SVSU Disability Services Faculty Handbook

SAGINAW VALLEY STATE UNIVERSITY

Disability Services Faculty Handbook Assistive procedures and strategies established by SVSU Disability Services to aid in providing accommodations to students with disabilities.

SVSU Disability Services Faculty Handbook

Dear SVSU Faculty and Staff: Saginaw Valley State University is committed to providing accessible, high quality technical education to all students who may benefit from our programs and services. Since the beginning, our school’s faculty and staff have been dedicated to assisting all students in the realization of their educational goals and career aspirations. We believe that the best learning environment is one that takes into account various obstacles and challenges that may impede a student from reaching his or her personal and educational goals. At greatest risk is the student challenged by physical, emotional, or learning disabilities. Through Saginaw Valley State University’s support program, “Disability Services,” accommodations and classroom modifications can be arranged to meet the unique needs of our students.

Please be sensitive to the needs of students and not refer to their disability or perceived disability in the classroom in front of other students, faculty, or staff. We value confidentiality and acknowledge the fragility of the student’s feelings as it relates to their disability and ask that you provide kindness and respect to their individuality.

I strongly encourage you to read this manual and refer to it periodically in order to become familiar with the numerous resources and support services available to the students who attend Saginaw Valley State University, especially those students who need a little extra time and attention to meet their goals. I ask your cooperation and assistance in implementing accommodations to our disabled students so that they may reach their full potential. It is also imperative that we ensure our compliance with Section 504 of the Rehabilitation Act of 1973 and 1990 Americans with Disabilities Act and its amendments.

If you need additional resources to successfully work with students requiring accommodations. I will be happy to provide assistance at any time during the term. Please also use this guide in referring students who may benefit from our support services.

Sincerely,

Mamie Thorns

Monica B. Reyes

Dr. Mamie Thorns, Special Assistant to the President Diversity Programs Saginaw Valley State University

Monica B. Reyes, Director Disability Services Saginaw Valley State University

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SVSU Disability Services Faculty Handbook

Contents What is a Disability? .......................................................................................................................................................................... 5 The Language of Disabilities .......................................................................................................................................................... 6 Disability Etiquette ............................................................................................................................................................................ 7 SVSU Policy Statement on Disabilities ....................................................................................................................................... 8 Procedures for Student Requesting Services ..................................................................................................................... 8 Documentation ............................................................................................................................................................................... 8 Faculty Information ........................................................................................................................................................................... 9 Faculty Responsibilities .............................................................................................................................................................. 9 Typical Accommodations ............................................................................................................................................................. 10 Alternative Assignments ..................................................................................................................................................... 10 Alternative Formats .............................................................................................................................................................. 10 Exam Accommodations ....................................................................................................................................................... 10 Flexible Attendance Accommodations.......................................................................................................................... 11 Captioned Videos ................................................................................................................................................................... 12 Course Syllabus ....................................................................................................................................................................... 12 Electronic Devices ................................................................................................................................................................. 12 Note Taking Assistance ....................................................................................................................................................... 12 Referrals .................................................................................................................................................................................... 13 Confidentiality ......................................................................................................................................................................... 13 Others in the Classroom ...................................................................................................................................................... 13 Classroom Suggestions .................................................................................................................................................................. 14 SVSU Student Code of Conduct.............................................................................................................................................. 14 Special Definitions........................................................................................................................................................................... 15 WHAT FACULTY NEED TO KNOW ABOUT ATTENDANCE AND STUDENTS WITH DISABILITIES .............. 17 Tips for Inclusion ............................................................................................................................................................................. 18 Universal Design .............................................................................................................................................................................. 19 Universal Design of Instruction Examples ....................................................................................................................... 19 What Students with Disabilities want you to Know! ........................................................................................................ 20 An Overview: Teaching Students with Disabilities .......................................................................................................... 21 Rationale for Accommodations.................................................................................................................................................. 22 Common Accommodations .......................................................................................................................................................... 22 Students with disabilities have the Right to: ........................................................................................................................ 23 3|P a ge

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SVSU Disability Services Faculty Handbook Students with disabilities have the Responsibility to: ...................................................................................................... 23 The Director of Disability Services has the Right to: ......................................................................................................... 24 The Director of Disability Services has the Responsibility to: ....................................................................................... 24 Faculty FAQ ........................................................................................................................................................................................ 25 Common Characteristics of Learning Disabilities .............................................................................................................. 28 Recognizing Learning Styles ....................................................................................................................................................... 31 Understanding Disabilities and Teaching Strategies ........................................................................................................ 33 Teaching Hearing Impaired Students ................................................................................................................................. 33 Teaching Visually Impaired Students ................................................................................................................................. 34 Teaching Learning Disabled Students ................................................................................................................................ 35 Teaching Students with Physical Disabilities .................................................................................................................. 36 Teaching Students with Traumatic Head/Brain Injury .............................................................................................. 38 Teaching Students with Psychological Impairment ..................................................................................................... 39 Teaching Students with Seizure Disorders ...................................................................................................................... 40 Teaching Students with Asperger Syndrome and Autism ......................................................................................... 41 Teaching Students with Other Disorders .......................................................................................................................... 43 APPENDIX ........................................................................................................................................................................................... 44 Extended Time Testing............................................................................................................................................................. 44 Sample Accommodation Faculty Notification Letter ................................................................................................... 45 SVSU Disability Services Alternative Testing Permit Sample................................................................................... 45 AGREEMENT FOR RECORDING LECTURES – Sample Contract............................................................................... 46 SAMPLE Flexible Attendance Agreement with Instructor ........................................................................................ 47 Universal Design for Instruction Fact Sheet .................................................................................................................... 48 ADA COMPLIANCE STATEMENT ............................................................................................................................................... 51

I would like to acknowledge first and foremost, Cynthia Woiderski, the former Director of SVSU Disability Services for much of our current material in place and for her years of leadership in the department. Portions of this publication are reprinted with permission and we would like to acknowledge Carol J. Santini, Disability Coordinator at Mid-Michigan Community University, University of Washington's Disabilities, Opportunities, Internetworking, and Technology (DO-IT) Center. Chris Fries, Bay deNoc Community College.

Monica B. Reyes, Director, oversees the Disability Services program. Portions have modified the text of this publication, other information added and developed for Saginaw Valley State University. Additional modifications will be forthcoming. B e g i n n i n g A u g u s t 2 4 , h er office w i l l b e located in 112J of W i c k s H a l l . Office phones are 989-964-7000. Email: mbreyes@svsu.edu

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SVSU Disability Services Faculty Handbook

What is a Disability?

A “person with a disability” is anyone with a physical or mental impairment that substantially limits one or more major life activities, such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. In addition to those persons who have visible disabilities – persons who are blind, deaf or use a wheelchair – the definition includes people with a whole range of invisible disabilities. These include psychological problems, learning disabilities, or chronic health impairments. A person is considered to be a person with a disability if he or she has a disability, has a record of a disability, or is regarded as having a disability.

The Impact of the ADA on Schools The Americans with Disabilities Act of 1990 and amendments to the act is the civil rights guarantee for persons with disabilities in the U.S. It provides protection from discrimination for individuals on the basis of disability. The ADA extends civil rights protections for people with disabilities to employment in the public and private sectors, transportation, public accommodations, services provided by state and local government, and telecommunication relay services.

Documentation of the disability is required. Section 504 of the 1973 Rehabilitation Act/1990 ADA states: “No otherwise qualified individual with a disability shall solely by reason of his/her disability, be excluded from the participation in, be denied benefits of, or be subject to discrimination under any program or activity of public entity.”

Faculty and Staff Implications Faculty and staff are responsive to the individual needs of all students. However, students with disabilities may have additional needs that must be addressed early on. Often, persons with disabilities prefer faculty and staff to focus on their individuality and unique strengths, rather than their disability. Therefore, disabilities often go undisclosed and academic achievement becomes compromised. Instructors are encouraged to issue a statement to new students, inviting them to discuss academic needs as they pertain to a disability. The student is the best source of information regarding necessary accommodations. While it is the student’s responsibility to request special accommodations, a faculty member can make a student more likely to disclose a disability by inquiring about special needs. Faculty may encourage a student to seek assistance from the Disability Services program in order to implement requested accommodations, if they perceive that a student may benefit from them. An example of such a statement issued to the class: “If there is any student in this class who has need for test-taking or note taking accommodations, I encourage you to meet with our Disability Services department, and myself to discuss adaptations that can be implemented during the term.”

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SVSU Disability Services Faculty Handbook

The Language of Disabilities People with disabilities prefer you focus on their individuality. The term “handicapped” is falling into disuse and should be avoided. The terms “able-bodied”, “physically challenged” and “differently-abled” are also discouraged. The following are some recommendations for language that respects the preferences of people with disabilities:  Avoid using the article “the” with an adjective to describe people with disabilities.

The preferred usage is “people with disabilities” which stresses the essential humanity of individuals and avoids objectification. The term “disabled people” is also acceptable, but note that this term still defines people as disabled first, and people second.

NOT the deaf the visually impaired the disabled

BUT people who are deaf (or hearing impaired) people who are visually impaired people with disabilities

 If it is appropriate to refer to a person’s disability, choose the correct terminology for the specific disability.

People who are….blind, visually impaired, deaf, hearing impaired, mentally retarded, non-disabled, physically disabled.

People who have….cerebral palsy, Down’s syndrome, mental illness, paraplegia, quadriplegia, seizure disorder, specific learning disability, speech impairment.  Be careful not to imply people with disabilities are to be pitied, feared or ignored, or they are somehow more heroic, courageous, patient or “special” than others. Never use the term “normal” in contrast.

NOT Trina held her own while swimming with normal children

BUT Trina qualified for her “Swimmer” certificate last week.

 A person in a wheelchair is a “wheelchair user” or “uses a wheelchair.”

Avoid terms that define the disability as a limitation, such as “confined to a wheelchair.”

Or “wheelchair bound.” A wheelchair liberates; it doesn’t confine.  Avoid using the terms “victim” or “suffered” to refer to a person who has or has had a disease or disability. This term dehumanizes the person and emphasizes powerlessness.

NOT victim of aids or aids sufferer polio victim

BUT person with aids had polio

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SVSU Disability Services Faculty Handbook

Disability Etiquette 1. Offer assistance as you would to anyone else, for example, to push a wheelchair or to guide a person who is blind. The person will indicate whether or not the help is needed, and “no, thank you” must be respected. Most people who are disabled will not hesitate to ask for needed help and will be specific as to how it should be given; a person who is blind may prefer to take your proffered arm.

