean on a person’s wheelchair or move the chair without the person’s permission.
•
Consider extending deadlines for library work. The library poses a particularly difficult obstacle
for students with mobility impairments. Students who use wheelchairs may require the use
of a personal assistant in the library to get books off shelves, to access card catalogs, etc.
Because of this, the completion of required work may thus be delayed.
Testing
•
Consider adapting timed-written tests since students with mobility impairments may have
difficulty with writing.
Several possibilities can be considered:
a. Allow the student to use a tape recorder to answer questions if he or she cannot
write down the answers; or
b. Allow the student to engage a person to record his or her responses if the student
can neither speak clearly nor write,as in the case of some students with cerebral
palsy; or
c. Allow the student to type his or her answers; or
d. Remove time limitations on the test itself; or
e. Consider other options such as take-home exams, oral exams, or tests
administered through DSS.
•
Re-examine room assignments for final examinations. Frequently, multi-sections of a class are
scheduled in Hart Chapel or in one of the auditoriums. None of these is equipped with tables
on which to write.
Suggested Guidelines/Responsibilities
Faculty
•
Consider the accessibility of your office. In some cases a faculty member or an advisor to a
student with a mobility impairment may have to arrange to meet students at more convenient
locations. Also, rescheduling of office time might need to be considered on certain occasions
to accommodate students.
•
Consider early registration of classes to insure that the student is able to schedule classes
schedule classes in accessible classrooms or at times convenient to the student’s schedule. It
is virtually impossible for a student in a wheel-chair to get from one building to another in the
10 minutes allowed between classes.
•
Be aware that flexibility in course requirements may also need to be considered. Some
disabilities may absolutely prevent the student from participating in a specific required course
even with adaptations. It may be necessary to consider a substitute course for the required
one.
17
Students
•
Contact your professor before the semester begins or very early in the semester and let he
or she know about your special needs. It will allow you and the professor adequate time to
make suitable arrangements for course requirements, class-room accessibility, and testing
arrangements.
•
Ask the instructor for permission to tape record lectures if necessary.
•
Inform resident advisors in the dorms that you might need assistance in the event of a fire
alarm. Specify what type of assistance may be necessary.
•
Remind your instructor about you and your particular needs, if he or she “forgets.”
Communication Impairment
A communication disorder is any interference with an individual’s ability to express ideas, experiences,
knowledge, and feelings. Communication impairments can range from articulation or voice difficulties to
being totally nonvocal. Although, each individual with communication impairments will exhibit unique traits,
several general characteristics are often observed. These include:
1. Articulation disorders, which consist of incorrect production of speech sounds due to such
factors as faulty placement, timing, direction, pressure, speed, or integration of the movement
of the lips, tongue, velum, or pharynx.
2. Fluency disorders, which constitute any interruption in the flow of oral language. Such
disorders include, but are not restricted to, stuttering.
3. Language disorders, which consist of any difficulty with the production and/or reception of
linguistic units, regardless of environment. Language disorders may range from total absence
of speech to minor variations in forms.
4. Voice disorders, which comprise any deviations in pitch, intensity, quality, or other basic
vocal attributes which consistently interfere with communication, draw unfavorable attention,
adversely affect the speaker or listener, or are inappropriate for the age, sex, or perhaps the
culture of class of the individual. These may be organic or functional in nature.
Some individuals with communication disorders may rely solely on the use of an electronic or augmentative
communication device to communicate.
Suggested Accommodations
Classroom
•
Support and encourage individuals with communication disorders to participate in class
room discussions or activities. Many individuals with communication disorders may be
tentative about speaking in the classroom setting. The most important accommodation for
students with communication disorders, then, is the instructor’s construction of a classroom
environment which not only supports and encourages
speaking but also minimizes the pressure to speak.
18
•
Reply to the student’s attempts at communication.
•
Accept appropriate speaking attempts when the student is answering a question in class.
•
Try to speak naturally to the student.
•
Do not complete words, phrases, or sentences that the student is having difficulty
pronouncing.
•
Ask short questions that require short answers or a nod of the head, when necessary.
Testing
•
Be aware of the hesitancy to speak of the student with communication disorders when
assigning group projects, oral quizzes, or class participation grades.
Suggested Guidelines/Responsibilities
Faculty
•
Privately inform any student who has a type of communication disorder of the availability of
diagnostic evaluation and possible therapy through the Clarion University Speech and Hearing
Clinic.
•
Allow students to take written or some other form of test, rather than oral, if this is deemed
possible.
•
Encourage the student, using patience and understanding, to take advantage of developing
his or her own appropriate communication technique.
•
Never pretend to understand what the person is saying if you are having difficulty doing so.
Repeat what you understand.
Students
•
Identify yourself to your instructors and suggest ways that accommodations will benefit you.
Be specific in explaining what will or won’t work for you.
•
Take advantage of available services with a speech pathologist whenever necessary.
•
Remind your instructor about you and your particular needs, if he or she “forgets.”
Visual Impairment
Many words have been used to describe visual impairments, including partially sighted, legally blind, and
total blindness. The terms partially sighted and legally blind are used to describe persons whose vision in
the better eye when wearing corrective lenses is 20/200 or less or those who have “tunnel vision.” A person
with 20/200 vision sees less from a distance of 20 feet than a person of “normal” vision sees at 200 feet.
A person with “tunnel vision” sees an extremely narrow angle (less than a 20 degree angle) of the entire
visual field. Seventy to eighty percent of those who are considered legally blind have limited vision with some
light and motion perception. Total blindness, which is extremely rare, results in lack of even light or motion
perception.
