student disability services faculty handbook - St. Ambrose University

St. Ambrose
University
STUDENT DISABILITY SERVICES
FACULTY HANDBOOK
2011-2012

TABLE OF CONTENTS
SDS Directory........................................................................................................................ 2
Disabilities and the Law………………………………………………………………………. 3
Classification of Disabilities…………………………………………………………………. 4
Acquired Brain Injury
Attention
Learning
Mobility
Pervasive Developmental
Psychiatric
Sensory
Systemic
Person-first Language…………………………………………………………………………. 7
Syllabus Statements …………………………………………………………………………… 7
SAU Rights and Responsibilities…………………………………………………………… 8
Students’ Rights and Responsibilities…………………………………………………… 10
Common Accommodations………………………………………………………………….. 11
Alternative Exams
Note-taking
Assignment Accommodations
Print Material
Course Substitutions
Universal Design for Learning……………………………………………………………… 14
Frequently Asked Questions………………………………………………………………… 15
Appendix
Guidelines for Working with Students with Hearing Impairments
Guidelines for Working with an Interpreter
Instructional Strategies for Students with LD
2011-2012 Student Disability Services Faculty Handbook
1

STUDENT DISABILITY SERVICES DIRECTORY
Ryan Saddler (563) 333-6275
Director
saddlerryanc@sau.edu
Beth Cook (563) 333-6477
Learning Disabilities Specialist
cookbeth@sau.edu
Carol McCoy (563) 333-6029
Learning Disabilities Specialist
mccoycarolj@sau.edu
Jean Hess (563) 333-5878
Administrative Assistant
hessjeanl@sau.edu
Graduate Assistants
(563) 333-5878 or
(563) 333-6275
Dr. Andy Kaiser (563) 333-6479
Professor, Psychology
kaiserandrewj@sau.edu
ADA Advisor / Disabilities Specialist
Dr. Tracy Schuster-Matlock (563) 333-6049
Associate Dean of University Academic Programs
schustertracy@sau.edu
2011-2012 Student Disability Services Faculty Handbook
2

THE MISSION OF STUDENT DISABILITY SERVICES
The Student Disability Services office (SDS) provides qualified students with disabilities services or
reasonable accommodations intended to facilitate the student's full participation at St. Ambrose
University. Services do not lower course standards or alter degree requirements, but services
include appropriate academic adjustments and modifications to allow for full participation by
students. St. Ambrose University will not discriminate against any student based on any disability.
DISABILITIES AND THE LAW
Two primary pieces of legislation were enacted to protect the rights of individuals with disabilities.
Section 504 of the Rehabilitation Act of 1973, as amended, states that no otherwise qualified
individual with a disability may be discriminated against or denied access to the benefits or services
of any program or activity receiving federal financial assistance. The Americans with Disabilities
Act (ADA), which became effective January 26, 1992, and the Americans with Disabilities Act
Amendments Act (ADAAA) of 2008, prohibit colleges and universities from discriminating against
qualified students with disabilities.
St. Ambrose University is committed to complying with these laws by providing reasonable
accommodations and appropriate academic adjustments and modifications to qualified individuals
with disabilities. A “reasonable accommodation” includes any auxiliary aids and services, which do
not fundamentally alter the nature of a program or course and do not create an undue burden upon
the University. An “individual with a disability” is someone who has a physical or mental
impairment that substantially limits one or more major life activity, has a record of such
impairment, or is regarded as having such impairment. An “otherwise qualified individual with a
disability” is a person who, with or without reasonable accommodations, can meet the essential
program or course requirements.
The Director of the SDS office is responsible for ensuring that otherwise qualified students with
disabilities are provided with reasonable accommodations, academic adjustments and
modifications, and have an equal opportunity to succeed. The Director of SDS is accountable for
maintaining the integrity of the office by complying with Section 504 and the ADA/ADAAA,
determining eligibility for services, and maintaining appropriate documentation.
Back to Table of Contents
2011-2012 Student Disability Services Faculty Handbook
3