2. Noticing an obvious disability is not rude; however, asking personal questions about the disability, how it occurred, and a possible limitation is inappropriate.

3. Always talk directly to a person who is disabled rather than to the person who may be accompanying him or her. Never talk about a person who is disabled to the person he or she is with as if the person does not exist. This includes an interpreter for a person who is deaf.

4. Do not be concerned if you use the words “walking” or “running” when talking to a person who uses a wheelchair, or “do you see?” when talking to a person who is blind. People with disabilities use these words themselves periodically.

5. Do not avoid using words like blind or deaf when associating with people with these disabilities. People with disabilities are aware of their disabilities and do not need to be shielded from the facts.

6. When talking to a person who uses a wheelchair for any length of time, it is better to sit down in order to be at the same eye level. It is very tiring for a person to look up for a long time.

7. Be sensitive to architectural barriers in your facility. Be aware of federal and state laws that may apply to eliminating architectural barriers in your establishment. Everyone must be concerned and alert to this very real problem.

8. Remember that if a person does not turn around in response to a call, it may be that he or she is deaf. Use a light tap on the shoulder to get a person’s attention.

9. Never gesture about a person who is blind to someone else who may be present. This will inevitable be picked up and make the person who is blind feel that you are “talking behind his or her back.”

10. Lip reading by persons who are deaf can be aided by being sure that the light is on your face and not behind you, and by taking all obstructions such as pipes, cigarettes or gum out of your mouth, keeping the lips flexible and speaking slowly. Additional communication could include body language, pantomime and gestures of all kinds and written communication if necessary.

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SVSU Disability Services Faculty Handbook

SVSU Policy Statement on Disabilities Saginaw Valley State University does not discriminate on the basis of disability in the recruitment and admission of students, the recruitment and employment of faculty or staff and the operation of any of its programs, services or activities.

Saginaw Valley State University will make every reasonable attempt to meet the needs of qualified individuals within a reasonable period of time, normally three weeks from the time of a request for specific accommodations. Eligibility for reasonable accommodations is based on disability documentation and assessment of individual needs. Requests for accommodations should be made at the Office of Disability Services, Wicks Hall 260. SVSU does not provide personal assistance for individuals.

Procedures for Student Requesting Services 1. Students must self-identify and provide adequate documentation of the disability. After an intake interview and reviewing the documentation, the director will discuss with the student the services she or he is eligible to receive.

2. Request for regular classroom services should be made three weeks in advance.

Requests for Braille, sign language interpreters, and other services contracted out must be made at least six weeks in advance. Requests for books in electronic format and captions on videos should be made 3 months ahead of time.

3. The Office of Disability Services, through our online services, will provide most students with a letter indicating which auxiliary aids and services the student is eligible to receive. The student is responsible for printing and delivering the letter to faculty to discuss how these can best be obtained.

4. Individuals may file complaints on matters related to disabilities. Initial contact should be made with the office of Disability Services, Wicks Hall 260.

Documentation Documentation from a qualified evaluator should be submitted to the Office of Disability Services. The information will be kept confidential to the fullest extent of the law. Faculty does not receive any of this confidential information.

All documentation should include: 1. The name, credentials, phone number, and signature of the evaluator.

2. A specific diagnosis.

3. A description of the functional impact of the disability in a higher education setting.

4. A description of the expected progression or stability of the disability.

5. Relevant medications prescribed and side effects currently experiencing.

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SVSU Disability Services Faculty Handbook

Faculty Information SVSU Disability Services (DS) works with faculty and other members of the SVSU community to assure that reasonable accommodations are provided to students who have established a disability that limits them in a major life activity. The goal of accommodation is to provide a fair and equal opportunity.

Students with disabilities frequently are entitled to classroom and testing accommodation, so participation of faculty is very important. Working together helps to ensure the integrity of a Saginaw Valley State University education, while meeting our obligations to assist students with disabilities.

The information on the following pages help to explain faculty rights and responsibilities as well as helpful information regarding working with students who have been approved for accommodations. DS strongly encourages faculty to contact our office if questions arise regarding any disability issue.

Faculty Responsibilities In keeping with the university's policy, faculty should: 

Provide accommodations based on a disability only to students who have been found eligible through DS. Students who request accommodation from faculty but who have not yet been reviewed and found eligible through DS should be promptly referred to DS. To assure that all students are treated equally, it is important that students claiming a disability are evaluated by DS.



Protect the privacy of disabled students whenever possible.  Students with disabilities should not be actively identified in the classroom.  DS encourages students to discuss their need for accommodation with their faculty, but they are not required to discuss their disability with faculty, even in private.  Information pertaining to disabilities is deemed privileged information. DS alone must review pertinent records. Before providing information about a student's disability to faculty, DS must have the student's written permission, unless there is an emergency.



Provide approved accommodation in a consistent and timely manner. To comply with laws and regulations, it is important that approved accommodations be provided without interruption. Before any changes are introduced, DS must concur that the changes are needed and appropriate.



Grade students based on their performance with accommodation; i.e. students cannot be penalized for using accommodation.

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Typical Accommodations Alternative Assignments Students with visual impairments or hearing impairments may need alternative assignments or special accommodations for videos and films. Some students may need an alternate assignment when taking lecture notes is a requirement or offered for extra credit. If the location of field trips is not accessible, an alternative experience may be requested.

Alternative Formats Faculty should be prepared to offer course syllabi, tests and all handouts in large print when requested. The office of Disability Services will attempt to notify you of the font size necessary. Some students may require all print material in Braille or electronic format.

Exam Accommodations Exam accommodations may include extended time, a separate testing environment, use of a computer, calculator or adaptive equipment, and the assistance of a reader or scribe.

Some testing accommodation will require the student to take exams in the DS Office or Cardinal Testing Center.

Faculty is encouraged to proctor their own tests for students who need alternative testing unless the student requires specialized software or a private room. If you are unable to proctor the exam and are requesting Disability Services to do so, please fill out and submit a testing permit. The Office of Disability Services can provide assistance in granting testing accommodations for a student. Please discuss with the student what works best for both of you.

If the sole testing accommodation is 50% extended time, depending on the schedule of the faculty and student, the student may take the exam in class, in the faculty's office, or in DS Office. Faculty should be sure that the testing environment is quiet, accessible, and that the student will not be unduly interrupted. Faculty may request that students with 50% extended time schedule exams in the DS Office. If this is the case, faculty should direct students to schedule tests through the DS Office AIM online system.

If the student has more than 50% extended time, uses a computer, utilizes assistive technology /adaptive equipment, and/or requires a reader or scribe, then faculty may work with the student to make arrangements for the exam to be taken in the DS Office. Whenever exams are to be scheduled in the DS Office, both the faculty and student will need to complete tasks on AIM. Students schedule their exam. This prompts instructors to fill out testing permit, (need one permit per class). DS office approves testing time and assigns proctor and location. Then instructor submits the test to be taken through the link provided, or by email to DS Office or hand delivery. Do not interoffice test. Please note that the DS Office makes every effort to ensure the security and integrity of all exams. When a qualified student has registered with the Office of Disability Services, and is eligible for alternate testing, you will receive a letter advising you of necessary accommodations. Please discuss with the student how these accommodations can best be offered. The Office of Disability Services is available to assist you in providing testing accommodations.

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SVSU Disability Services Faculty Handbook Flexible Attendance Accommodations Some student may require accommodations for a disability. One of the accommodations this student may use is flexible attendance, which may exceed the attendance policy of an instructor or department. Each attendance flexibility request must be considered on a case by case basis.

However, said accommodation requires an interactive discussion between you and the student in order to reach an understanding about how attendance impacts the student’s ability to meet the essential objectives /requirements of your course, and what flexibility can be provided. Prior to that discussion, we offer the following questions for consideration to assist you in making that determination. These questions came directly from the Office of Civil Rights:

     

Is there regular classroom interaction between the instructor and the students and among the students themselves?

Do student contributions in class constitute a significant component of the learning process?

Does the fundamental nature of the course rely upon student participation as an essential method of learning?

To what degree does the student’s failure to attend class constitute a significant loss of the educational experience of the other students in the class?

What do the course description and syllabus say regarding attendance?

What is the method by which the final grade is calculated?

While in some cases attendance is essential in meeting course objectives/requirements, in other instances, faculty may determine that students can master course content despite absences. In providing this accommodation, instructors are not required to modify course content. Absences which are not disability related are not covered under flexible attendance, and should be treated as you would a similar absence for any other student in your class. Accommodations are NOT retroactive. Please keep in mind that the student is not required to disclose the nature of the absence, only that it is disability related, nor are they required to provide you with any documentation of the absence.

Our office strongly recommends that there be written documentation of the agreement between the instructor and the student regarding when any work from a disability related absence must be completed/submitted. One option might be a communication via email, with a request that the student confirm receipt of the email. Another possibility might be a document signed by the instructor and the student. Please see sample agreement that you may wish to use or modify in the Appendix. We strongly suggest that you forward a copy of any agreement (s) to me, which will allow me to support you and the student.

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SVSU Disability Services Faculty Handbook Captioned Videos Hearing impaired students may need videos and films captioned.

Course Syllabus To help create an inviting atmosphere in your classroom for all students, it is helpful to include a paragraph in your syllabus introducing the DS Office. This may inform students who need accommodation services and may also encourage those students who are already registered to speak with you about their accommodations. Please remember, only students who present you with A Faculty Notification Letter from the DS Office should be receiving accommodations. It is a liability to the university to provide accommodations to students not registered with the DS Office.

To help you in preparing your syllabus, the DS Office has created the following paragraph.

Please feel free to copy and paste into your syllabus for the upcoming semester.

SPECIAL ACCOMMODATIONS: Students with special needs who require reasonable

modifications, special assistance, or accommodations in this course should promptly direct their request to the SVSU Disability Services (DS) Office. Any student who currently has a documented disability (ADHD, Autism Spectrum Disorder, Learning, Physical, or Psychiatric) needing academic accommodations should contact the DS Office (Curtiss Hall, Suite 112, 989-964-7000) as early in the semester as possible. All discussions will remain confidential. Please visit http://www.svsu.edu/disabilityservices/ for additional information.

Electronic Devices You may be required to wear a microphone as part of a FM Assistive Listening Device or allow a student to tape record lectures.