19
Students who have visual impairments often find that their learning is enhanced by opportunities to listen
and observe through experiential activities. Also, since many students who are visually impaired listen and
use audiotape textbooks, it becomes very important that they or the University Book Center are informed,
prior to the beginning of a term, of which texts will be used in each course. Taped copies of the textbook may
then be ordered from national agencies such as Recordings for the Blind & Dyslexic and The National Library
Services for the Blind and Physically Handicapped’s Talking Book program. This process may take six to
eight weeks to complete.
It is important that students who have visual impairments are afforded the opportunity to participate in
courses that may even be quite “visual” in nature (i.e., art appreciation). Faculty should be careful, however,
not to lower expectations based solely on the disability. Some of the methods that can be used by students
with visual impairments to synthesize course material include the use of readers, taped textbooks, raised line
drawings, large print books, Braille, or optical aids such as a Visual Tek machine.
Some students with visual impairments rely on sighted guide dogs, sighted guides or canes to enhance their
mobility within the environment.
Suggested Accommodations
Classroom
•
Incorporate records and tapes into teaching techniques as much as possible.
•
Discuss seating arrangements with the student at the beginning of the term. Take into
consideration the desk arrangements in relation to the teacher and other students. Also take
into account possible noisy distracters. Since many students with visual impairments rely on
hearing to take in information, noisy radiators, buzzing lights, or other noise pollutants may
reduce the ability to process information.
•
Repeat what is written on the chalkboard and spell new words out loud.
•
Avoid verbal descriptions that may confuse the student (i.e., “this number added to that
number gives you this”).
•
Explain equipment and procedures verbally when equipment is used.
•
Allow for tactile exploration.
•
Allow ample time for assignments to be completed.
•
Provide the student who is visually impaired with print copies of your class notes, outlines, and
overhead materials.
•
Use large print on transparencies (if you cannot provide the student with print copies).
•
Discuss with the student a way for grammar to be evaluated within the parameters of necessary
accommodations, where spelling and punctuation are related to course objectives.
•
Print largely and legibly on the chalkboard. Make sure that the chalkboard is clear or
completely erased so that previous writing does not show through. Use chalk that provides
maximal contrast to the chalkboard (e.g., yellow chalk on a blackboard; white chalk on a green
board).
20
•
Ensure that the classroom is relatively free of obstacles such as book bags or boxes that might
impair mobility. Also, maintain desks and tables in consistent arrangements or inform the
student when changes in classroom desk/table arrangements have been made.
•
Identify the speaker by name when using group discussion.
Testing
•
Work out a suitable system for test-taking with the student early in the term.
•
Allow the student who is visually impaired to take tests orally when possible. If the test is an
objective test, the answers can be recorded on an answer sheet by a reader. If the test is an
essay test, the student can turn in his or her answers on tape. If the student will be answering
the test questions on tape, the instructor might want to provide the questions on tape as well.
Additionally, a proctor or monitor can record responses on a computer through dictation.
•
Allow the student and reader to work where they will not be disturbed by others and where they
will not disturb others when test is given orally by a reader or make use of DSS.
•
Allow a reader to repeat test items as many times as necessary.This is no different than a
sighted student re-reading the questions.
•
Make sure that a student’s copy of the printed exam is a high- quality photocopy on white or
yellow paper, if the student is partially sighted. Use only one side of the paper. Mimeographed
tests are particularly difficult for students with visual impairments because the contrast
between the print and the white background is not dramatic enough. Furthermore, laser
printing is preferable to dot matrix printing. High density dot matrix printing is preferable to
low density dot matrix printing. Enlargement of letters or large
print size is also preferable.
•
Allow students who are partially sighted to use a print magnifier when taking written exams.
Suggested Guidelines/Responsibilities
Faculty
•
Ask the student what (if any) classroom accommodations and/or curricular adaptations are
necessary.
•
Choose your texts early and notify the bookstore of selections. This will enable the student to
order and receive taped copies of the text prior to the commencement of the semester (usually
at least two months lead time is necessary).
•
Let your students know that you are willing to work with them on reasonable requests.
•
Administer the test yourself in a one-on-one situation if you do not feel comfortable allowing
a student to orally administer a test to a student who is visually impaired, and if a taped test is
not possible.
Students
•
Contact your instructor at or before the first class meeting. Introduce yourself and share
information about your disability as well as any special accommodations you will need.
21
•
Sit in front of the classroom, possibly near a window but away from troublesome noisy or shady
areas, and with your back to outside sources of light.
•
Assist the instructor by offering suggestions for appropriate accommodations. The instructor
may look to you to offer alternative methods and techniques which will maximize your
opportunity to participate fully in the course.
•
Ask the instructor for permission to tape record his or her lectures.
•
Get your texts recorded as early as possible, if necessary.
•
Use the Visual Tek (CCTV) machine and the Braille printer which are available in Carlson
Library, near the Instructional Materials Center, if necessary.
•
Utilize the Technology Lab within the Office of Disability Support Services located in 136
Ralston Hall for use of assistive technology.
•
Contact the resident assistants in the dorm about specific accommodations that may need to
be made during fire alarms. Specify what type of assistance may be necessary.
•
Remind the instructor about you and your particular needs, if he or she “forgets.”
Seizure Disorder
Seizure disorder is a chronic condition, usually characterized by various types of seizures. The most common
types of seizures include:
1. Generalized tonic-clonic seizure (formerly called grand mal).
This is the most noticeable form of seizure, usually character-ized by a loss of
consciousness, rapid jerking of all parts of the body, and shallow breathing, or cessation of
respiration. Although a generalized tonic-clonic seizure is frightening to watch, the usual
danger is not the internal trauma that the person experiences, but rather the possibility that
the person will injure him or herself while the body motions are taking place, or when he or
she loses consciousness.