CLASSIFICATION OF DISABILITIES
The SDS Office categorizes disabilities according to the following structure.
ACQUIRED BRAIN INJURY (ABI)
ABI occurs when a sudden, external, physical assault damages the brain. It is one of the most
common causes of disability and death in adults. ABI is a broad term that describes a vast array of
injuries that occur to the brain. The damage can be focal (confined to one area of the brain) or
diffuse (occurs in more than one area of the brain). The severity of a brain injury can range from a
mild concussion to a severe injury resulting in coma or even death. ABI is also commonly referred to
as traumatic brain injury (TBI). An individual with an ABI may be affected in one or more of the
following areas: speed of thinking, memory, communication, motor, sensory, physical, and
psychosocial abilities.
ATTENTION (ADHD)
The principal characteristics of ADHD are inattention, hyperactivity, and impulsivity. These
symptoms typically appear during childhood and continue throughout adulthood but may be
masked or manifested in other ways.
According to the most recent version of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-IV-TR), there are three patterns of behavior that indicate ADHD. People with ADHD may show
several signs of being consistently inattentive. They may have a pattern of being hyperactive and
impulsive far more than others of their age. Or they may show all three types of behavior. This
means that there are three subtypes of ADHD recognized by professionals. These are the
predominantly hyperactive-impulsive type (that does not show significant inattention); the
predominantly inattentive type (that does not show significant hyperactive-impulsive behavior),
sometimes called ADD—an outdated term for this entire disorder; and the combined type (that
displays both inattentive and hyperactive-impulsive symptoms).
LEARNING DISABILITY (LD)
LD is a general term that refers to a heterogeneous group of disorders manifested by significant
difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or
mathematical skills. Learning disabilities affect the manner in which individuals take in information,
retain it and express the knowledge they possess.
These disorders are intrinsic to the individual, presumed to be due to central nervous system
dysfunction, and may occur across the lifespan. Problems in self-regulatory behaviors, social
perception, and social interaction may exist with learning disabilities but do not, by themselves,
constitute a learning disability.
2011-2012 Student Disability Services Faculty Handbook
4

MOBILITY IMPAIRMENT
Mobility impairments incorporate many types of orthopedic or neuromuscular impairments that
can impact mobility. These include, but are not limited to, amputation, paralysis, cerebral palsy,
stroke, multiple sclerosis, muscular dystrophy, arthritis, and spinal cord injury. Mobility
impairments range from lower body impairments, which may require use of canes, walkers, or
wheelchairs, to upper body impairments, which may include limited or no use of the upper
extremities and hands. It is impossible to generalize about the functional abilities of students with
mobility impairments due to the wide variety of types of disabilities and specific diagnoses.
Mobility impairments may be permanent or temporary and may impact students in several ways.
Some students may take longer to get from one class to another, enter buildings, or maneuver in
small spaces. In some cases, physical barriers may inhibit entry into a building or classroom.
Mobility impairments may impact, to varying degrees, a student's ability to manipulate objects, turn
pages, write with a pen or pencil, type at a keyboard, and/or retrieve research materials. Medical
conditions such as arthritis or repetitive stress injuries can impact fine motor abilities and decrease
endurance for longer assignments. A student's physical abilities may also vary from day to day.
PERVASIVE DEVELOPMENTAL DISORDERS (PDD)
Pervasive developmental disorders are a category of conditions recognized by the American
Psychiatric Association and include autism spectrum disorders (ASD). Below is a general
description of each condition.
Autism, a complex condition, and is the most commonly diagnosed pervasive developmental
disorder. Autism impairs a person’s ability to communicate, both verbally and non-verbally, to form
relationships and to interact with others. It also typically results in a range of unusual and repetitive
behaviors. Typically diagnosed by the time a child is age 3 or 4, autism can vary from mild to severe.
Autism is frequently accompanied by mental retardation, but not always. In many cases, individuals
will show uneven levels of intelligence with highly developed talents in some areas.
Asperger’s syndrome often confused with high-functioning autism, results in similar symptoms, but
without the delays in language or the possibility of mental retardation seen in autism. Individuals
with Asperger’s syndrome often have impressive vocabularies and sharp cognitive skills, but display
serious difficulties with social interaction. They may have an obsessive interest in a particular topic
and become preoccupied with repetitive routines or behaviors. In addition, many individuals with
Asperger’s syndrome have a history of developmental delays in motor skills and display poor
physical coordination.
Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS), also known as "atypical
autism," is a diagnosis given to individuals who exhibit some symptoms of autism or other pervasive
developmental disorder, but do not meet the specific diagnostic criteria for any one disorder in
particular. Individuals with PDD-NOS generally have impaired social skills, problems with verbal
2011-2012 Student Disability Services Faculty Handbook
5

and non-verbal communication, and engage in highly repetitive behaviors.
PSYCHIATRIC IMPAIRMENT
Psychiatric impairments are broad and range from mild depression to chronic disorders such as
schizophrenia or bipolar disorder. Negative stereotypes and the fact that these disabilities are
typically "invisible" further complicate making accommodations for students with these disorders.
Students with mental health or psychiatric impairments can be affected in many ways. They may be
more susceptible to the common stressors of school involving academic demands as well as
interpersonal relationships. Students may have particular problems receiving, processing and
recalling information during times of stress.
Side effects from medication may also impact attention, memory, alertness, and activity level. The
episodic and unpredictable onset and recurrence of illness can also interrupt the educational
process.
SENSORY IMPAIRMENT
Sensory impairments include a wide range of impairments mainly affecting an individual’s ability to
hear and/or see. An individual with a hearing impairment may be deaf or hard of hearing. An
individual who is blind may not be able to see text, images, or colors. An individual with low vision
refers to a range of vision problems that cannot be functionally corrected with glasses or contact
lenses. An individual who is color-blind cannot make distinctions between certain color
combinations.
SYSTEMIC DISABILITIES
Systemic disabilities are conditions affecting one or more of the body's systems, including the
respiratory, immunological, neurological, circulatory, or digestive systems. There are many kinds of
systemic impairments, varying significantly in effects and symptoms. Individuals with systemic
disabilities differ from those with other disabilities because systemic disabilities are often unstable.
This causes a person's condition to vary; therefore, the need for and type of reasonable
accommodations may change.
2011-2012 Student Disability Services Faculty Handbook
6