Note Taking Assistance Some students are eligible for note taking assistance. This may include tape recording lectures, copies of overheads, or a note taker. SVSU uses volunteer note takers who are also registered for the class. NCR paper is provided. If you know of a potential note taker, please make the appropriate recommendation. If not, please announce on the first day of class that a volunteer note taker is needed for a student and that paper will be provided. If after three requests no one volunteers, please contact the Office of Disability Services.

Return-to-Learn, Academic Accommodations for Student Athletes Return-to-Learn, or return to the classroom for Students-Athletes Suffering from Traumatic Brain Injury sustained during participation in SVSU athletics may require accommodation.

Following concussion, there is presumed to be a brain energy crisis. Therefore, cognitive rest, may be required for at minimum24 hours. This includes no classroom work on the same day as concussion diagnosis. The gradual return to cognitive activity will be based on physicians recommendation.

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SVSU Disability Services Faculty Handbook Referrals If you are approached for accommodations by students, please inquire if they have registered with the Office of Disability Services and refer them if they are not registered. You are not required to offer services if you have not received formal notification from Disability Services addressing the specific need. If you have a student in your class who you suspect has a disability and may benefit from services, please refer them to Disability Services.

Confidentiality Information concerning the specific nature of the student's disability will be kept confidential. Faculty should refrain from identifying the student as someone with a disability in front of classmates. When discussing issues with colleagues, faculty should refrain from disclosing identifying information.

Others in the Classroom There may be a sign language interpreter, an attendant or a transcriptionist in the classroom.

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SVSU Disability Services Faculty Handbook

Classroom Suggestions The general suggestions provided below are meant to assist students with disabilities in the classroom. However, these strategies, according to the principles of Universal Design, may by extension, benefit all students in the classroom. 



 

Provide students with a detailed course syllabus. Make it available before classes begin, if possible. Clearly spell out expectations (grading, material to be covered, due dates) at the start of the course. This is very helpful for disabled students who need time to arrange support services. (Recorded textbooks, enlarged print, interpreter services, etc).

Include in the syllabus a statement that your class accommodates students with disabilities and invite students to meet with you early in the semester to discuss their needs.

Select DVDs or films that have closed captioning. This is very helpful for students enrolled in your class who may be Deaf or hard of hearing.

Encourage students to use campus support services (such as tutoring and workshops) available through the SVSU Center for Academic Achievement ( http://www.svsu.edu/tutor/)

To learn more about universal design and advising/teaching students with disabilities, please visit the University of Washington's Disabilities, Opportunities, Internetworking, and Technology (DO-IT) Center. Here you will find a number of helpful brochures available for free download including such topics as:   

Effective Communication: Faculty and Students with Disabilities Equal Access: Universal Design of Advising Equal Access: Universal Design of Instruction

SVSU Student Code of Conduct All Saginaw Valley State University students must adhere to the university code of conduct regardless of disability. Infractions of this code should be directed to the Division Chair, and if necessary to the Dean. If the student has been identified as a student with a disability, this information should be provided t o the Division Chair and/or Dean to facilitate collaboration with the Special Assistant to the President.

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SVSU Disability Services Faculty Handbook

Special Definitions ID

Service

Service Description

1

Extended Time

Extended Time for this student means double time for all in-class timed assignments, quizzes, and exams. Usually, arrangements can easily be made for pop quizzes given at the beginning or end of class. If you have concerns, please call me at extension 7000 to discuss options.

2

Note Taker

Note Taker means the student needs assistance getting notes from lectures. In most cases this requires you to ask for a volunteer note taker the first day of class. The student will bring you the carbonless paper used for this purpose. If you need additional assistance, please contact me or visit the web site: http://www.svsu.edu/disabilityservices/information-for-faculty.html

3

Keyboard

Keyboard means the student has trouble writing and is allowed the use of a keyboard for any in-class assignments, note taking or exams. Please discuss with the student if internet access is allowed.

4

Quiet Room

Quiet Room means the student can take the test outside of the classroom, and in a room with minimal distractions.

5

Audio Tests

Audio tests means the student is eligible to receive the test questions in auditory format. If you e-mail the test to disability-services@svsu.edu, the test will be put on a computer utilizing a screen-reader which will read the test questions to your student. The student can respond on paper as normal, or on the computer and e-mail the response to you.

6

Flexible Attendance

This student has a medical condition which may affect attendance and is eligible for a Flexible Attendance Policy. Please discuss with the student the attendance policy and procedures in case of a flair-up. More detailed information is available further in this Faculty Handbook. There is also a sample agreement in the appendix.

7

Record

This student is permitted to audio record the lectures.

8

Scratch Paper

Student can use blank, scratch paper which facilitates the opportunity to work out the answers/solutions/sequences in writing/during an exam.

9

Bathroom Breaks

This student may need to go to the restroom during class times and exams.

10

Dictionary

This student is requesting the use of a spell checker or spelling dictionary on all submitted work. If spelling specific terms correctly is an objective of this course, please contact the office at 964.7000.

11

Extended Time for writing

Extended time for writing means the student is allowed up to double time to write essays on exams or in-class assignments.

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SVSU Disability Services Faculty Handbook

12

FM Listening Device

Student will bring an FM, or assistive listening device to class with them.

There is a cordless microphone for the professor to wear, and the student will wear a receiver. The FM does not interfere with other electronics in the classroom and the information is not being recorded. Please be sure that you repeat questions from other students before you answer and that the microphone is passed on to other speakers or put in the middle of small discussion groups.

13

Scantron Exemption

This student is unable to use scantron sheets and an alternative will need to be used for exams.

14

Stand/Stretch/Walk

Student may need to stand and or walk for a few minutes every 45 to 60 minutes.

15

Type Notes

Student may type notes on laptop

16

Calculator for math

This student is allowed to use at least a 4 function calculator for all math tests, quizzes and homework with the single exception of the computations test in Math 081.

17

Voice Dictation Software for Essays

Student can use voice dictation software to dictate test answers. The testing room has a computer with Dragon Dictate installed for students so you do not have to allow student to use personal computer for tests.

18

Private Room

Student is able to take tests and quizzes in a room by themselves, with reduced distractions, unless a test proctor is necessary.

19

Electronic Handouts

All handouts, tests and syllabi must be available electronically.

20

Alternative Assignment

Student is eligible for an alternative assignment for public speaking and being called on in front of the class. Please call the office (x.4168) to discuss alternatives.

21

Power Points

Please provide copies of overheads, Power Points, or information projected on a screen.

22

Interpreter or C-Print

One or two people will be in the classroom signing or typing all spoken words.

23

Large Print

Printed Material- All handouts, tests, quizzes or syllabi must be provided in large print. Please ask the student for the best font size.

24

Captions

Closed-captioning class material/class program. All videos and audio-media must be captioned.

25

Allergy

This student has a life threatening allergy. Please notify all students which items are not allowed in the classroom.

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SVSU Disability Services Faculty Handbook

WHAT FACULTY NEED TO KNOW ABOUT ATTENDANCE AND STUDENTS WITH DISABILITIES Disability Services does not have a role in determining course attendance policies. Because attendance may be integral to the pedagogic process, these policies are set by faculty or by the departments. Similarly, faculty also determines policies regarding make-up work and missed quizzes and exams.

In some cases, attendance is fundamental to course objectives; for example, students may be required to interact with others in the class, to demonstrate the ability to think and argue critically, or to participate in group projects. In other instances, faculty may determine that students can master course content despite some or many absences. Rarely, faculty may decide that students do not need to attend classes at all.

The ADA does not require faculty to lower academic standards or substantially modify course expectations. However, some students are eligible for a Flexible Attendance Policy, because of their health. Generally, this means a student will not lose points for missing class. Faculty may choose to be consistent with enforcement of their policies; however, each request should be evaluated individually. Faculty should make their policies clear so that students can make informed choices about which courses to take.

What Disability Services Can Do for Faculty Disability Services can provide written verification to faculty that a student does indeed have a legitimate disability which may affect class attendance. While legally we can not share the specifics of the students disability, the student is always encouraged to discuss their challenges with their instructor when they present the “Faculty Notification Letter� issued by DS. In some cases, Disability Services can provide confirmation that a student has suffered a medical flair-up. Flair-ups are a common symptom for chronic disabilities. Many psychological and health concerns are episodic in nature, thus students may exhibit varying functional abilities throughout the semester.

For students with serious health concerns, Disability Services can proctor make-up tests and quizzes for faculty. Contact the Testing Room Administrator, Disability Secretary, to set up dates and times.

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Tips for Inclusion           

Students with Disabilities are students first.

Treat people with disabilities with the same respect and consideration as you treat others.

Make sure your meeting rooms are accessible.

Don't pretend you understand what a person with speech impairment says just to be polite.

When asked to repeat or for clarification, rephrase what you said.

Read written material aloud, when appropriate.

Listen patiently. Don't complete sentences for the person unless your help is requested.

Conduct meetings so only one person is speaking at a time. Be prepared to repeat or rephrase when appropriate.

Include people with disabilities when assigning sub-committees or asking for volunteers.

Use larger fonts when typing.

For individuals with a visual impairment, acknowledge when you enter or leave the room and when others are listening to the conversation.

For more information on inclusion, contact the Office of Disability Services at SVSU Wicks Hall or 989.964.7000.

Options for Referral Many students falter during the term, yet some students show signs of having more than the usual difficulties. Faculty is encouraged to seek a referral for a student regularly failing to complete assignments, miss class on a regular basis, lose concentration during class, or exhibit other signs of difficulties.

Some students wish to “try out” postsecondary studies without identifying learning or other disabilities. Often, interventions that include specific accommodations must be made midterm for the student to experience success in the classroom. Faculty is encouraged to discuss your concern with the student and recommend they make an appointment with Disability Services. In the end, students are legally required to self-identify, but you may be able to encourage the student to seek assistance.

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Universal Design Universal Design is the design of products and environments to be usable by all people, without the need for adaptation or specialized design.

Universal Design of Instruction Examples 

         

Create an environment that respects and values diversity. Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other learning needs.

Assure that all classrooms, labs and fieldwork are in locations accessible to individuals with a wide range of physical abilities and disabilities.

Use multiple modes to deliver content (including lecture, discussion, hands-on activities, internet-based interaction, and fieldwork).

Provide printed or Web-based materials which summarize content that is delivered orally.

Face the class and speak clearly.

Provide printed materials in electronic format.

Provide printed materials early so that students can prepare to access the materials in alternate formats.

Provide effective prompting during an activity and feedback after the assignment is completed.