2. Absence seizure (formerly called petit mal).
This type of seizure is characterized by a momentary lapse of consciousness. It is usually
very mild, and often goes unnoticed by observers. The person may stare blankly (giving
the impression that he or she is daydreaming), and may blink the eyes rapidly, or twitch
the hands slightly. After the seizure,the person will usually resume activity; usually no
intervention is needed from others.
Suggested Accommodations and Guidelines/Responsibilities
In most cases seizures can be controlled by drugs, and in the case of a generalized tonic-clonic seizure, the
person may have advance warning that it is about to occur, and so may be able to prepare for it. If a student
does have a generalized tonic-clonic seizure, the
instructor will want to:
•
Remember that most seizures are self-limiting; they will end on their own accord; however,
due to potential medical emergency consequences that could arise, instructors should contact
911 for assistance.
22
•
Make sure that the student is lying down (if there is enough time).
•
Make sure that the student cannot bump into anything while the seizure is taking place. DO
NOT RESTRAIN THE SUDENT; MOVE THINGS OUT OF HIS OR HER WAY!
•
Place a pillow, folded jacket, or other soft material under the student’s head to prevent injury
caused by the head striking a hard surface.
•
Make sure the student has adequate airway but DO NOT PUT ANYTHING IN THE STUDENT’S
MOUTH OR BETWEEN THE TEETH. Instead:
1. Loosen clothing at the neck (before, after, or during the onset of a seizure).
2. Position the student on one side with head and neck flexed, if possible. Afterwards, keep
the student on his or her side.
After a generalized tonic-clonic seizure, a person is often confused or very sleepy and may need to reorient to
the environment, which may require the person to sleep for a period of time.
Suggested Guidelines/Responsibilities
Faculty
•
Make sure that the student is provided with basic information and activities missed while he or
she is incapacitated.
•
Realize that the student who is having an absence seizure is not daydreaming and cannot
absorb what is being presented during a seizure.
Students
•
Inform the instructor about the seizure disorder itself, if necessary. Inform the instructor
about what should be done if a seizure occurs during class.
•
Inform the instructor about probability of an oncoming seizure, if possible.
•
Inform the resident assistants about your seizure disorder. Let them know what they should do
if a seizure occurs.
Chronic Health Impairment
Students with chronic health conditions would include those students with AIDS, asthma, cancer, cystic
fibrosis, diabetes, emphysema, epilepsy, heart conditions, hemophilia, nephritis, lupus, sickle cell anemia,
tuberculosis, or other similar diseases. Since there are many variations in types of impairment, degree of
impairment and stability of impairment, it would be impossible to describe all the characteristics associated
with chronic health impairments. However, three common characteristics are evident among this group.
These three common characteristics include:
•
the chronic, long-term nature of the disorders,
•
the lack of overt signs/symptoms of impairment, and
23
•
the need to be closely monitored by a physician while others may require frequent, periodic, or
prolonged hospitalization.
Suggested Accommodations
Classroom
•
Modify classroom activities which require physical exertion or stamina, if needed.
•
Modify classroom activities which require interaction with certain types of electronic
equipment or certain types of chemicals so as not to aggravate the medical condition, if
necessary.
•
Modify course loads to minimize exertion, if necessary.
•
Keep in mind that priority may need to be given to class scheduling so that students can
schedule classes around daily medical requirements (medication, meals, therapy, etc.). Some
students may also need priority scheduling to avoid classes that meet for extended periods of
time, e.g., classes that meet for three-or-four hour sessions once per week.
•
Let students know about work ahead of time. Whenever possible, notify students of changes in
course outlines, tests, or requirements in a prompt manner.
Testing
•
Be aware that students may benefit from taping the answers to test questions. Students may
also benefit from having a proctor record their answers to test questions. DSS can assist with
this.
•
Reschedule final exams around the student’s daily medical needs when needed. These exams
take place at times assigned by the university registrar.
•
Keep in mind that final exams, which are typically two hours in length, any need to be given in
two one-hour segments so that exertion is minimized.
Suggested Guidelines/Responsibilities
Faculty
•
Offer the student alternative assignments whenever feasible or necessary.
•
Make sure the student is provided with the basic information that was missed while he or she
was hospitalized.
•
Modify grading standards based totally or in part on class attendance or class participation for
the student with chronic health impairments if necessary or possible.
•
Remember that some students with chronic health impairments may need to acquire mastery
of course material in an independent study format.
Student
•
Inform your instructors as early as possible of your health condition and of any
accommodations that would be beneficial in the classroom and in testing.
24
•
Inform resident assistants as soon as possible of your health condition and alert them to your
medical needs, medication, and medication schedule, and signs/ symptoms associated with
your condition that warrant immediate medical attention (e.g., breathing emergency, bleeding
incident, hypoglycemia, etc.).
•
Inform resident physician as soon as possible of your health condition and alert him or her of
your medical history, medication schedule, and regular physician’s emergency situation.
•
Notify the Office of Registrar as soon as possible in the event of hospitalization or prolonged
absence from class as a result of the health condition, so that instructors can be informed of
the reason for the absence.
•
Obtain a valid medical excuse documenting your absence, if required by the instructor.
•
Remind the instructor about you and your particular needs, if he or she “forgets.”
Psychological Disabilities (PD)
The U.S. National Institute of Mental Health recently reported that one in five Americans (41million people)
have some form of mental illness in any given six-month period. Colleges and universities are realizing an
increase in the number of students diagnosed with psychological disabilities (PD) primarily because the age
of onset or first episodes is generally between the ages of 20 and 35. Thousands of college students each
year experience such illness as depression, major depression, bi-polar or manic depression, schizophrenia,
anxiety, panic attacks, obsessive-compulsive disorders, and dissociative disorders. Each person experiences
his or her illness differently. Many undergo only a single episode in their entire life. With appropriate
treatment the vast majority of psychological disorders are effectively cured or controlled.
