Information for Faculty and Staff Regarding Students with Disabilities

• The Law
• General Information
• Learning Disabilities
• Visual Disabilities
• Deafness/Hearing Disabilitites
• Psychological Disabilities
• ADD/ADHD
• Mobility Disabilities
• Other Functional Disabilities
• ABI/TBI
• General Guides
• Responsibilities
• Disability Awareness
• FAQs
• Tips
• Sources

THE LAW

The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 are major pieces of federal legislation that prohibit discrimination against persons with disabilities. The Rehabilitation Act states that:

… no otherwise qualified handicapped person shall on the basis of handicap, be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any academic ... or other postsecondary education program receiving federal financial assistance.

Under these laws, a qualified person with a disability is defined as "one who meets the academic and technical standards requisite to admission or participation in the … educational program or activity." They specify that individuals with hidden disabilities (psychological and learning disabilities) have the same legal entitlements as adults with physical or sensory disabilities. Section 504 of the Act prohibits discrimination on the basis of handicap against persons in programs or activities receiving or benefiting from federal assistance. Thus, in a university setting, Section 504 mandates "reasonable accommodation" for students with learning and psychological disabilities via such methods as taped textbooks and alternative testing arrangements in the same way that it mandates curb cuts and ramped entrances to classroom buildings for students with physical disabilities or sign language interpreters for students who are deaf.

Serving Students at Chapman University
Chapman University is a private institution of higher education that receives federal assistance.Thus, the faculty, staff and administrators of Chapman University are legally bound to prohibit discrimination in the recruitment process, the admissions process and the educational process of students with disabilities.Students with documented disabilities are entitled to receive approved modifications, academic accommodations or auxiliary aids, which will enable them to participate in and benefit from all educational programs and activities on the CU campus.

Under the provisions of Section 504, Chapman University may not:

• Limit the number of qualified students with disabilities admitted;
• Make pre-admission inquiries as to whether or not an applicant is disabled;
• Use admissions tests or criteria that inadequately measure the academic qualifications of students with disabilities because special provisions were not made for them;
• Exclude a qualified student with a disability from any course of study;
• Limit eligibility to a student with a disability for financial assistance or otherwise discriminate in administering scholarships, fellowships, internships, or assistantships on the basis of handicap;
• Counsel a student with a disability toward a more restrictive career;
• Measure student achievement using modes that adversely discriminate against a student with a disability; or
• Establish rules and policies that may adversely affect students with disabilities.

Academic adjustments may include adaptations in the way specific courses are conducted, the use of auxiliary equipment and support staff, and modifications in academic requirements. The university has the flexibility to select the specific aids and services it provides, as long as they are effective. Such aids and services are prescribed by the Center of Academic Success on a case-by-case basis in consultation with the student who will use them.

Thus, under the provisions of Section 504, one or more of the following services may be required to accommodate the educational needs of students with disabilities:

• Services such as readers or notetakers;
• Modifications or substitutions of courses (by petition only), major fields of study or degree requirements on a case-by-case basis (Such accommodations need not be made if it can be demonstrated that the modifications requested would substantially alter essential elements of the course or program.);
• Allowance of extra time to complete examinations;
• A quiet, distraction-free testing environment;
• Examinations that are individually proctored, read orally, transcribed into alternative formats, dictated, or typed/word processed;
• The use of adaptive equipment, i.e., computer, calculator.

The purpose of these accommodations is to provide educational equity, not advantage. Faculty members are not required to, nor are they responsible for modifying their grading procedures or course standards for students with disabilities.

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GENERAL INFORMATION

Chapman University’s Center for Academic Success – Students with Disabilities program has been delegated the authority to certify disabilities and to prescribe specific accommodations for students with documented disabilities. CAS provides support services for students with mobility limitations, learning disabilities, hearing or visual impairments, and other disabilities. Counselors are available to help students plan a CU experience to meet their individual needs. Prior to receiving this assistance, documentation from a qualified professional source must be submitted to CAS.Chapman University provides the policy for verification of a disability as follows:

… a professionally verified disability means a condition certified by a licensed physician, psychologist, audiologist, speech pathologist, registered nurse, social worker, rehabilitation counselor, physical therapist, corrective therapist, learning disability specialist, or other appropriate professional.