Provide multiple ways for students to demonstrate knowledge.

Make sure equipment and activities minimize sustained physical effort.

Universal Design webpages

More Resources    

Do-IT www.washington.edu/doit/Faculty/Strategies/Universal CAST www.cast.org w3 http://www.w3.org/WAI/Resources/ trace http://trace.wisc.edu/world/web/

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What Students with Disabilities want you to Know!

Students with disabilities at SVSU were surveyed and asked to submit the most important things they wish faculty understood about students with disabilities in the classroom.

The top 10 responses are: 10) If you want to know about my disability, just ask me (in private) 9) I am a student first, a student with different abilities. Look past my disability and look at me. Focus on what I can do rather than what I can’t do.

8) I do not want to make teaching difficult. I want to learn. Please do not roll your eyes when asked to take a test over to Disability Services or asked to print something out in larger font.

7) Not everyone with a disability has to be in a wheel chair or has some sort of obvious sign of being disabled. The majority of disabilities are hidden.

6) If I am using electronic textbooks on my laptop, it may take me a few minutes longer to find the right page during class.

5) Just because I learn differently does not mean I am not smart or cannot learn.

4) For some of us, there are MANY distractions in the classroom, (sounds, lights, etc) just because I am looking out the window does not mean that I do not want to listen or learn.

3) Whenever you ask me to read something in class, remember that it may take me longer than others.

2) Because I am receiving services, it does not mean I am getting an unfair advantage, it just levels the playing field for me, just like a curb cut for someone in a wheelchair.

And the number 1 thing students wish faculty knew‌‌.

1) The fact that I am utilizing services from Disability Services needs to be confidential. Do not share information in front of other students.

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An Overview: Teaching Students with Disabilities Students bring a unique set of strengths and experiences to technical University’s and students with disabilities are no exception. While many learn in different ways, their differences do not imply inferior capacities. There is no need to dilute curriculum or to reduce course requirements for students with disabilities.

However, special accommodations may be needed as well as modifications in the way information is presented and in methods of testing and evaluation to provide and equal opportunity for the student. Faculty will be aided in these efforts by drawing upon the students’ own prior learning experiences, using available institute and departmental resources, and collaborating with support services staff.

Curriculum and Instructional Modifications  Start each lecture with an outline of material to be covered during class session. At the conclusion of the class, briefly summarize key points.  Speak directly to students, use gestures, and natural expressions to reinforce meanings and concepts.  Present new or technical vocabulary on the dry erase board or overhead, or use a handout. Use terms in context to convey greater meaning.  Give assignments both orally and in writing to avoid confusion.  Announce reading assignments well in advance for students using taped materials.

It takes as long as six weeks to get a book tape-recorded.  Facilitate note-taking by allowing students the use of recorders and note takers.  Based on student need, allow priority seating in class, particularly when using audio-visual equipment such as overheads or VCRs.  Consider using a textbook with an accompanying study guide.  Encourage students to use all campus resources and services.  Be somewhat flexible in terms of assignments, tests, etc., depending on the needs of the students.  Remember to incorporate all modalities of learning. Incorporate the use of multimedia, visual aids and other activities that reinforce learning concepts.

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Rationale for Accommodations Extended time – slow processing speed or dyslexia; time to implement coping strategies Room Isolation – reduce distractions and anxiety; allow for verbal mediation Taped texts – inefficient decoding, but good comprehension; listening comprehension significantly superior to reading comprehension; need multimodal input Note-taker – poor auditory processing and listening comprehension; written language deficits; motor/handwriting problems Reader to read back essays- poor visual proofing/editing, but good auditory processing Graph paper for calculation- poor spatial organization Use of calculator – understands concepts, but errors in calculation; short term memory deficits or a condition of dyscalculia Taped exams- severe reading deficits, but good listening comprehension Voice-activated word processor – severe written language deficits with good oral skills; or limited use of upper body mobility Access to steps or formulas- severe memory deficits, but demonstrated understanding concepts Alternative testing methods- severe deficits related to regular test format with evidence that alternative format will allow demonstration of the knowledge of course content. Some student may be tested verbally or recognition tests as opposed to recall test might be considered.

Common Accommodations The following are some of the most common examples of accommodations available to SVSU students. However, if you have a question about the accommodation(s) or the assistive technology that will be used by the student, please contact Disability Services.            

Testing Accommodations Preferred Seating Flexible Attendance Book and Page Holders Extended Writing Time ZOOMTEXT Magnify/Read Equipment Modification Scratch Paper Bathroom Breaks Dictionary Large Print Captions

           

Allergy Accommodations Screen Glare Reducers Voice Recognition Software Voice Dictation Software Private Rooms Electronic Handouts Alternative Assignments Power Point Printouts Remote Captioning Note taker Assistance Magnification Devices Early Registration

            

FM Listening Device Alternate Texts Color overlays for dyslexia Scantron Exemption Calculator for Math Computer Screen Magnifier Desk Modification Sign Language Interpreters Taped Lectures Enlarged Print Tutoring Scribe Recorder Pen

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Students with disabilities have the Right to:    

Equal access to courses, programs, services, jobs, activities, and facilities available through the University, Reasonable, appropriate, and effective accommodations, academic adjustments, and/or auxiliary aids determined on an individual basis, Appropriate confidentiality of all information pertaining to his/her disability with the choice of whom to disclose their disability to except as required by law, University information available in accessible formats.

Students with disabilities have the Responsibility to:        

Meet the Universities qualifications and essential technical, academic, and institutional standards to include Universities code of conduct, Identify themselves in a timely manner as an individual with a disability when seeking an accommodation, Meet with the Director of Disability Services at least once during the term to review the effectiveness of the accommodations and assistive technology, Provide the Director of Disability Services official documentation (no more than three to five years old) from an appropriate source that verifies the nature of the disability functional limitations, and the need for specific accommodations, Follow specific procedures for obtaining reasonable and appropriate accommodations, academic adjustments, and/or auxiliary aids, Use accommodations appropriately Read, understand and sign the Agreement of Student Responsibility Notify the DS three days in advance of special testing accommodations, as well as notify the instructor that such an accommodation is being requested. Students who do not make arrangements in advance may not receive special consideration.

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The Director of Disability Services has the Right to:  

   



Maintain the Universities academic standards and integrity, Request current documentation (no older than 3-5 years) from a student completed by an appropriate professional source to verify the need for reasonable accommodations, academic adjustments, and/or auxiliary aids to include assistive technology, Discuss a student’s need for reasonable accommodations, academic adjustments, and/or auxiliary aids with the professional source of his/her documentation with the student’s verbal or signed consent authorizing such discussion, Delay the implementation of accommodations 5-7 days if request is made after the term begins to give faculty/staff the opportunity to prepare for the implementation of requested service or accommodation.

Select among equally effective and appropriate accommodations, adjustments, and auxiliary aids in consultation with student with disabilities, Deny request for accommodation if the documentation does not identify a specific disability, the documentation fails to verify the need for the requested service, the documentation is older than three years, or the documentation is not provided in a timely manner, Refuse to provide an accommodation, academic adjustment, and/or auxiliary aid that is/are inappropriate or unreasonable because they may:  Pose a threat to the health and safety of others  Constitute a substantial change or alteration to an essential element of a course or program,  Pose undue financial or administrative burden on the University.

The Director of Disability Services has the Responsibility to: 

Ensure that the University courses, programs, services, activities, and facilities, when viewed in their entirety, are offered in the most integrated and appropriate settings  Provide information regarding policies and procedures to students with disabilities and assure the availability in accessible formats upon request  Provide reasonable and appropriate accommodations, academic adjustments, and/or auxiliary aids for students with disabilities upon a timely request by the student  Maintain appropriate confidentiality of records and communication concerning students with disabilities except when disclosure is required by law or authorized by the student.

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Faculty FAQ

How does DS justify extra time on exams for students with learning disabilities?

Various factors account for the need for extra time on exams for students with learning disabilities. These include: a) speed of processing; b) difficulty with the mechanics of spelling, punctuation and syntax; c) visual perceptual deficits; and d) reading comprehension deficits. Rather than providing learning disabled students with an unfair advantage over other students in the class, extended time for exams allows these students to demonstrate their level of mastery of the course objectives, rather than reflecting their learning disabilities. In other words, it levels the playing field.

How can I be assured that students who take exams for my classes at the DS Office are being closely monitored to prevent cheating?

Students who have exams proctored by the DS Office are monitored regularly by the DS staff. When a professor fills out the Testing Permit on AIM completely, the DS Office uses the information provided to proctor the exam according to the professor's standards (i.e., no books or notes, but calculators are permitted). The student leaves all materials other than those specified on the Testing Permit on AIM with the DS staff while testing. During the exam the staff monitors students closely in order to maintain the integrity of the exam. In some cases a camera system is used to additionally monitor the test taker. If a student were to be caught cheating, the exam would be discontinued immediately and the professor notified.

When should I proctor an exam and when should it be proctored by DS? If they prefer, faculty may proctor all of their exams as long as they are providing their DS students with their approved accommodations. Due to the high number of students who receive accommodations on exams, DS asks faculty to proctor exams for students who receive 50% (time and a half) extended time. The DS Office will continue to proctor exams for students who need to test on a computer, utilize other forms of assistive technology, or have more than 50% extended time. If you are unsure if you should be proctoring exams, or if your student should be testing in the DS Office, please contact our office to discuss the individual student. Please remember, if your student will be testing in the DS Office, then you will need to fill out testing permit online through the DS Office AIM system. Students will then need to schedule each test/exam/quiz/final online through AIM.

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Does a student who identifies him/herself to the university as having a disability automatically receive accommodations from DS? Prior to receiving accommodations from DS, a student must present documentation of a disability, which shows a limitation in a major life activity from a qualified professional. The DS Office then reviews the documentation and makes a determination of the kind of accommodations the student needs according to the ADA and Michigan law.

Should I refer a student to DS? Faculty members are encouraged to refer students whom they suspect may have learning or other disabilities to the DS Office. While we do not provide testing for disabilities, we can refer the student to professionals in the area.

How do I verify the eligibility of a student who simply tells me that he/she is disabled and requires accommodations?

Students that are registered with the DS Office are directed to present their professor with a Faculty Notification Letter, to verify their eligibility to receive services. If a student does not have this form, the student should be referred to the DS Office.

Will most students with disabilities (who are already aware of their disability) identify themselves to me at the beginning of the semester?