Characteristics
Characteristics of students with PD are as unique as the individual. The following early warning signs will be
helpful in heightening awareness of university faculty and staff as well as assisting them in identifying such
students.
•
•
•
•
•
•
•
Unable to have a good time
Missing classes for weeks
Feelings of great loss or pain
Extreme sadness
Feeling like a complete failure
Unable to adjust to new situation
Hopelessness
•
•
•
•
•
•
•
Unable to feel happy
Lack of concentration
Sleep pattern change
Inability to concentrate
Change in eating habits
Mood changes
Weight loss or gain
Functional Limitations
Functional limitations vary greatly among individuals with psychological disabilities. The following list is not
inclusive or exclusive to college students with PD. Individuals may exhibit some but not all the limitations
listed below.
25
Cognitive
Poor short-term memory
Poor time management
Negative self-talk (fears, failures, panic)
Extreme self-absorption
Concentration problems
Screening environmental stimuli (problem solving in new environment)
Distractibility
Behavioral or Physical
Negative self-talk influences behavior
Impulsiveness
Pacing
Maintaining stamina
Speech may be rambling, halting, weak, or pressured
Perceptual
Auditory hallucinations
Visual hallucinations
Lack of effort
Feelings of fear or anxiety
Medication Side Effects
Drowsiness
Fatigue
Thirst
Blurred vision
Hand tremors
Difficulty initiating interpersonal contact
Educational Impact
College students with PD exhibit similar education difficulties as students with other disabilities.
The following represent some areas of difficulty:
Test taking
Concentration
Class attendance
Meeting due dates on assignments (waxing and waning)
Studying
Making and keeping appointments
Problem solving in new environments
Dealing with social situations
Registration
Parking
Dealing with forms and bureaucracy (i.e. financial aid)
26
Suggested Accommodations
Classroom
•
Let students know about work ahead of time and extend deadlines whenever possible.
•
Notify students of changes in course outlines and tests, or class requirements not listed on
syllabi.
•
Allow students to tape lectures or share lecture notes with a classmate.
•
Allow for breaks during instruction in longer class periods.
•
Provide time during office hours for individual follow-up of assignments, lectures, and
reading. Summarize the main points at the session’s end.
Testing
•
Offer extended time for exams. Make arrangements, prior to tests, for students to take the test
in a separate, quiet room either with you or DSS.
Suggested Guidelines/Responsibilities
Faculty
•
Provide time during office hours for individual follow-up of assignments, lectures, and
reading.
•
Provide honest feedback when behavior is inappropriate.
•
Talk about alternative behaviors.
•
Make referrals to campus and community resources.
•
Faculty advisors may need to provide assistance with class selections and course load.
Students
•
Inform your instructors of your disability and any accommodations that would be beneficial in
the classroom and in testing.
•
In the event of hospitalization or prolonged absence from class as a result of a psychological
disability, the Office of the Registrar should be notified as soon as possible so that instructors
can be informed of the reason for the absence.
•
If required by the instructor, obtain a valid medical excuse documenting your absence.
•
Remind the instructor about you and your particular needs, if he or she “forgets.”
27
Where to Get Help
Disability Support Services
The Office of Disability Support Services is available to any enrolled Clarion University student having
a documented disability. The Office of Disability Support Services provides students with reasonable
accommodations as documented through evaluations. Appropriate accommodations are individually
based upon identified need. The coordinator meets with these students each semester to determine the
effectiveness of the accommodation and to evaluate the need for any
further services.
Students are solely responsible for contacting the DSS Office to request any accommodations or services.
After a request is made, students must provide documentation under the following guidelines:
•
Completed by a licensed and/or certified professional
•
Contains the evaluator’s name(s), and title(s), testing date(s), and student’s age and grade
level
•
Includes any relevant test scores, other relevant data and interpretations
•
Is based on a battery of instruments which addresses aptitude, academic achievement and
information processing (DSM-IV criteria for learning disabilities and ADD/ADHD)
•
Identifies the disability or medical condition and describes the limits it imposes
•
Contains current information (no more than three years old)
The student and coordinator will meet to determine if the request is supported by the documentation. Services
are provided dependent upon sufficient documentation. Students need to meet at the beginning of each
semester to determine appropriate services for the current semester.
TRIO Student Support Services
The purpose of the Student Support Services Program is to help
students set, achieve, and enjoy their educational and personal goals while attending Clarion University.
The Student Support Services Program offers assistance both to students with disabilities and to faculty
members who have students with disabilities in their classes.
Any student enrolled or accepted for enrollment at Clarion University who has a documented disability is
eligible for assistance from Student Support Services. The Student Support Services Program offers a variety
of specific services, including:
•
Basic career planning for students with disabilities;
•
Academic advising, including course selection
•
Liaison services between students and faculty and between students and government
agencies.
Additionally, the Student Support Services Program coordinates the Helen Gendler Scholarship for students
with disabilities.
28
University Services
The Office of Human Resources
The Office of Human Resources serves as a resource for employees and applicants with disabilities. Faculty
or staff requesting accommodations should first contact the Office of Human Resources, located in B 29,
Carrier.
Housing
Clarion Campus: The residence hall program is a major part of the Clarion experience. A lot of the learning
that takes place in college will occur outside of the classroom. In the residence halls, the students will have
the opportunity to associate with students of differing backgrounds, attitudes, and lifestyles. Students will
also have the opportunity to participate in and organize residence hall activities, develop new friendships,
and grow as an individual.