Back to Table of Contents
PERSON-FIRST LANGUAGE
Avoid implying disease when discussing disabilities. Although a disability may have been caused by
an illness (such as Parkinson’s disease or rheumatic fever), it is not a disease itself, nor is the person
necessarily sick. Terms such as stricken with, suffering from, or afflicted with are viewed as
negative terms.
Affirmatives:
Person who is blind; person who is visually impaired
Person who is deaf; person who is hard of hearing
Person with a learning disability
Person with a psychological disability
Person with a physical disability
SYLLABUS STATEMENTS
Please include a statement similar to the following in your syllabus:
Students with disabilities who believe that they may need accommodations in this class are
encouraged to contact Student Disability Services at 333-6275 as soon as possible to better ensure
that such accommodations are implemented in a timely fashion.
You may also want to provide a link to our SDS Student Handbook posted on the Student Disability
Services home page, http://web.sau.edu/disabilityservices/default.htm.
2011-2012 Student Disability Services Faculty Handbook
7

Back to Table of Contents
ST. AMBROSE UNIVERSITY RIGHTS AND RESPONSIBILITIES
RIGHTS
St. Ambrose University, through faculty and staff, has the right to:
Establish essential functions, abilities, skills, knowledge and standards for courses, programs,
services, jobs and activities or facilities and to evaluate students on this basis;
Determine the appropriate standards in developing, constructing, remodeling, and
maintaining facilities;
Confirm disability status and request and receive current, relevant documentation that
supports requests for accommodations, academic adjustments and modifications and/or
auxiliary aids and services;
Have appropriate staff discussions regarding students and their disabilities in order to
implement requested accommodations and academic adjustments and modifications
(particularly instructional accommodations);
Deny a request for accommodations, academic adjustment or auxiliary aids and services,
and/or barrier removal in facilities if the documentation does not support the request is
warranted, or if the individual fails to provide appropriate documentation;
Select among equally effective accommodations, academic adjustments or auxiliary aids and
services;
Refuse unreasonable accommodations, academic adjustments or auxiliary aids and services,
and/or facility related barrier removal requested that impose a fundamental alteration on a
program or activity of the university;
Require that all students follow University/Department policies and procedures and meet
course or program requirements and standards.
2011-2012 Student Disability Services Faculty Handbook
8

RESPONSIBILITIES
St. Ambrose University, through faculty and staff, has the responsibility to:
Provide information to faculty, staff, students and guests with disabilities in accessible
formats upon request;
Ensure that courses, programs, services, jobs, activities and facilities, when viewed in their
entirety, are available and usable in the most integrated and appropriate settings;
Determine eligibility for accommodations and services and maintain appropriate
documentation;
Recommend individualized and reasonable accommodations based upon the student’s
documentation;
Provide, authorize and/or arrange appropriate accommodations for students, including
alternative formats for print materials, alternate exam arrangements, and electronic aids as
long as the accommodation does not alter the fundamental nature of the course or program;
Help students understand and discuss their disabilities;
Meet individually with students to provide learning skill instruction and to help students
develop strategies for compensating for their disability;
Assess the effectiveness of various accommodations in allowing students to meet essential
course requirements;
Incorporate sound educational principles and instructional strategies into course
presentation;
Understand the law and current court findings;
Collaborate with local and state agencies to help students obtain funding and locate outside
disability resources;
Maintain appropriate confidentiality of records and communication except where permitted
or required by law;
Contact the student or SDS with any questions or concerns regarding requested
accommodations;
Evaluate the effectiveness of all services for students with disabilities.
Back to Table of Contents
2011-2012 Student Disability Services Faculty Handbook
9