Students who use our services are directed to meet with individual professors during office hours at the beginning of the semester in order to discuss how their disability may have an impact on the specific course. Some students choose not to identify themselves, thereby choosing not to utilize approved accommodations, for various reasons. Other students may be in the process for applying for accommodations and may find they are eligible for accommodations in the middle, or even at the end, of the semester. It is important to realize that any student requesting classroom accommodations must make timely requests for appropriate accommodations.

How are accommodations determined for a student with a learning disability?

Accommodations are determined on an individual basis after considering the specific learning disability, the course requirements, and past academic experiences. Accommodations are designed to provide an equal educational opportunity, not to give the student an advantage.

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Do I have the right to know the nature of a student's disability?

The information regarding a student's disability should be shared only when there is compelling reason for disclosure. The U.S. Department of Justice has indicated that a faculty member generally does not have a need to know what the disability is, only that it has been appropriately verified by the office assigned this responsibility on behalf of the institution. Upon approval of a student's request for accommodations, the university and the professor are required by law to properly accommodate the student. However, a student can sign a Release of Information form, which will allow the DS Office to share information about his/her disability with a university representative. In addition, if the student decides, he/she can disclose this information to his/her professors directly.

Do I have the right to know which students in my classes have disabilities?

All students have the right to keep their disability confidential. However, in order for students to receive accommodations in a class, they need to provide their faculty with Reasonable Accommodation forms as verification that they are a registered student with the DS Office.

Are there any specifications that I need to be aware of when selecting new technology for my students?

Saginaw Valley State University has specific Technology Accessibility Guidelines which need to be considered when looking to utilize or purchase new technology. These guidelines are available through IT.

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Common Characteristics of Learning Disabilities Faculty members may experience periods of frustration when working with students who appear unmotivated or disinterested in class. A majority of these students are of average or higher intelligence and motivated, but may require alterations in the delivery of material.

These students have a disorder known as a learning disability; a disorder that affects the manner in which individuals with average or above average intelligence take in, retain, and express information. While a learning disability cannot be “cured� it can be circumvented through instructional intervention and compensatory strategies.

Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) is a specific disorder of both children and adults that consists of difficulty with attention, impulse control, decision - making, and distractibility. Both LD and ADD/ADHD are considered learning disabilities and not behavioral issues.

The majority of our special needs students exhibit common characteristics defined as learning disabilities, which can encompass many information-processing problems. This condition has only been identified in the past 25 years, and often goes undiagnosed. It is not always an intellectual deficiency, although it can be perceived as such. Generally speaking, the person with a learning disability has average to above average intelligence.

Persons diagnosed with learning disabilities fail to receive information accurately or fail to perceive subtle information. The inability to correctly interpret sensory input can also impair concentration, attention, organization, memory, spatial orientation, and social relations.

Unfortunately, these symptoms often are perceived as indications of below average intelligence, lack of motivation, or the inability to try. Some have experienced a lifetime of frustration and academic failure. Students with diagnosed learning disorders may present symptoms that could affect verbal and motor skill performance.

Reading Skills 1.

2.

3.

4.

Slow reading rate or difficulty in modifying rate.

Poor comprehension and retention of material.

Difficulty identifying important points and themes.

Poor mastery of phonics, confusion of similar words, difficulty integrating new vocabulary.

Written Language Skills 1.

2.

3.

4.

Difficulty with sentence structure (incomplete sentences, run-ons, poor use of grammar, missing inflectional endings, etc.) and proof-reading ability.

Frequent spelling errors (omissions, substitutions, and transpositions).

Inability to copy correctly from a book or the blackboard.

Slow or laborious writing.

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6.

7.

Poor penmanship (poorly-formed letters, incorrect use of capitalization, trouble with spacing, overly-large handwriting) Difficulty planning a topic and organizing thoughts on paper.

Compositions are often limited in length and written on an elementary level.

Oral Language Skills 1.

2.

3.

4.

5.

6.

Inability to concentrate on and comprehend oral language.

Difficulty in orally expressing ideas which he or she seems to understand.

Written expression is better than oral expression.

Difficulties speaking grammatically correct English.

Cannot tell a story in proper sequence.

Difficulties in following oral directions.

Mathematical Skills 1.

2.

3.

4.

5.

6.

7.

8.

Incomplete mastery of basic facts and mathematical tables.

Reverse numbers (123 to 321 or 231).

Confuse operational symbols, especially “+” and “x”.

Copies problems incorrectly from one line to another.

Difficulty recalling the sequence of operational processes.

Inability to understand and retain abstract concepts.

Difficulty comprehending word problems.

Reasoning and computation deficits.

Attention and Concentration Skills 1.

2.

3.

4.

5.

Easily distracted by outside stimuli; hyperactive and excessive movements.

Trouble focusing and sustaining attention on academic tasks.

Difficulty in juggling multiple tasks demands.

Fluctuating attention span during lectures.

Short term memory difficulties.

Organization and Study Skills 1.

2.

3.

4.

5.

6.

7.

8.

9.

Time and stress management difficulties.

Slow to start and complete tasks; unable to estimate task time requirements.

Repeated inability, on a day-to-day basis, to recall what has been taught.

Difficulty following oral and/or written directions.

Lack of overall organization in written notes and compositions.

Demonstrates short attention span during lectures.

Difficulty in prioritizing tasks.

Often loses handouts and assignments.

Attends class without books or essentials.

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Social Skills 1.

2.

3.

4.

5.

6.

Difficulty reading facial expressions, body language, and social cues.

Problems interpreting subtle messages and voice tone, such as sarcasm.

Confusion in spatial orientation. May stand very close to an individual during a conversation, interfering in social space.

Eye contact is inappropriate during conversation. Eye contact is not maintained adequately, or individual has a tendency to stare.

Experiences disorientation of time. Has difficulty telling time and estimating time passage. As a result, is often late for appointments, class, and other commitments.

May interpret remarks literally, rather than figuratively, as intended.

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Recognizing Learning Styles VISUAL LEARNING Clues for Learning Preference

 Misinterpretation of words

 Needs to see it to know it  Strong sense of color

Learning Tips  Use of graphics to reinforce learning films, slides, illustrations, diagrams  Use of color coding to organize notes and subjects  Use of written directions or maps  Use of flow charts and diagrams in notes  Visualize spelling of words or facts to be memorized

 May have artistic ability  Overreaction to sound and noise  Trouble following lectures at times

AUDITORY LEARNING Clues for Learning Preference

 Difficulty in writing and spelling

 Prefers to get information by listening needs to hear it to remember it

 Difficulty in reading body language, facial expressions

 Request oral, not written, examinations  Difficulty in following written directions  Difficulty in reading silently

Learning Tips  Use books on tape for textbook reading  Learn by interviewing or by participating in group discussions  Test questions or directions read aloud  Taped classroom lectures and notes and  Make use of study groups

KINESTHETIC LEARNING Clues for Learning Preference

 Prefers hands-on learning

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SVSU Disability Services Faculty Handbook  Can assemble parts without reading directions or blueprints  Requires frequent breaks in study periods  Difficulty sitting still  Learning is enhanced when physical activity is involved in the process  May be very well coordinated and have athletic ability

 Memorizing or drilling while walking or exercising Learning Tips  Experiential learning, ex: making models, doing lab work, role playing exercises  May trace letters/words to learn spelling and to remember facts  Use of computer to reinforce learning via sense of touch and hands-on activity  Expressing abilities through dance, drama, sports and martial arts  Speak aloud and use hand gestures to remember material

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Understanding Disabilities and Teaching Strategies Teaching Hearing Impaired Students Students with hearing impairment may use a variety of communication strategies, depending on hearing loss, to include a sign language interpreter, oral interpreter, lip reading, and/or assistive listening devices. In the classroom, deaf or hearing-impaired students will benefit from sitting in the front row, directly in front of the instructor.

Avoid standing in front of window or other light sources. The glare from behind makes it difficult to read lips and facial expressions. An unobstructed line of vision is necessary for students who use interpreters and for those who rely on lip reading and visual cues. If an interpreter is used, the student’s view should include the interpreter and the instructor. The interpreter is to facilitate communication and do not function as a classroom aide/tutor. Do not to engage the interpreter in discussion during class work.

Instructor Strategies             

Speak to the student, not the interpreter. Recognize the processing time that the interpreter takes to translate a message from its original language into another language. This will cause a delay in the student’s receiving information.

If the student reads lips, speak clearly and more slowly than usual.

Provide an outline or summary of the materials or lecture you will be giving.

Repeat questions and remarks made by other students. If sitting in front, the hearing impaired student may not be aware that a question has been asked.

Use visual aids, power point presentations, and the dry erase board.

When possible, supply lecture notes and class outlines, printed transcripts of audio and audio-visual materials.

Communicate in writing to the student when conveying important information.

Request a volunteer note taker to share notes during the term.

Provide your email address for communication purposes.

Close the classroom door to eliminate outside distractions and amplification of background noise. Hearing aids tend to amplify all sounds.

Be cognizant of the procedural statements made while handing out papers, organizing a project, etc. The student may not be able to follow all steps if presented at once. Ensure student understands what is to be done in order.

Use hands-on models, charts, and graphs to illustrate your points.

When ordering new video/DVD materials, please order closed captioning.

Suggested Accommodations for Hearing Impairment  Sign Language Interpreter or C-Print Captionist/Remote Captioning  Note taker  Closed caption films and use of visual aids  Printed transcripts of audio and audio-visual materials  Written directions for assignments and lab instructions  Demonstration summaries and outlines  Tele-Loop Infrared or FM Transmitter System  Use of Georgia Relay services to communicate with student via phone or email

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Teaching Visually Impaired Students Visual impairment covers a wide range of visual acuity. Many people considered legally blind, do have some vision capabilities. Others, who have low vision, may rely on residual vision with the use of adaptive equipment. People who are completely blind may rely on visual memory and auditory clues. An instructor is notified prior to the beginning of the term if a visually impaired student is enrolled, so advance preparations can be made for that student. Disability Services can make enlarged copies.

Instructor Strategies            



Allow lectures to be tape-recorded.

Provide enlarged copies of the syllabus, notes to be distributed and other materials.

Face the class when speaking.

Supply ample notice of large research or other projects in which a student will need assistance from peers or others in gathering material.

Write larger than normal when using the dry erase board. Use block letters.

Enlarge type on power point presentations or overhead materials.

Supply materials that must be enlarged to the Disability Services to include all outlines, directions, supplemental materials, and exams one week in advance.

Allow the student test taking accommodations to include a test with enlarged print, reader, a scribe, or access to special equipment.