Clarion University has six residence halls, which all have been renovated /updated to accommodate students
with disabilities. Ballentine Hall has been modified to house the male student with disabilities who wishes to
reside in a same-sex residence hall. Ballentine is located near the dining hall and the library. Givan Hall has
been modified to house the female student with disabilities who wishes to reside in a same-sex residence
hall. Givan Hall is located near the dining hall, health center, and the library.
Students living in on-campus housing are responsible for providing any special apparatus such as a trapeze,
special mattresses, Rho cushions, or other personal equipment that is necessary. The Office of Residence
Life Services will work with students individually to make any necessary adaptations, etc.
Venango Campus: Students should contact the Student Affairs office for information about housing.
Medical Health and Services
Clarion Campus: Medical services are provided by the Keeling Health Center. The health center, accredited
by the Accreditation for Ambulatory Health Centers (AAAHC), is staffed with board-certified physicians,
nurse practitioners, and nurses. The philosophy of the health center is that each student’s health needs are
unique and the treatment plan is individualized. The staff along with the student will develop an organized
and coordinated strategy to remove health related barriers to learning in collaboration with other areas both
within the university and community.
Venango Campus: Emergency room services are provided for Venango Campus students by UPMC Medical
Center. Services do not include any extra charges for medications, X-rays, etc.
TTD/TTY Services
TTD or TTY services will be available in the Admissions Office, Disability Support Services, the Office
of Social Equity, and Student Development Office (Venango). Please call the campus operator at 814393-2000 for information. Students and faculty may use the Pennsylvania Relay Service provided by
Pennsylvania Bell by dialing 800-855-1155.
29
Campus Contacts
Clarion Campus
Office of Social Equity, 207 Carrier Administration Building, 814-393-2109
The Office of Social Equity addresses concerns or complaints as expressed by students and employees with
disabilities. A student or employee may access the university’s Non-Discrimination Policy and Procedures by
contacting the Office of Social Equity at 814-393-2109.
Housing Office, 226 Egbert Hall, 814-393-2352
Arrangements for housing in specified halls can be made through Residence Life Services.
PROUD- People Reaching Out and Understanding Disabilities-Student Organization
(C/0) TRIO Student Support Services Program, 119 Ralston Hall, 814-393-2347
Communication Sciences and Disorders Department (Keeling Health Center), 814-393-2326
Provides appropriate testing for each type of communication disorder.
Venango Campus
Director, Student Affairs (Venango Campus), 814-393-1270
The office works with students with disabilities who are enrolled at Venango Campus. All accommodation
requests for Venango Campus students must be made through this office.
Pittsburgh Site
(Nursing Program), 412-578-5239
This office works with students with disabilities who are enrolled at the Pittsburgh Nursing Program Site.
University Facilities
Clarion Campus
Carlson Library, 814-393-2301 (Circulation Desk), 814-393-2490 (Reference Desk)
For assistance consult the Reference Desk. Library staff will do their best to assist users with disabilities
in terms of reference services and retrieval of materials.
Center for Academic Enrichment, 814-393-2249
The services of the Academic Support Center are available to any enrolled Clarion University student, and
are free of charge. Academic services are available to students who encounter difficulty with the course
content and/or need instruction in basic study skill development. Students participate in comprehensive
tutoring sessions, which give them the opportunity to secure in-depth clarification of the course content,
and apply specific study skill techniques required in their academic programs. Content tutoring is
offered for some lower-level subject areas.
30
Specific study skill instruction is available in the following areas: time management, note taking, reading
comprehension, test taking, vocabulary development, and critical thinking. Students in need of tutoring
assistance should go to 131 Ralston Hall to complete a request form.
Speech and Hearing Clinic (Keeling Health Center), 814-393-2326
Provides diagnostic testing and evaluation as well as therapy with speech pathologists.
Writing Center, 101 Davis Hall, 814-393-2173
Offers assistance for writing assignments in all subject areas. Writing center consultants provide
support for understanding a writing assignment, developing and organizing an assignment, using
documentation, and learning to edit or proofread.
Venango Campus
Learning Support Centers, 318 Montgomery Hall, 814-393-1342
Provides tutoring services, writing assistance and is equipped
with a variety of assistive technology.
Office of Student Affairs, Montgomery Hall, 814-393-1270
Provides accommodations for students with documented disabilities. All Venango Campus students
requesting accommodations must provide the necessary documentation and meet with the director of
Student Affairs to formally request accommodations.
Suhr Library, 814-676-6591
Please consult with the main desk for assistance.
Community Resources
Blindness and Visual Services (BVS), Suite 1002, Baldwin Building, Erie PA 16501
The Office of Blindness and Visual Services may be contacted by students who are blind or visually impaired.
This office works with individuals who are blind or visually impaired (on an appointment basis) in order to
provide training, education, and support services to enable such individuals to function independently.
National Library Services for the Blind and Physically Handicapped (NLS)
The Library of Congress, Washington, DC 20452.
The National Library Service provides books in recorded and Braille format for individuals who are visually
impaired and/or blind. The NLS also provides equipment on which recorded materials may be played. To
register for the service, eligible individuals must fill out an application from which may be obtained from the
national office.
31
Office of Vocational Rehabilitation (OVR)
3200 Lovell Place, Erie, PA 16503, 800-541-0721 (Toll Free)
The goal of this office is to find and identify individuals who are \vocationally handicapped in order to
facilitate their movement from dependence to vocational productivity. The office also will help to place
individuals who are disabled in employment and seeks to initiate, promote, and support efforts designed to
assure disabled individuals’ full vocational participation in society. Individuals who are visually impaired are
not eligible for help from this office but will receive services from Blindness and Visual Services.