STUDENT RIGHTS AND RESPONSIBILITIES
Students with disabilities have the right to:
RIGHTS
Full and equal participation in the services and activities of St. Ambrose University;
Reasonable accommodations, academic adjustments and modifications and/or auxiliary aids and
services;
Privacy and to not have confidential information disseminated except as necessary to implement
a reasonable accommodation, academic adjustment or modification;
Limit access to confidential records. In doing so, however, students recognize that implementing
accommodations may become more difficult;
Have information readily available in accessible formats.
RESPONSIBILITIES
Students with disabilities have the responsibility to:
Self-identify and request services from SDS at the beginning of every term they anticipate
receiving accommodations, academic adjustments or modifications;
Provide SDS with current documentation of the disability from a qualified professional;
Meet program or course qualifications and maintain the same level of academic standards as
students without disabilities;
Collaborate with SDS and engage in an interactive dialogue to determine and discuss
appropriate accommodations, academic adjustments and modifications;
Make all arrangements for alternative test taking by presenting the instructor with an alternate
exam request form for signature and returning the form to SDS in a timely manner;
Abide by University and Department policies and procedures and the Student Code of Conduct;
Consult with instructors at the beginning of each semester to discuss accommodation needs and
academic adjustments and modifications;
Provide timely notification of special needs and changes in accommodation needs/services;
Notify SDS promptly of any difficulty in securing or utilizing accommodations, academic
adjustments or modifications.
Back to Table of Contents
2011-2012 Student Disability Services Faculty Handbook
10

COMMON ACADEMIC ACCOMMODATIONS
Since St. Ambrose University provides an individualized analysis of each student, a list of specific
accommodations cannot be provided. However, the following are illustrative examples (not an exhaustive
list) of accommodations and academic adjustments and modifications that may be provided to students with
disabilities:
Alternative Exam Accommodations
Extended time for exams/assignments
Reader for exams
Alternate test format
Exams in separate location
Use of dictionary/electronic dictionary
during exam
Use of word processor in answering exam
questions
Scribe
Note Taking Accommodations
Note-taker
Use of laptop computer to take notes in
class
Voice recorder
Assignment Accommodations
Computer with spell check for written
assignments
Proofreaders for written
assignments/exams
Use of calculator for math
Deadline extensions
Other Accommodations
Print material in alternative format
Adaptive technology
One-on-one tutoring in learning strategies
Adapting or modifying methods of
instruction
modifications to the University’s nonacademic
policies and/or procedures, as
deemed appropriate
ALTERNATIVE EXAM ACCOMMODATIONS PROCEDURES
Exam modifications may give a student the chance to better demonstrate his or her understanding of
course content. Commonly used exam modifications include extended time, separate testing room, large
print exams, use of a reader, and use of a computer or scribe.
Not all students with disabilities require exam modifications. At times, exam format and class material will
be the determining factors as to whether or not a student will require an exam adjustment. Timed exams
may be given at 1½ times or double the allotted time, depending on the nature of the disability. A student
will only be allowed more than double the allotted time if their instructor indicates “no time restrictions”
on the alternative exam form.
Students may pick up forms at the SDS Office in the lower level of the St. Ambrose Library or download
forms from the St. Ambrose website
http://web.sau.edu/disabilityservices/pdfs/AErequestform.pdf . The student fills out the top
portion, which identifies the type of accommodation sought. All exam accommodations should be
consistent with the students VISA form. Instructors fill out the bottom portion of the form, identifying the
manner in which exams are to be delivered, administered and returned.
Students have the responsibility to request exam accommodations in a timely manner, typically two
2011-2012 Student Disability Services Faculty Handbook
11

usiness days prior to the date of the exam. Students also have the right to not use any exam
arrangements; however, instructors do not have an obligation to allow make-up exams to retroactively
accommodate a student who has chosen not to request or use accommodations.
NOTE-TAKING PROCEDURES
Some students’ disabilities interfere with taking notes in class and they may need to obtain a copy of class
notes from a note taker. Students with a variety of disabilities, including learning disabilities, mobility
impairments, and hearing and visual impairments, may benefit from this service. The student with a
disability is still required to attend class, participate actively, and if physically possible, take some notes on
their own. At St. Ambrose, we rely on volunteers within the class to perform this task.
Students who qualify for note taking services should meet with their disability service provider to
complete the note taker request form. SDS will either campus mail the instructor or supply the
student with a carbonless notebook, a letter to the instructor and a letter to the note-taker.
Instructors are asked to aid the student in finding a volunteer note-taker by making an
announcement in class (the announcement shall not directly reference the student with a
disability) or by asking a student whom he or she believes is a good note-taker to perform this
task. An example of an announcement is as follows.
“Due to a disability, a student in this class needs to receive a copy of someone’s
notes. If you think you are a good note taker, please see me after class.”
Each student is then responsible to discuss with their instructor the desired procedures for
obtaining completed notes. Students are asked to contact their service provider if no one
volunteers or if they are dissatisfied with their note-taker or if an instructor is providing a copy of
the class notes.
Not all students with disabilities require note-takers. Students making the request are required to
be attentive in class. Students using note taking services should still take their own notes if
physically possible. Students should not expect to receive notes for days they are absent except
when prior arrangement have been made.
Students or instructors may obtain additional notebooks by contacting the SDS office. Partially
used notebooks should be returned to SDS. SDS requests that instructors and/or students
requesting notes provide the names of all volunteer note takers so that a token of appreciation
may be sent at the end of each semester.
Note takers may or may not know for whom they are taking notes and should verify with the course
instructor what to do with the notes. They are also asked to provide students with legible and complete
notes with the date and page number at the top of each page.
Back to Table of Contents
2011-2012 Student Disability Services Faculty Handbook
12