Emphasize important information verbally.

Allow extra time for testing and assignments.

Be cognizant of chairs, desks, trash cans, and items that might block access.

Provide reading lists or textbook assignments in advance so reading material can be taped or ordered from AMAC. The student is responsible for his or her own account to this service. Some books can be sent in a Word format and enlarged or put on CD and “read” by Zoomtext or other reading software.

Allow alternative testing measures when using Scantron sheets for an exam.

Suggested Accommodations for Impaired Vision

          

Seating near front and center of class Large print handouts Braille or large print keyboard labels Large print text books Audio tape text books Class lectures and assignments in audio format Zoom Text software to read /enlarge text, images, and graphics on computer Enlarged, oral, or audio taped examinations. Readers and/or scribes Adaptive equipment to include magnifying anti-glare screen filters Computer with optical character reader and voice output – JAWS Personal magnifiers

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Teaching Learning Disabled Students As soon as possible, privately discuss with the student his/her strengths and limitations.

Also discuss learning obstacles, areas of difficulties, and what accommodations would contribute toward a student’s success beyond what may be listed on the Accommodation Plan. It is helpful to determine the student’s ability to participate in classroom activities as well as the student’s expectations of the class. While many students with learning disabilities are highly articulate, some have severe difficulty in talking, responding, or reading/presenting with an audience or before a group. Because of perceptual deficiencies, some students are slow to grasp social cues and respond appropriately. They may lack social skills, or have difficulty sustaining focused attention.

Instructor Strategies 

Provide a list of vocabulary or write it on the board; read material aloud that is written on the board or contained in handouts during lectures. Lecture outlines may be helpful; information presented orally hinders the student’s ability to follow the sequence and organization of a lecture.

Refrain from asking students with reading disabilities to read aloud in class.

Provide study guides and chapter outlines that cue them to key points.

Repeat and summarize segments of each presentation and review in its entirety.

Repeat or re-word complicated directions. Be concise where possible. Write it Avoid overly complicated language or tricky wording in exam questions.

For students with perceptual deficits, avoid using Scantron answer sheets, or provide an alternative method of response to include writing on the test itself.

Provide a word bank in an exam for “fill-in-the-blank” questions. Consider recognition tests (t/f, multiple choices) as opposed to recall tests and essays. Students with perceptual impairment will have difficulty with matching format.

Consider alternative or supplementary assignments for evaluation purposes.

Avoid testing over material just presented. Time is needed to assimilate knowledge.

        

Suggested Accommodations for Learning Disability              

Note taker or scribe Audio-taped class lectures – allow students to use a tape recorder Extra time on exams in distraction-free environment (time and one-half) Alternative testing formats, such as oral testing or reading; use of scribe Visual, aural, and tactile instructional demonstrations Peer tutoring or mentoring opportunities Computer equipped with voice output, spell check, grammar check Option of written assignments completed on a word processor Lecture outlines and summary of key concepts/technical terms on hard copy Alternative assignment completion: oral reports in place of written reports Break down assignments into sections and allow extra time for completion Audio textbooks – available with advance notice through Disability Services Allow extra time for long reading assignments for a student with a reading disability Use of a standard, non-programmable calculator if technical standards allow its use 35 | P a g e

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Teaching Students with Physical Disabilities A wide range of conditions may limit mobility and/or limb function. Among the most common include permanent disorders such as spinal cord injury or traumatic brain injury, musculoskeletal or orthopedic impairment, partial or total paralysis, limb amputation, nerve injury, arthritis, fibromyalgia, muscular dystrophy, multiple sclerosis, back injury, sciatica, or cerebral palsy. Some students might be impaired by cardiac or respiratory illness or other chronic illness to include cancer, AIDS, or diabetes.

Conditions such as these may impair the strength, speed, coordination, dexterity and endurance necessary for body mobility. While the degree of disability varies from student to student, many have difficulty getting to or from class, participating in class activities, and completing assignments given outside the class. Flexibility in applying some class rules is helpful.

Physical transfer to classrooms is a major concern of students with physical disabilities. Students who use wheelchairs, braces, crutches, canes, or prostheses have difficulty moving within the time constraints imposed by class schedules. Occasional tardiness may be unavoidable. Inclement weather also may pose a factor in timeliness for the student who uses a wheelchair or crutches. Some students suffer from conditions in which weather affects the illness.

Instructor Strategies Consider the accessibility factor early in the term. Contact the Coordinator of Disability Services if room modifications must be made. Some rooms contain fixed seating. A separate desk and/or orthopedic chair or adjustable desk can be provided. In most cases, the student makes arrangements for alternate seating in advance. 

     

Be familiar with the building’s emergency evacuation plan and ensure that each student can get to safety in an emergency situation. Be aware of immediate exits as well as the building shelter site designated for unpredictable weather. Contact security for use of this device if elevators cannot be used and the student is not mobile.

Computer or lab stations too high or too low for student access with a wheel chair or orthopedic chair can be modified. Adjustable/portable desks also are available.

Students with health impairments may require more frequent or longer breaks.

Keep in mind that medications and the disability itself may cause periods of great fatigue.

Be somewhat flexible in attendance, although students are required to meet the mandates of the class overall.

Consider pairing a student with limb limitations with a partner during lab.

Allow writing assignments to be completed out of class so that a student may use a scribe or voice-recognition software.

Give the student the option for oral testing, testing with a scribe, or other means of testing, with extended time.

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SVSU Disability Services Faculty Handbook Suggested Accommodations for Mobility            

Note taker or scribe; tape recorded lectures Lab or classroom assistant. A personal assistant cannot be provided.

Automatic entrance doors Wheelchair accessible labs, classrooms, and restrooms Adjustable tables and ergonomically correct chairs Computer equipped with special input device, such as voice recognition, alternative (large key) or ergonomic keyboard Auxiliary computer aids such as footrest, supportive arm rests, monitor glare visors Frequent breaks during longer class periods Use of email for communication and assignment submission via attachments Use of voice recognition software to complete assignments Use of flexibility in establishing rules for tardiness and absenteeism Specialized mouse and track balls

Some courses and classrooms present obstacles to the full participation of students with physical disabilities. In seating such students, every effort should be made to integrate them into the class. Assigning students to a doorway, a side aisle or the back of the room should be avoided. Even apparently insurmountable barriers such as fixed seating may be overcome by arranging for a chair to be unbolted and removed to make room for a wheelchair. In case of an emergency, students with mobility issues should be the first to be helped to safety.

Suggested Accommodations for Health Impairment        

Assignments made in electronic format; use of email to facilitate communication Flexible and/or extended exam times and assignment deadlines Note taker or tape-recorded lecture Longer or more frequent classroom breaks Orthopedic chairs and adjustable desks Use of flexibility in establishing rules for tardiness and absenteeism Extra time to complete assignments An excused absences beyond the norm in setting absence policy.  Student must provide medical documentation that firmly indicates that disability issues impacted attendance or the ability to turn in assignments on time.

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Teaching Students with Traumatic Head/Brain Injury Traumatic head injury is an impairment of brain functioning caused by an external force, resulting in a loss or partial loss of one or more the following: cognitive, communication, psychomotor, psychosocial and/or sensory and perceptual abilities. The symptoms arising from a head injury vary, depending on location and extent of the injury. Most persons will experience a combination of the following. Some symptoms are due to medication.

Physical impairment may manifest itself in the form of speech difficulties, vision and hearing impairment; headaches; lack of coordination; reduced stamina; spasticity of muscles; paralysis of one or both sides; impaired motor control; and seizure disorders.

Cognitive impairment may affect short- or long-term memory and concentration. Other cognitive impairment may include perceptual difficulties, attention, sequencing, planning, judgment, reading, and writing. Communication skills also may be affected.

Emotional and social impairment may be expressed through sudden mood shifts, depression, lowered self-esteem, lack of motivation; inability to structure time or modify behavior; difficulty with emotional control; irritability or agitation; restlessness, anger, and difficulty relating to others. Behaviors may be organic in nature or may be new reactions to the disability.

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Teaching Students with Psychological Impairment Emotional disturbances may not affect learning to the degree of another disability, but have a significant impact on education. Psychological dysfunction may manifest itself in negative behaviors such as class disruptiveness, belligerence, apathy, or even conduct that borders on violence. Difficult as it is, students with emotional disturbances have no more control over their disability then do students with learning or physical disabilities.

Among the most common psychological disorders is depression, schizophrenia, anxiety, bi-polar, and obsessive-compulsive disorder. Many students also suffer from personality disorders in which social cues and social skills have not been mastered.

While some of these conditions may be temporary in response to a life crisis, other conditions are life-long afflictions that can be treated with prescription medication and therapy. It should be pointed out that with many drug therapies; side effects are often contrary to the learning environment, producing drowsiness, disorientation, and body weakness.

The most common treatable psychological conditions include depression and anxiety. While many persons occasionally feel the blues or experience episodes of nervousness, chronic conditions are experienced almost daily. Depression exhibits itself in the form of hopelessness, sadness, apathy, disinterest, lethargy, irritability, fatigue, and impaired concentration. In its extreme form, it may provoke thoughts of or attempts at suicide. Persons suffering from depression often drastically change their eating, sleeping, and living habits. This in turn intensifies the symptoms. Anxiety is often due to unrelenting stress. While mild anxiety has been shown to improve learning – receptors are heightened to take in information – severe anxiety impedes the learning process. Anxiety may reduce concentration, distort perceptions, and hinder attentiveness. Symptoms may include withdrawal, excessive talking, excitedness, jerky physical movements, heart palpitations, panic attacks, hyperventilation, and faintness.

As with any disability, modifications should be made on an individual basis. Most strategies mentioned in this booklet also will pertain to students with psychological impairment. If the student’s behavior causes disruption in the classroom that affects others or your course of instruction, intervention may be necessary.

Instructor Strategies 

Record instances of classroom disruption. Discuss inappropriate behavior in private with the student. Be direct and provide examples. Outline guidelines for appropriate behavior without referencing the disability. Give concrete examples of appropriate behavior when possible.



Refer the student, if necessary, to the Dean of Student Support Services for more intensive intervention. Avoid confronting the student in front of other students/staff.



If the student becomes abusive or violent, or his or her actions appear threatening, contact Campus Security immediately.