Associations
ABLEDATA www.abledata.com
ABLEDATA provides assistive technology information related to products and rehabilitation equipment. The
site can assist people in locating domestic and international sources and the companies that sell the product.
In addition, the site also provides current events and featured issues relating to disabilities.
Access USA-Braille Services www.access-usa.com
Access is a Braille translation service for all types of copying, translation, and printing services.
Academic Software, Inc. (ASI) www.acsw.com
An educational research based firm that specializes in Assistive technology. ASI designs and distributes
custom software and hardware products for educational research and assistive technology communities.
Adaptive Device Locator System www.adaptworld.com
The database maintained by Academic Software, Inc., assists in identifying adaptive devices for persons
with disabilities.
Alexander Graham Bell Association for the Deaf (ABAD) www.agbell.org
Membership comprises people with hearing impairments and their families, as well as professionals in the
field. Its purpose is to promote the teaching of speech and lip reading; to encourage research on
deafness; to provide educational consultation for school and agencies; to provide educational scholarships
for oral-deaf students; and to provide information on speech and hearing.
Alliance for Technology Access (ATA) www.ataccess.org
ATA is a group of resources, vendors, and associations that provide information and resources for individuals
needing assistive technology. This site provides information about the ATA mission, membership
opportunities, community of associations, initiatives, legal updates, and current news.
American Foundation for the Blind (AFB) www.afb.org
The primary goals of the AFB are to serve as national clearing-house for information about blindness; to
sponsor workshops for professionals working with people who are blind; to develop and manufacture special
aids for persons who are blind and to lobby for legislation.
32
American Printing House for the Blind, Inc. (APH) www.aph.org
Publishes materials for people who are blind (in Braille, large type, and recorded formats) and produces
educational aids and appliances for use by persons who are partially sighted or blind.
American Speech-Language-Hearing Association (ASHA) www.asha.org
This professional association for speech pathologists and audiologistsacts as an accrediting agency for
programs and as a certifying body for individuals. It also provides career information and conducts research.
Americans with Disabilities Act (ADA) www.ada.gov
This site is designed to provide information and technical assistance on the Americans with Disabilities Act.
Links are focused on employment, public transportation, accessibility issues, education, health care, labor
and housing. In addition, many additional links take you to other related agencies, assistance programs and
other legal sites.
Association on Higher Education and Disability (AHEAD) www.ahead.org
AHEAD collects, evaluates, and disseminates information; lobbies for legislation to benefit students with
disabilities; provides referral and employment services; and promotes the equal rights of post-secondary
students and graduates.
Association of University Centers on Disabilities www.aucd.org
This site provides information and resources related to centers on disabilities, research, and services within
education. Links include information on legal matters, projects, employment, events, training opportunities,
heath care, current events and overall disability information. In addition the AUCD provides information
geared toward advancing policy and practice for individuals with disabilities, families, and communities.
Attention Deficit Disorder Association (ADDA) www.add.org
ADDA is the world’s largest leading adult ADHD organization. This site provides information, resources,
and networking opportunities for adults with ADHD and professionals working with them. Links include
conferences, articles, finding help, products, and membership information.
Gallaudet University www.gallaudet.edu
The only liberal arts college in the world for students who are deaf, the college provides information on
deafness and hearing impairments as well as educational materials for use in classroom teaching about
deafness. It’s National Center for Law and The Deaf coordinated legislation and legal efforts on behalf of
persons who are deaf and hearing impaired.
HEATH Higher Education and the Handicapped
The George Washington University HEATH Resource Center www.heath.gwu.edu
HEATH assists post-secondary educational programs in recruiting and retaining students with disabilities,
provides as information clearinghouse (through the HEATH Resource Center), and offers workshops on
working with students with disabilities.
33
International Dyslexia Association (IDA) www.interdys.org
IDA is a non-profit organization that focuses on individuals with dyslexia, their families and communities.
This site provides
information about the organization, dyslexia, IDA on-line services, conferences, and other links related to
dyslexia.
LD OnLine www.Ldonline.org
This learning disability in depth site is exclusive for individuals looking at attending college. Information
provided includes the planning and selection process, advice on creating a successful college experience,
advocacy, technology, transitioning from high school, and others.
Learning Disabilities Association of America (LDA) www.Ldanatl.org
This is the largest non-profit organization advocating for students with learning disabilities. This powerful
lobbying group disseminates information and provides assistance and referral services for local and state
groups and now includes international memberships.
Microsoft Accessibility: Technology for Everyone www.microsoft.com/enable
The Microsoft Accessibility technology site provides information on products/support, assistive technology,
step-by-step tutorials, guides by impairments, resource centers, research, and related articles. In addition,
there are headline links with current news events related to technology and accessibility.
National Association of the Deaf (NAD) www.nad.org
Comprising adult deaf persons and other individuals, the NAD promotes the civil rights of people who are
deaf, lobbies for legislation and programs that benefit people who are deaf, maintains a speaker’s bureau
and a legal defense fund for people who are deaf, conducts and supports research, and serves as a clearinghouse of information on deafness.
National Captioning Institute
www.ncicap.org
The purpose of this institute is to provide closed caption television programs for people who are deaf and
hard-of-hearing-on cablecasters, and the home video industry. It also includes subtitling and language
translation in over 40 different languages.
National Center for Law and the Deaf (NCLD)
800 Florida Avenue, NE, Washington, DC 20002, 202-651-5373 (Voice-TTY)
NCLD coordinates and provides legal services and representations for persons who are deaf and hearing
impaired. NCLD also sponsors legal educational workshop for hearing consumers and serves as a
clearinghouse for information about legal and law-related problems with deafness.
National Federation of the Blind (NFB) www.nfb.org
The purpose of the NFB is to facilitate the complete and equal integration into society of persons who are
blind. It provides information about blindness as well as information about federal and other programs for
persons who are blind. Additionally, it supports and conducts scholarly and publishes the results.