ASSIGNMENT EXTENSION PROCEDURES
Due to chronic health conditions or temporary disabilities, students may occasionally request extensions
on assignment deadlines. Students who may need to utilize this accommodation need to speak directly
with the SDS Director.
PRINT MATERIALS IN ALTERNATIVE FORMAT PROCEDURES
Students with reading or visual disabilities may request texts and other printed materials in auditory or
electronic format. Since it sometimes takes months for the production of text, publication information
must be requested well in advance, typically 2-4 weeks prior to the semester start date. Instructors are
asked to provide accurate title and publisher information for any print material or audio/visual
material on their syllabus or to the students in a timely manner.
For text books or other print materials, students must complete an Alternative Format Materials Request
Form. Students should have available the book title, author, edition number, publication date, publisher
and ISBN. All students must also sign a copyright agreement and provide proof of purchase of any text
book requested in alternative format.
Students are expected to return all materials to SDS at the end of the semester. Material not returned could
result in a fine relative to the cost of the item or a temporary University restriction posted to their account.
COURSE SUBSTITUTIONS PROCEDURES
At St. Ambrose University, students with a documented learning based disability may be eligible for a
foreign language course substitution if, and only if, the disability is in fact language based and the request is
substantiated by a licensed professional (diagnostician) with experience in assessing and diagnosing adults
with learning disabilities. This may be provided as a clear statement in support or denial of the request to
substitute our foreign language requirement. If the diagnostician is in support of the request, the SDS
director makes the final decision to accept and pursue the request or deny the request. If the diagnostician
is not in support of the request, we will not honor the request and the student has every right to seek
additional documentation.
St. Ambrose University offers a number of substitution courses that satisfy the foreign language
requirement. Before a student can qualify for this as an accommodation, e or she needs to meet with the
SDS Director to verify the appropriate courses.
At times, students with a documented acquired brain injury, a mobility disability, or systemic disability
may be eligible for a Kinesiology course substitution. Any requests should be discussed with the SDS
Director.
MODIFICATION TO THE UNIVERSITY'S NON-ACADEMIC POLICIES AND/OR PROCEDURES
Students seeking a modification of a University non-academic policy and/or procedure due to their
disability must first contact SDS. The availability of a modification of a University non-academic policy
and/or procedure depends on the student’s particular circumstances and the academic program that the
student is enrolled in or is at issue.
Back to Table of Contents
2011-2012 Student Disability Services Faculty Handbook
13

UNIVERSAL DESIGN FOR LEARNING
Not all individuals learn in the same manner. Some may learn best if they are presented with material
visually, or some may benefit from a hands-on approach, while some may learn best independently. With
this in mind, as well as the idea of multiple intelligences, it is clear that one type of instruction will not meet
the needs of every student in the classroom. A way to manage instruction to meet the needs of each student
in the classroom is by implementing Universal Design:
Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to
gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces
barriers to the curriculum while maintaining high achievement standards for all (CAST).
There are many ways that Universal Design can be implemented within the classroom and even more
incredible resources available to facilitate faculty in implementing Universal Design into their teaching
approach at a level that is comfortable for him/her.
To learn more about the Universal Design theory and how to implement it, please refer to one or more of
the following websites:
http://ada.osu.edu/resources/fastfacts/ : Ohio State University. This site provides quick and easy solutions
to make small changes in existing curriculum.
http://www.cast.org/ Center for Applied Special Technology. This site has many wonderful and free
publications on how to implement Universal Design.
http://www.facultyware.uconn.edu/home.cfm : UCONN’s website for its campus wide Universal Design
initiative.
http://www.education.uiowa.edu/icater/faculty.htm : University of Iowa’s Center for Assistive Technology
Education and Research.
http://www.schwablearning.org/articles.aspx?r=490 : This site provides a comprehensive overview
behind the theory of Universal Design.
http://www.unco.edu/CETL/UDL/index.html : An online tutorial on Universal Design for Learning.
HTTP://WWW.UNIVERSALDESIGN.NET/ : Universal Design Network and the Global Universal Design
Educator’s Online News
http://www.wcupa.edu/fame/FAME_Content/index.html : Faculty and Administrator Modules in Higher
Education.
Back to Table of Contents
2011-2012 Student Disability Services Faculty Handbook
14