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Teaching Students with Seizure Disorders Some students who attend Saginaw Valley State University suffer a seizure disorder due to epilepsy, head injury, or other medical condition. Unfortunately, students are sometimes reluctant to disclose their condition because of the perceived stigma surrounding the disorder. Since there are many misconceptions about seizure disorders and how to respond to a person experiencing a seizure, information on what to do is outlined below. Students prone to seizures often take preventative medication that can cause fatigue, memory and concentration difficulties. There are three types of seizures: Petit Mal or “little” seizure is characterized by staring or eye blinking; a trance-like state that may last only a few seconds or minutes. It begins without warning with a dimming of consciousness. Often, the seizure will not be noticed due to its short duration.

Psychomotor seizures range from mild to severe. Symptoms of the seizure include staring, mental confusion, uncoordinated or random movements, incoherent speech, and behavior outbursts. Usually there is immediate recovery from the seizure that lasts from two minutes to one-half hour. The student may have no recall of the seizure, but may feel fatigued, disoriented, and slightly nauseated afterward.

Grand Mal seizures may be moderate to severe and is manifested in twitching and/or jerking limb movements, muscle contractions, and other motions. The student may experience unconsciousness or fatigue following the seizure.

What to Do In The Event of a Seizure 

Keep calm. The individual is unaware of what is transpiring, although students and faculty can become easily alarmed.



Help the student to the floor so he or she does not fall and become injured. If a soft object is available, place it under the student’s head.



Do not try to immobilize or restrict the student’s body movements.



Do not force anything between the teeth. There is no truth to the myth that the person will swallow his or her tongue.



Do turn the student’s head to the side to aid breathing. At times, vomiting will occur.

Turning the head to the side will keep the student from choking.



Move aside any objects that might injure the student during the seizure.

The student most likely will be tired or disoriented following the seizure. If the student appears to require immediate medical attention, call 911 or Security. You may also call the student’s emergency contact number to summon a designated friend or family member. This information is commonly added to the Accommodation Plan.

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Teaching Students with Asperger Syndrome and Autism Classified as one of the pervasive development disorders, Asperger Syndrome is also seen in many adults. The brain of individuals with Adult Asperger Syndrome works in a different way, especially when it comes down to processing information. Their focus is on details and many of these adults have specialized in one field of interest. Asperger symptoms in adults can stabilize over time and this provides them with opportunities to improve their social skills and behavior. Asperger symptoms in adults are impairments in social interaction like maintaining friendships or feeling the need to engage in activities with others. There are also impairments in communication such as taken whatever is said literally and being unable to read between the lines. There could be an inability to listen to others and pick up on non-verbal signs such as body language or facial expressions. Asperger syndrome in adults has some common characteristics: • Lack of managing appropriate social conduct • High intelligence • Anger management problems • Controlling feelings such as depression, fear or anxiety • Lack of empathy • Inability to listen to others • Inflexible thinking • Repetitive routines provides feelings of security • Stress when their routine suddenly changes • Inability to think in abstract ways • Specialized fields of interest Due to misunderstanding their behavior, adults with Asperger’s can be seen as selfish by their peer group members. Other unfair labels can be: egoistic, cold, inflexible or uncaring.

Their behavior might appear to be unkind or callous. These students cannot be viewed as behaving inappropriately on purpose. Adults with Asperger syndrome are neurologically unable to see things from the other person’s point of view. They are frequently told by their peers or partners that their actions or remarks are considered painful or rude. Many adults with Asperger Syndrome are able to work in mainstream jobs successfully. Their focus and knowledge on specific topics as well as their good eye for detail can help them succeed in their field of science. In pursuit of their preoccupations adults with Asperger can develop sophisticated reasoning and an almost obsessive focus on their subject of interest turning them into specialists in their line of work Autism Spectrum Disorder is a life-long developmental disability that prevents people from understanding what they see, hear, and otherwise sense. This results in severe problems with social relationships, communication, and behavior.

Autism is defined as a pervasive developmental disorder characterized by impairments in communication and social interaction, and restricted, repetitive, and stereotypic patterns of behavior, interests, and activities.

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SVSU Disability Services Faculty Handbook It is a complex neurological disorder that affects the functioning of the brain. Autism symptoms can be present in a variety of combinations and may accompany other disabilities.

Some people with autism have normal levels of intelligence, while most people with autism have some level of intellectual disability, ranging from mild to severe. This range is often referred to as high-functioning autism to low-functioning autism. There may be a range of difficulties in expressive and receptive language and communication. It is estimated that up to 50% of people with autism do not develop functional speech. For those who do, speech may have unusual qualities and have limited communicative functions. All people with autism have difficulties with social interaction and behavior, but the extent and type of difficulty may vary. Some individuals may be very withdrawn, while others may be overly active and approach people in peculiar ways. They have problems with inattention and resistance to change. They often respond to sensory stimuli in an atypical manner and may exhibit odd behaviors such as hand flapping, spinning, or rocking. They may also demonstrate unusual uses of objects and attachments to objects.

Although people with autism share some common features, no two individuals are the same. In addition, the pattern and extent of difficulties may change with development. The common characteristics help us to understand general needs associated with autism, but it is important to combine this information with knowledge of the specific interests, abilities, and personality of each student. Although each individual is unique and the student and family should be consulted regarding accommodations, the following accommodations may be helpful to students with Asperger's Disorder and high-functioning Autism:             

clearly established and ordered routines warning and preparation when changes are anticipated planning and practicing of communication strategies and social routines earplugs or noise-canceling headsets in hallways or student activity centers a quiet area where the student can take a time-out if necessary visual schedules and graphic organizers visual or written, rather than auditory, instructions computer use, especially word processing for writing note taker repetition/rephrasing instructions/questions, teacher prompting for student to report back directions to ensure accurate understanding close proximity to teacher during direct instruction multi-model instruction, including visual cues and modeling

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Teaching Students with Other Disorders There are many other conditions that may interfere with a student’s academic functioning.

Some of their symptoms and the types of intervention required may resemble those covered elsewhere in this manual. One additional accommodation may require flexible attendance requirements due to health. The general principles set forth in the Overview section apply.

Chronic Health Illnesses Section 504 protects the civil rights of individuals who are qualified to participate and who have chronic health illnesses such as, but not limited to the following: ● HIV/AIDS ● Chronic Fatigue Syndrome ● Asthma ● Arthritis ● Cancer ● Diabetes ● Cardiac Diseases ● Renal Failure ● Hepatitis ● Drug and alcohol addiction Speech Impairments There are many reasons for having difficulty with speech. Deafness, cerebral palsy, stroke, head injury, physical malformation of speech mechanisms and general speech impairment are just a few. It is not unusual in stressful situations for someone’s speech to become harder to understand. Many persons with difficulty in speech find themselves in situations where people treat them as if they are drunk, retarded or mentally ill. They are accustomed to being avoided, ignored, and even hung up on by phone. Accessibility for persons with difficulty in speech lies within your power. Your understanding, patience and communication skills are as important to someone with speech that is difficult to understand as a ramp or a grab bar is to someone who uses a wheelchair.

Instructor Strategies    

If you do not understand what the person is saying, bring it to his/her attention immediately and ask how the two of you may better communicate.

If it is a stressful situation, try to stay calm. If you are in a public area with many distractions, consider moving to a quiet or private location.

Consider writing as an alternative means of communication (e-mail).

If no solution to the communication problem can be worked out with you and the person, consider asking if there is someone who could translate or interpret what he/she is saying.

Things to Avoid:

  

Do not pretend to understand them when you really do not.

Do not become impatient or exasperated with the communication.

Do not finish people’s sentences for them.

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APPENDIX Student Notification Extended Time Testing You are scheduled to take a test on _______________________ at _________________ .

Day and Date

Time

Please go to SE142 to take this exam.

Rules: A photo ID (Student ID, State ID or Driver’s License) must be presented each time you enter the testing room. Only original hard copy IDs are acceptable.

Items not allowed at the testing site:  Electronic Devices (all phones, iPad, computers, etc.) must be stored away from the space where testing will occur and powered down  Backpacks, purses, and/or other items, must be left by the proctor  Outerwear with pockets (coats, sweaters, jackets)  Hats, caps or hoods  Headphone or ear buds  Children or outside visitors  Food or beverages Additional information:  All prohibited items must be stored by the proctor.  All technology removed from pockets and powered down  Scratch paper will be supplied by the University  Only approved/required calculators can be used  Students found guilty of any violation of academic integrity are subject to disciplinary action.

Information regarding academic honesty can be found at: http://www.svsu.edu/studentconductprograms/policies/academicintegritypolicy/

For Questions, call Disability Services at 964-7000 or email disability-services@svsu.edu or pcds@svsu.edu

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Sample Accommodation Faculty Notification Letter When a student is approved for Accommodation, you will receive the following communication: Dear_______________ This Faculty Notification Letter identifies accommodation(s) necessary to allow full inclusion for the above named student in a typical classroom setting. Universal design eliminates the need for most accommodations. More information on Universal Design is available on the faculty web pages at www.svsu.edu/disabilityservices/notinmenu/universaldesign Students are required to meet with faculty during office hours to deliver this letter and discuss how they can best receive the services listed. Sufficient time must be given for faculty to set-up services.

If these accommodations alter the main objectives of your course, please contact the Director of Disability Services immediately. Faculty cannot unilaterally decide not to provide the specific accommodation mentioned in this letter Specific accommodations the student is eligible will be listed.

SVSU Disability Services Alternative Testing Permit Sample A permit from the professor is required prior to student's scheduling for an exam with Disability Services.

Faculty / Staff Instruction: Faculty is encouraged to proctor their own tests for students who need alternative testing unless the student requires specialized software or a private room. If you are unable to proctor the exam and are requesting Disability Services to do so, please fill out and submit a testing permit.

Email Confirmation Message: This student is eligible for Alternative Testing. If you would like Disability Services to proctor tests for this student, please fill out and submit the testing permit at this link: If you have filled out a similar permit for another student in this same class, please contact the office with authorization to make a duplicate copy for this student.

Please do not hesitate to contact the office if you intend to give pop quizzes, if the exam times change or if you have any questions or concerns.

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AGREEMENT FOR RECORDING LECTURES – Sample Contract Accommodation Type: Note taking Services This contract covers the acceptable use of recorded lectures taken by the student.

Under Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act institutions of higher education must provide auxiliary aids and services to students with documented disabilities and may not deny equal access to the institution's programs, courses and activities. For a variety of reasons, some students are not able to take adequate notes during class. Audio recorders are a legitimate auxiliary aid to supplement or substitute note taking for some students with disabilities.