34
National Library Service for the Blind and Physically Handicapped
Library of Congress www.loc.gov/nls
The National Library Service provides recorded materials (tape and record) and Braille materials for
individuals who are visually impaired, physically disabled, or learning disabled (medically certified).
National Organization on Disability (NOD) www.nod.org
NOD keeps current information related disability-related news, information and resources. Links are related
to community involvement, economic participation and independent living/access.
National Rehabilitation Information Center www.naric.com
This resource center operates online databases (ABLE-DATA and REHABDATA), and provides source
documents of research reports, books, journals, conference proceedings, audiovisual materials,
and material on blindness, deafness, developmental disabilities, spinal cord injuries, and emotional
disturbances. It also provides reference and bibliography services, conducts training workshops, and
provides technical assistance.
National Spinal Chord Injury Association (NSCIA) www.spinalcord.org
Supports research toward a cure for paralysis from spinal cord injury; provides public and professional
educational services and programs; and provides consultations for individuals as well as peer counseling
programs. This site also maintains information and referral service as well as a placement service.
Pennsylvania Training & Technical Assistance Network (PaTTAN):
A Professional Development Network www.pattan.k12.pa.us
This site is a product of collaboration between the Pennsylvania Department of Education and the Bureau
of Special Education. Its primary focus is supporting the needs of students with disabilities by providing
technical assistance to schools, students with disabilities, and agencies.
Recording for the Blind and Dyslexic (RFB&D) www.rfbd.org
Provides recorded materials and texts for qualified students who are blind or visually impaired in grade
school, high school, college, and graduate school as well as for adults in business and the professions.
Registry of Interpreters for the Deaf, Inc. www.rid.org
This national organization recruits and trains persons to become interpreters and maintains a registry
accredited interpreters and translators. It serves as the central coordinating agency for the field
of interpretation; sponsors research, training workshops, and professional conferences; certifies
interpreters; and provides information about the referrals to other information centers and educational
facilities.
SAMHSA’s National Mental Health Information Center www.mentalheath.org
This site is a compilation of mental heath related information including suicide prevention, managing anxiety
funding information, violence prevention and others.
35
Self Help for Hard of Hearing People (SHHH) www.shhh.org
A volunteer organization of persons who are hard-of-hearing, concerned peers, and professionals working
in the field. Its goals are to educate members and the public on the nature of hearing impairments, as well
as its detection, management, and prevention; to maintain a speaker’s bureau; to compile statistics; and to
conduct educational programs.
Source www.maapservices.org
The MAAP website provides information and advice for individuals with Asperger’s syndrome and also
families. Related links include information on MAAP services, autism/asperger’s syndrome, legal rights,
publications and conference information.
Spina Bifida Association of America (SBAA) www.sbaa.org
Comprised of professionals and individuals with spina bifida, their families, and other concerned individuals,
the SBAA provides information abut spina bifida , conducts research, works toward the improvements of
vocational training of individuals with spina bifida, holds educational seminars and workshops, and lobbies
for appropriate legislation.
USA TechGuide www.usatechguide.com
The USA TechGuide site is a source of information more specific to assistive technology in the mobility area.
(i.e. wheelchairs, scooters, standing devices and related products). Links include product reviews, tips, legal
issue updates, and many resources.
36
Appendix 1
Clarion University Student Request for Accommodations
(Additional Cost Request)
Student’s Name _ ____________________________________________________________ Date_ __________________
Semester ____________________________________________________________________
Graduation Date and Degree __________________________________________________
Requested Accommodation(s) and Cost _ ________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Alternate Accommodation(s) and Cost ___________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Requested Amt. _ __________________
Amt. Approved _ ______________ Not Approved_ ___________________
_____________________________________________________________________________
Disability Services Coordinator
_____________________________________________________________________________
Office of Social Equity
_____________________________________________________________________________
College Dean
37
Appendix 2
Clarion University Employee Request for Accommodations
(Additional Cost Request)
Name _ ______________________________________________________________________ Date_ __________________
Department _ ________________________________________________________________
Requested Accommodation(s) and Cost _ ________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Alternate Accommodation(s) and Cost ___________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Requested Amt. _ __________________
Amt. Approved _ ______________ Not Approved_ ___________________
_____________________________________________________________________________
Supervisor
_____________________________________________________________________________
Office of Social Equity
_____________________________________________________________________________
Associate Vice President for Finance and Administration
_____________________________________________________________________________
Vice President for Finance and Administration
39
Appendix 3
Clarion University Policy for Relocation
of Classes and Miscellaneous Adjustments
Inevitably there will be classes scheduled in rooms inaccessible to people with mobility impairments. When
a person is non-ambulatory, in the pursuit of his or her college work is scheduled for a class meeting in a nonaccessible room, the following procedures will be followed:
I.
If the course has multiple sections, the student may be rescheduled into an alternative section
in an accessible room.
II. If an alternate section of a course in an accessible area is not available, every reasonable effort
will be made to reschedule the class into a room that is accessible.
III. Responsibility for making room changes lies with the academic services and is vested in the
following, both individually and collectively:
A. The student’s advisor.
B. The faculty member who is teaching a course that involves a student with a mobility
impairment who is scheduled in a non-accessible room.
C. The department chair in whose area the course is administered.
D. The student with the mobility impairment.
Miscellaneous adjustments can be made quickly to accommodate persons with mobility impairments: for
example, adjustment of laboratory bench-should be handled as follows:
1.
The faculty member should make the need known to his or her department chair.
2.
The chair should contact the dean.
3.
The dean should contact the associate provost.