FREQUENTLY ASKED QUESTIONS
How many students do we have on campus with disabilities?
There are over 180 students who have identified themselves as having disabilities enrolled at St. Ambrose
University.
What are the different kinds of disabilities?
The most prevalent is learning disabilities. Student Disability Services classifies disabilities in the following
categories: Acquired Brain Injury, Attention, Learning, Mobility, Pervasive Developmental, Psychiatric,
Sensory and Systemic.
How do I know if I have a student in my class who has a disability?
Unless the student has a visually obvious disability, you will be unable to tell unless the student contacts
and discloses information about his/her disability to you. It is helpful to note in your syllabus that any
student who needs an accommodation due to a disability should contact Student Disability Services. Please
include a statement similar to the one on page 7 of this manual in your syllabus.
What about confidentiality?
Once a student has registered with SDS and eligibility for accommodations has been determined,
instructors should feel free to contact the student or SDS with questions or concerns regarding those
accommodations. Documentation regarding the exact nature of the disability is kept in strictest confidence.
Some students are sensitive about their disability and discretion should prevail when making
announcements for volunteer note takers or planning classroom activities that might put a student with a
disability at a disadvantage.
If there is a student in my class who has a disability, will I have to change what I do in the
classroom?
Advance planning and flexibility are really the keys. A way to manage instruction to meet the needs of each
student in the classroom is by implementing Universal Design for Learning (UDL). There are a number of
ways to implement UDL; more information is available in the UDL section of this manual.
What do I do if a student asks for an accommodation I feel is unreasonable?
Call Student Disability Services at (563) 333-6275.
What do I do if a student asks for extended time on an exam?
You should first verify the student is eligible for exam accommodations. This will be denoted on his or her
Verified Individualized Services and Accommodations Form (VISA). The student should present you with
an Alternate Exam Request Form for you to complete and give back to the student. If you have any other
questions regarding specific exam accommodations, call SDS at (563) 333-6275.
2011-2012 Student Disability Services Faculty Handbook
15

Do I need to avoid using terms like see, hear, and walk?
No, speak naturally, and use you own language. For example, it is appropriate to say “Nice to see you” to a
person who is blind. Even people with disabilities use everyday words related to their disability. However,
it is recommended that professors use multi-sensory instruction whenever possible.
Is it really fair for a student with a disability to get extra time on an exam? Wo uldn’t every
student do better if they were given extra time?
Fair does not always mean equal. Fair means giving a student what he or she needs. Extended time
minimizes the impact of the disability on the student’s performance. Students with disabilities are not
given an unfair advantage, but are given the opportunity to perform to the best of their ability without
regard to the disability.
How do I find out more about working with students with a particular disability?
The Appendix contains guidelines for working with students with hearing impairments and for working
with a sign language interpreter.
Information about other disabilities may be obtained from Student Disability Services.
If someone with a visible impairment arrives at class early and seems to be having difficulty
getting to his or her seat, should I offer assistance?
If it appears that a student is having difficulty getting around in the room, then ask if he/she would like
some assistance. If the answer is no, please allow him/her to continue independently barring any threat of
injury to self or others.
Back to Table of Contents
2011-2012 Student Disability Services Faculty Handbook
16

Appendix
2011-2012 Student Disability Services Faculty Handbook
17

WORKING WITH STUDENTS WITH HEARING IMPAIRMENTS
VERBAL COMMUNICATION
The student should be given preferential seating directly in front of the instructor. The speaker should
concentrate on speaking slightly slower and louder; however, shouting distorts the voice and makes
comprehension more difficult.
Face the class as much as possible and enunciate clearly.
Repeat key points once or twice. Rephrasing a statement may also be helpful.
Repeat and rephrase questions and comments made by other students in the room.
Asking students to stand and pause slightly before speaking enables the person with a hearing
impediment to quickly locate the speaker and facilitates speech reading.
Never say “never mind” or “it’s not important”. The message conveyed to the person with a hearing
disability is that he/she is not important.
CLASSROOM ENVIRONMENT
The classroom should have good lighting and minimal background noise.
Close classroom door to minimize hallway noise.
Using overheads with the lights turned off puts the hearing-impaired at a disadvantage since he/she
depends a great deal on seeing the speaker.
It is unrealistic to expect those with a hearing loss to get much information from audiotapes, movies
or videos unless they are captioned or supplemented with written information. Request a captioned
copy when ordering videos from the library or seller. Further help in this area is available through
Student Disability Services.
WRITTEN AIDS
Having notes provided in advance would be optimal, but having a note taker is also strongly recommended
to catch any additional notes. Advance copies of notes or lecture outlines allows the student to review
what is to be said beforehand so that he or she is not always “catching up” on what the topic is.
Whenever possible, supply a list of vocabulary words or terms to the student in advance. This
eliminates confusion when acquiring new concepts and vocabulary.
Many students with hearing disabilities need to receive assignments in written form in order to
ensure proper understanding of the requirements.
ASSISTIVE LISTENING DEVICES (ALDS)
Some students may request the use of an FM amplification system. Simply clip a small microphone as close
to the throat as possible and attach the device to a belt or pocket. This system amplifies the speaker’s voice
only, thus helping to filter out background noises.
2011-2012 Student Disability Services Faculty Handbook
18