Saginaw Valley State University's policy states: "Students must seek the permission of their instructor before using any audio or video recording devices to record lectures, discussions, etc. If such permission is granted, neither the resulting recordings nor any form of copies of transcripts of the recordings may be used for any other purpose than as a replacement for notes taken in class. Permission to make recordings will not be withheld if such recordings are reasonably necessary to accommodate a student's disability as defined by law."

Faculty members have the option to request a student who uses a recorder to sign an agreement for recording and present the form to the instructor: I agree that I will not release the recording and/or transcription, profit financially, or allow others to benefit personally from lectures I will tape.

In addition, I will not make copies of the recordings or release to any social media. At the conclusion of the semester, I agree to return the recordings to the instructor or delete them.

I understand I may be referred to the Office of Student Conduct Programs for review if I violate this contract.

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SAMPLE Flexible Attendance Agreement with Instructor Reasonable Attendance Flexibility

If attendance is determined to be essential, the instructor will determine, after an interactive discussion with the student, the maximum time that can be missed before compromising the integrity of the course/program. 

If I am unable to attend class because of my disability, I (or my designate) will notify my instructor, as soon as I am able to do so, that my absence is disability related and provide an estimated date of return.



I understand that if my total disability related absences exceed days of class, I may not be able to meet the essential components/requirements/objectives of the course, however, I will still be provided reasonable accommodations for this course.



I will not lose attendance points on days missed for a disability related absence, as long as those points are NOT associated with any in-class/clinical/lab activities or assignments.



My instructor has notified me of any graded in-class/clinical/lab activities or assignments that cannot be replicated at a later time or in an alternate format. The impact such an absence/s may have on my grade has been discussed with me. ____ (student initials)



My instructor has agreed to provide the following information to assist me with lecture material missed during a disability related absence: (Check all that apply) ____ Powerpoint slides will be provided to me via email or Bb. ____ A copy of a peer’s notes for that day/s will be provided to me via email or Bb. ____ An digital audio recording of the lecture will be provided to me via email or Bb. ____ Other (specify).

Reasonable Extension of Deadlines (coursework/test/quiz)



If my absence prevents me from taking a test/quiz or submitting coursework my instructor will provide a new due date (without late grading penalties), after which I will be subject to the same late grading penalties as other students in the class.



The extension for submitting missed coursework will be notify the instructor upon his/her return.



The extension for completing a missed test/quiz will be____ days from your return from your disability related absence. Student will notify the instructor upon his/her return. If the student will be taking his/her missed test/quiz in the DSS Testing Center, they must notify that office immediately at 234-3597 schedule a testing appointment.

days from your return from your disability related absence. Student will

Please indicate that you have read and agreed to the following statement(s): I have met and discussed this accommodation with my course/lab instructor.

Initial I will use this accommodation responsibly by requesting it only when it is a disability related absence.

Initial

Student Name (Print): __________________________________________________ Student Signature: ____________________________________________________ Instructor Name (Print): ________________________________________________ Instructor Signature: ___________________________________________________ Class Subject & Course Number: __________________________________________ Date: ________________________________________________________________

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Universal Design for Instruction Fact Sheet What is Universal Design for Instruction?

Universal Design for Instruction (UDI) is an approach to teaching that consists of the proactive design and use of inclusive instructional strategies that benefit a broad range of learners including students with disabilities. The nine Principles of UDI provide a framework for college faculty to use when designing or revising instruction to be responsive to diverse student learners and to minimize the need for "special" accommodations and retrofitted changes to the learning environment. UDI operates on the premise that the planning and delivery of instruction as well as the evaluation of learning can incorporate inclusive attributes that embrace diversity in learners without compromising academic standards.

Where did the idea of Universal Design for Instruction originate?

UDI is based on the concept of Universal Design (UD), an idea that originated in the field of architecture to meet the needs of an increasingly diverse public. When a UD approach is applied to the creation of products and environments, consumer access is broadened because inclusive features are incorporated into the design from the outset. By anticipating a variety of needs, ages, abilities and disabilities, planners embrace the notion of diversity as an essential element of their work. Examples of universally designed environments and products are increasingly present in our daily lives: curb cuts on sidewalks, closed caption text on television screens, electronic doors for entryways to buildings. One of the important aspects of UD is that its inclusive elements benefit all users, not just those with disabilities.

Today’s college student population is increasingly diverse in educational background, age, gender, culture, ability, disability, and primary language. Faculty who are designing instructional experiences and supportive learning environments have an opportunity to enhance instructional accessibility. Universal Design for Instruction integrates the “usability� features of Universal Design with research on effective instructional practices. An important feature of Universal Design for Instruction is that its inclusive instructional design elements benefit a broad range of learners.

Why should faculty implement Universal Design for Instruction?

Traditional means of meeting the learning needs of students with disabilities have significant limitations. Classroom accommodations, such as extra time on tests or the provision of a notetaker, are typically changes that are retrofitted to a course in order to minimize the impact of the disability. While nondiscriminatory in intent, accommodations are rarely based on pedagogical decisions by faculty concerning the best way to promote student learning. UDI offers a proactive alternative for ensuring access to higher education for college students with disabilities. By providing faculty with a framework and tools for designing inclusive college instruction, the dialogue surrounding college students with disabilities changes from a focus on compliance, accommodations, and nondiscrimination to an emphasis on teaching and learning. Learning environments can never be entirely accessible to all students' needs since some students will continue to need individualized accommodations. But all learning environments can be made more accessible and inclusive.

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SVSU Disability Services Faculty Handbook How do instructors apply Universal Design for Instruction in their classrooms?

The nine Principles of UDI (available at www.facultyware.uconn.edu) are based on the literature and research on UD and effective instruction. They provide a framework for faculty reflection that can be used in a number of ways. Depending on faculty needs, the Principles can be applied to the design of a new course or used to reflect upon practices in an existing class. They can inform a variety of teaching issues and approaches ranging from assessing student learning, to broadening learning experiences, to considering how an inclusive classroom climate can be established. All nine principles will not apply to all aspects of instruction. However, when viewing a classroom as a whole, each of the principles will come into play. Although the Principles of UDI can serve as a useful reference point for experienced faculty from diverse academic disciplines, they have particular relevance for junior faculty and graduate teaching assistants seeking support and direction as emerging teachers.

Does Universal Design for Instruction mean that there is only one “universal” way to design a learning experience? ©

No, UDI is not a synonym for "one-size-fits-all" instruction. The Principles of UDI are designed to support faculty in creating courses that accommodate a wide spectrum of student needs. College classrooms of today are enriched by the presence of students with differing abilities, goals, experiences, and backgrounds. Higher education itself is characterized by diversity. College instruction varies with respect to the format, style, pace, and expectations for learning. Faculty benefit from support for responding to student diversity while maintaining their academic standards and autonomy as the designers of their courses. The word “universal” refers to a flexible design that is specifically created to be used in diverse ways.

Is Universal Design for Instruction another term for using technology in instruction?

Technology can be a critical tool for creating inclusive classrooms. Certainly, digital media provide for great flexibility in instructional format and expand access to resources that benefit many learners. However, UDI focuses on many elements of pedagogy and encourages examination of teaching including the daily tasks of planning and delivering instruction as well as assessing student learning.

How is the construct of Universal Design for Instruction being developed?

As part of a three-year federal grant from the U.S. Department of Education, Office of Postsecondary Education, the University of Connecticut’s Center on Postsecondary Education and Disability began development of the construct of UDI through an extensive review of the literature and research in the areas of effective teaching, universal design, and diversity in higher education.

As a result, nine Principles of UDI have been proposed for informing college instruction. The Principles are undergoing rigorous construct validation through a series of procedures involving students with disabilities, college faculty recognized as outstanding teachers, and college administrators. Through critical practice, dialogue, and student and faculty feedback, the Principles continue to be refined and validated.

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SVSU Disability Services Faculty Handbook In addition, instructional products and methods are being submitted by faculty from many disciplines across the country for possible publication on the Center’s UDI web site located at www.facultyware.uconn.edu. Exemplary instructional products are accepted for publication based upon a two-tiered juried review process. Two distinct Review Boards, one consisting of experts in UDI and one comprised of faculty and administrators from colleges across the country provide ratings and feedback on each instructional product. Visitors to the Facultyware web site can use ©

these products as examples of how the Principles of Universal Design for Instruction can be applied to the task of designing inclusive learning environments and experiences for today’s diverse college classrooms.

How can I find out more about UDI? More information about UDI and the UDI Project at the University of Connecticut’s Center on Postsecondary Education and Disability is available at: www.facultyware.uconn.edu.

Copyright © 2002 Center on Postsecondary Education and Disability University of Connecticut 362 Fairfield Road, Unit 2064 Storrs, CT 06269-2064 www.cped.uconn.edu Permission is granted to copy this document for educational purposes, but please acknowledge the source using the following citation: Scott, S., McGuire, J.M., & Embry, P. (2002). Universal design for instruction fact sheet. Storrs: University of Connecticut, Center on Postsecondary Education and Disability. This document has been developed with support from the U.S. Department of Education, Office of Postsecondary Education (Grant # PR333A990036). It does not necessarily reflect the viewpoints or policies of the U.S. Department of Education.

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ADA COMPLIANCE STATEMENT If you have a documented disability as described by the Rehabilitation Act of 1973 (P.L. 933-112 Section 504) and Americans with Disabilities Act (ADA) and its amendments you may be able to receive accommodations to assist in programmatic and physical accessibility. We recommend that you contact the Disability Services coordinator who represents the campus you wish to attend.

Disability Services can assist you in formulating a reasonable accommodation plan and provide support in developing appropriate accommodations to aid in your success. Course requirements will not be waived, but accommodations may be made to assist you in meeting the requirements. Assistive Technology may also be available in some areas.

As set forth in its student catalog, Saginaw Valley State University does not discriminate on the basis of race, color, creed, national or ethnic origin, gender, religion, disability, age, political affiliation or belief, genetic information, veteran status, or citizenship status (except in those special circumstances permitted or mandated by law).

The following persons have been designated to handle inquiries regarding the nondiscrimination policies: the Saginaw Valley State University Title IX Coordinator ; Dr. Mamie Thorns, Special Assistant to the President 7400 Bay Road, University Center, MI 48710, phone: 989-964-4397; mtthorns@svsu.edu .

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Saginaw Valley State University Disability Service Monica B. Reyes, MBA, SPHR, SCP Director of Disability Services 989-964-4168 mbreyes@svsu.edu

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