41
Appendix 4
Physical Accessibility of University Facilities
Please use the accessibility maps, which are at the center of this handbook. They locate, via codes, all
accessible entrances, accessible parking spaces, and elevators in the university physical plants. Through the
university has been striving to make all of its facilities accessible, the terrain makes wheelchair travel less
than ideal. It is advisable for the student with mobility impairment to have access to a van or automobile to
get close to the facility.
accessibility of Clarion University main campus academic facilities
Ballentine Hall is accessible through the doors closet to center of campus.
Becht Hall is accessible via the rear door. (Building upgrades are being designed)
Becker Hall is accessible at the front and rear of the building. The elevator is at the right front of the building.
The restrooms are handicapped accessible, and there is handicapped parking at the rear of the building.
Boiler House is not accessible.
Campus View Suites is accessible through the main doors with elevators and rooms.
Carlson Library is accessible from the front. Elevators and restrooms are accessible. Parking is available at the
rear of Carlson Library and along the west side of Stevens Hall.
Carrier Hall is accessible at the rear of the building. The elevator is located at the center of the building.
Restrooms are modified, and handicapped parking is available in Lot S.
Ceramics is partially accessible by the northwest door. Restrooms are not accessible.
Davis Hall is accessible at the right rear entrance. There is an elevator in the hallway. Restrooms are modified,
and parking is behind Stevens Hall on Carlson Drive.
Eagle Commons is accessible from Ninth Avenue entrance with automatic doors and elevator as well as a ramp
on the Wood Street entrance.
Egbert Hall is accessible. The elevator is located in the hallway, and restrooms are modified. Handicapped
parking is available in Lot E.
Founders Hall is accessible from the east side of the building. Elevators and restrooms are accessible. Parking
is available in Lot O and 7.
Gemmell Student Complex is accessible through main doors. There is an elevator. Restrooms are modified and
parking is along Payne Street.
42
Givan Hall is accessible via the front entrance. Parking is available in Lots 10 and D.
Hart Chapel is accessible at the side facing Founders Hall. There is an elevator inside the side entrance and
the restrooms are handi- capped accessible. Handicapped parking is available in Lots O and 7.
Harvey Hall is accessible via the west entrance. Elevator and restrooms are accessible. Parking is available in
Lot E.
Keeling Health Center is accessible through the entrance across from Givan Hall. Handicapped restrooms are
available, and handicap parking is available between Givan and Keeling in Lot 7.
McEntire is accessible. Handicapped parking is available in Lot 14.
Marwick-Boyd Auditorium is accessible from the front of the building. It is equipped with both an elevator and a
chair lift. Restrooms are modified, and parking is available between the building and Greenville Avenue and
in Lot B.
Moore Hall is accessible through the right door. Parking is available in Lot E.
Nair Hall is accessible at the main entrance. The elevator is in the lobby, and restrooms are modified.
The President’s Residence is accessible.
Ralston Hall is accessible at the main entrance. The restrooms are modified, and handicapped parking is
available in Lot D.
Science and Technology Center is accessible. Three of four entrances are equipped with ramp lifts and
elevators to accommodate handicapped individuals.
Special Education is accessible to the basement from the side entrance and first floor from the front entrance.
Restrooms are modified, and handicapped parking is available behind Stevens Hall.
Stadium is accessible; handicapped modified restrooms and handi-capped parking are available.
Stevens Hall is accessible from the main entrance. An elevator is located inside the main entrance. The
restrooms are modified. Handicapped parking is available on Carlson Drive.
Still Hall is accessible through the main and basement entrances. The elevator is located in the lobby, and
restrooms are modified. Handicapped parking is available in Lot N.
Thorn 1 is accessible.
Thorn 2 is not accessible.
Tippin Gymnasium is accessible from the entrances facing the Science and Technology Center. The elevator is
located in the lobby, and restrooms are modified.
43
Center for Advancement is accessible. Handicapped parking is in the rear of the building.
Valley View Suites is accessible through main doors with elevator and designed rooms.
Wilkinson Hall is accessible at the main entrance. The elevator is located in the lobby, and restrooms are
modified.
Accessibility of Clarion University Venango Campus facilities
Frame Hall is accessible through main doors. The elevator is located off the lobby. The restrooms have been
modified. Accessible parking is available in front of the building.
Rhoades Student Center, first floor, is accessible through main doors. Accessible parking is available, as are
accessible restrooms.
Suhr Library is accessible through the main door. Accessible parking is available, as are accessible restrooms.
Montgomery Hall is accessible through the main and rear doors, with elevator service available from the ground
through fourth floors. Accessible restrooms are located on each floor.
44
Appendix 5
Frank H. Sessions Scholarship
Frank H. Sessions Scholarship is an endowed scholarship for Clarion University of Pennsylvania students
with disabilities. The scholarship was established in honor of Dr. Frank H. Sessions, retired dean of graduate
studies and continuing education. The scholarship is open to undergraduate or graduate students who
are currently enrolled or have been accepted. Students must have a documented QPA of 3.0 or better to
qualify for this scholarship. Preference is given to full-time students. For further information, contact the
Coordinator for Disability Support Services.
Appendix 6
Helen Gendler Scholarship
Helen Gendler Scholarship is an endowed scholarship for Clarion University of Pennsylvania students with
disabilities. The scholarship fund was established by Dr. and Mrs. Stephen Gendler in memory of Helen
Gendler. The scholarship is open to undergraduate or graduate students who are currently enrolled or have
been accepted. Students must have a documented disability.
The scholarship will be awarded to the student who demonstrates most aptly: academic achievement
measured by QPA., services to the university or as a community volunteer; financial need as demonstrated by
the FAFSA form. For further information contact the Student Support Services Program.
45