COMMUNICATING THROUGH AN INTERPRETER
1. Speak directly to your student, not the interpreter. Maintain eye contact with your student to convey a
feeling of direct communication.
2. Remember that the interpreter is a few words behind the speaker. Give the interpreter time to finish
before you ask questions so that your student can ask questions or join in the discussion.
3. Students will need to sit close to the speaker for maximum intake of visual cues.
4. The speaker should face the class as much as possible and speak clearly and audibly. It is helpful to all
students if the instructor repeats questions asked by the class.
5. Avoid asking the interpreter to “tell her…” This is considered rude or disrespectful by students who
have hearing impairments.
6. Never say “never mind” or “it’s not important.” The message conveyed to a deaf person is that s/he is
not important.
7. The interpreter is not permitted to participate in the conversation and views interpreting situations as
confidential.
8. Interpreters are not the only means of communication with the deaf. If the interpreter can’t be there at
the beginning of the session, use other resources such as visual aids, body language, writing, etc.
9. Interpreters neither add to nor delete from any interaction which takes place. Everything you say will
be interpreted. If you are using a sign language interpreter everything signed by your student will be
voiced.
10. Interpreters may not counsel you or your student.
11. Only in special circumstances may interpreters provide tutorial assistance to students.
12. Use visual aids carefully. Too much movement between the teacher, interpreter and the visual aids can
be confusing.
13. Whenever possible, supply a list of words or terms in advance to your student and interpreter. This
eliminates confusion when acquiring new concepts and certainly facilitates the learning process. You
may find this helpful for the entire class.
14. Many students with hearing disabilities need to receive assignments in written form in order to ensure
proper understanding of the requirements.
15. The student with a hearing disability may need a note taker so that s/he can give full attention to
watching the speaker or interpreter.
16. Organize the material in small units. Do not present the student with a complete lesson and then ask
them if they understand the material.
17. Speak in short sentences. Using sentences with several subordinate clauses loaded with strings of
modifiers is confusing. Eliminate unnecessary words from your verbal and written communication.
Avoid using idioms.
18. The interpreter or your student may ask you to slow down or repeat a word or sentence for
clarification. Likewise, be sure to ask for something to be repeated if it is unclear.
19. It is preferable for only one person to speak at a time so that the interpreter can follow the
conversation accurately. In group settings, allow time for the speakers to be identified before they
begin to speak.
20. The instructor should give a deaf student adequate time to respond to questions or participate in class
discussions. There is a lag time between the end of a comment and the end of the interpretation into
sign language.
2011-2012 Student Disability Services Faculty Handbook
19

INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH LD
TEACH STUDY SKILLS EXPLICITLY IN THE CONTEXT OF THE CONTENT AREA
Explain how to use textbook aids such as:
• Table of contents
• Graphs
• Chapter summaries • Tables
• Pictures with captions • Print such as bold face
• Headings and
or italics
subheadings
• Index
• Charts
• Diagrams
• Questions at the end of
chapters
Teach mnemonics to help students remember information.
Explicitly teach study skills applicable to your content area
Provide direct instruction on how to take notes. Check students’ notes to assess their competency
in taking notes.
Provide strategies for studying for and taking tests
Provide instruction in time management and organizational skills.
Provide strategies for deciding what is important, how to pick out the main points.
Provide strategies for paraphrasing, summarizing.
Give explicit instruction in metacognition: Teach students to think about their thinking and how
they learn.
PROVIDE HANDOUTS TO EXPAND ON TOPICS AND ADD TO TEXTBOOK MATERIAL:
These should not contain too much information on each page
Important information and key points should be italicized, capitalized, or underlined.
Handouts should be organized in a meaningful way.
It may help to allow students to preview these before class.
USE A MULTISENSORY APPROACH.
Use a variety of visual methods to present material, such as:
• Textbooks
• Transparencies
• Charts, maps, diagrams, etc.
• Flash cards
• Films/ videos
• Chalkboard
Use a variety of auditory methods to present material, such as:
• Lectures • Tapes • CD’s
Allow students to tape class lectures if appropriate.
Provide copies of overheads.
Use role-playing techniques to provide students with opportunities to learn concepts through
concrete experiences and to allow students to interact socially with their peers.
Encourage small group discussions to allow the students to work through the material a second
time and to be aware of alternative interpretations of the material.
PROVIDE OPPORTUNITIES FOR PREVIEWING
To prepare students to anticipate the points to be made during a presentation or in the textbook.
This also helps the students in taking notes
Outline on the board before a presentation and/or hand out outlines of material to be presented.
2011-2012 Student Disability Services Faculty Handbook
20

