student disability services faculty handbook - St. Ambrose University

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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
Page 1 and 2: St. Ambrose University STUDENT DISA
Page 3 and 4: STUDENT DISABILITY SERVICES DIRECTO
Page 5: CLASSIFICATION OF DISABILITIES The
Page 9 and 10: Back to Table of Contents ST. AMBRO
Page 11 and 12: STUDENT RIGHTS AND RESPONSIBILITIES
Page 13 and 14: usiness days prior to the date of t
Page 15 and 16: UNIVERSAL DESIGN FOR LEARNING Not a
Page 17 and 18: Do I need to avoid using terms like
Page 19 and 20: WORKING WITH STUDENTS WITH HEARING
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Page 23 and 24: WRITTEN ASSIGNMENTS: Encourage stu

student disability services faculty handbook - St. Ambrose University

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