Preview important technical terms before a reading assignment or lecture.
GAIN THE STUDENTS’ ATTENTION WITH:
Voice inflection
Eye contact
Body gesturing
Moving around the room
Using colored chalk
Seating students with learning disabilities near the front of the room
QUESTIONS:
Ask questions to allow the students with learning disabilities to hear themselves produce versions
of what you have said. This also allows the instructor to assess students’ understanding of the
material.
Allow students time to ask questions before, during, and at the end of classroom presentations.
When a student asks a question that you just answered, avoid expressing annoyance
REVIEW MATERIAL/PROVIDE REPETITION:
At the beginning of class, during class, and at the end of class.
When a student does not get the information the first time, repeat it distinctly or ask if he or she
needs it in a different form. Rephrase key points two or three times.
Provide opportunities for review sessions before each exam
USE CONCRETE PRESENTATIONS TO MAKE THE INFORMATION MORE MEANINGFUL TO STUDENTS
AND TO HELP THEM REMEMBER.
Illustrate with examples from real life.
Use as many examples as possible.
Personalize information by relating it to students’ own experiences.
Concrete step-by-step approaches often help students, especially in disciplines such as math and
science.
Clarify figurative or abstract language.
Clarify relationships between new material and previously learned material. Students with
learning disabilities often do not intuitively make these connections.
TEACH DEFINITIONS AND TERMS CLEARLY AND EXPLICITLY.
Write them on the board.
Explain them.
Review the terms.
Have students paraphrase definitions.
List key terms from each chapter before students read the chapter.
MAKE SURE THAT THE DIRECTIONS FOR ASSIGNMENTS ARE GIVEN CLEARLY:
Both orally and in writing.
Allow time for students to ask questions about assignments. It may help to have the students
repeat aloud what they understand the assignment to be.
Make sure that due dates are clear.
2011-2012 Student Disability Services Faculty Handbook
21

WRITTEN ASSIGNMENTS:
Encourage students to use a proofreader for written assignments.
Use peer editing cautiously with students with learning disabilities.
Explicitly teach the students the steps in the writing process.
Break writing assignments into smaller parts.
Encourage students to use a word processor with a spell checker or an electronic spell checker for
writing assignments. Teach them strategies for using these devices.
PROVIDE AS MUCH OPPORTUNITY AS POSSIBLE FOR STUDENTS TO MEET WITH YOU ONE-ON-ONE.
Although time-consuming, many students understand material much more readily.
ORGANIZE MATERIAL PRESENTED IN CLASS IN A MEANINGFUL WAY.
BE SENSITIVE TO STUDENTS WHO MAY BE RELUCTANT TO READ ALOUD OR SHARE WORK WITH
THE CLASS.
PERMIT STUDENTS TO USE GRAPH PAPER OR LINED PAPER USED HORIZONTALLY WHEN
PERFORMING MATHEMATICAL CALCULATIONS.
WHEN ASSESSING STUDENTS:
Group similar types of questions together (for example, all True/False, all multiple choice).
Space math problems out.
Provide sufficient spacing for multiple-choice items.
Allow students to write on their test papers. (Students might make a mistake in transferring their
answer; it sometimes helps to cross out answers they think are wrong.)
Allow and encourage students to write on every other line for essay exams.
Allow students to use scratch paper for exams.
Permit students to remove staples during tests.
Print test questions on only one side of a page.
Give frequent quizzes to provide continuous feedback for students with learning disabilities. This
also helps the instructor identify areas where the students are having difficulty.
Allow the use of dictionaries, calculators (if appropriate), and electronic dictionaries during exams
and in-class writings
Provide alternate methods for demonstrating content mastery, such as
• Oral presentations
• Videotaped projects
• Research projects
• Creative projects
DO NOT EXPECT LESS OF STUDENTS WITH DISABILITIES,
AND DO NOT HAVE A SPECIAL GRADING SCALE FOR THEM!
2011-2012 Student Disability Services Faculty Handbook
22

I F Y O U H A V E A N Y Q U E S T I O N S OR NEED
F U R T H E R A S S I S T A NCE
C O N T A C T :
R Y A N S A D D L E R
S T U D E N T D I S A B I L I T Y S E R V I C E S
S A D D L E R R Y A N C @ S A U . E D U
333- 6 2 75.
2011-2012 Student Disability Services Faculty Handbook
23