The student shall either provide the verification documentation to the director, or sign a release authorizing the campus to obtain necessary documentation from one of the above mentioned professional persons or agencies.A student with a diagnosed learning disability must provide testing/evaluation results that are dated no more than three years prior to the date of request for learning disability services.

Any CU student who has transferred and received services from a California community college or Cal State campuses in the last three years as a student with a disability may be eligible for services from CAS.

CAS professional staff reviews the documentation from the referring agency and prescribes individual disability-related accommodations and support services on the campus and in the classroom.

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DEFINING DISABILITIES

Chapman University is committed to complying with federal regulations. This includes enlightening faculty of the definitions for identifying disabilities. Most students registered with the Center for Academic Success fall into one or more of the following categories:

• Learning Disability
• Visual Disability
• Communication Disability
• Deafness
• Attention Deficit Hyperactivity Disorder (AD/HD)
• Psychological Disability
• Mobility Disability
• Other Functional Disabilities

Chapman University has delegated the authority to certify disabilities and to prescribe specific academic accommodations and support services for students with documented disabilities to the Center for Academic Success. Students with disabilities, who require academic adjustments on campus must have registered with the CAS and must have submitted the necessary verifying documentation.

Upon presentation by the student of a current Accommodation Letter, professors are obliged to comply with the prescribed academic adjustments stated therein.Specific responsibilities and timelines are discussed in detail later in this handbook.

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LEARNING DISABILITIES

A learning disability is a disorder that interferes with integrating, acquiring and/or demonstrating verbal or nonverbal abilities and skills. These disorders occur in persons of average to very superior intelligence and are presumed to be due to central nervous system dysfunction.

Frequently, there are some processing or memory deficits.A learning disability is not the result of auditory, visual or motor impairment; emotional illness; nontraditional or cultural differences; or the lack of educational opportunities.

Accommodations May Include:
(No student will need all of these. Specific academic adjustments are based on the individual’s diagnostic information on file in the Center for Academic Success.)

REGISTRATION

• reduced course load

GENERAL

• extended time to complete assignments
• course substitution for some course requirements in major (by petition only)

NOTETAKING

• tape recorders
• copies of classmates’ notes

TESTING

• extended time
• proctored testing in a quiet, separate area
• test taped or read to student
• student responds orally to essay test
• alternative type of exam
• scribe, word processor or speech recognition program
• blank card or paper to assist in reading
• calculator
• test responses read back to the student (for clarification)

READING

• taped texts, cassette or electronic
• reader

WRITING

• extended time for in-class assignments to correct spelling, punctuation and grammar
• word processor with spell check

MATH

• calculator for a student with a disability in the area of math processing (The SAT and the CBEST currently allow students to use a standard four-function calculator as an accommodation.)

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KINDS OF LEARNING DISABILITIES

Learning disabilities vary from one person to another and are often inconsistent within an individual. Some of the terms associated with learning disabilities include:

• dyslexia: language disorder interfering with the spoken or written word
• dyscalculia: disorder affecting mathematical concepts or computation
• dysgraphia: writing disorder affecting production of the written word graphically or syntactically
• dysphasia: disorder affecting word retrieval or fluency in speaking or understanding
• figure-ground perception: inability to see an object from a background of other objects
• visualdiscrimination: inability to see the differences between objects
• auditory figure-ground perception: inability to hear one sound among others
• auditory sequencing: inability to hear sounds in the correct order

Students may demonstrate one or more of the following problem characteristics, and the form may be mild, moderate or severe:

STUDY SKILLS

• inability to organize and budget time
• difficulty taking notes/outlining material
• difficulty following directions
• difficulty completing assignments on time

WRITING SKILLS

• frequent spelling errors
• incorrect grammar
• poor penmanship
• difficulty taking notes while listening to class lectures
• problems with organization, development of ideas and transition words

ORAL LANGUAGE

• difficulty understanding oral language when lecturer speaks quickly
• difficulty attending to long lectures
• poor vocabulary and word recall
• problems with correct grammar
• difficulty in remembering a series of events in sequence
• difficulty with pronouncing multi-syllabic words

READING SKILLS

• slow reading rate
• inaccurate comprehension
• poor reaction
• poor tracking skills (skip words, lose place, miss lines)
• difficulty with complex syntax on tests
• incomplete mastery of phonics

MATH SKILLS

• computational skill difficulties
• difficulty with reasoning
• difficulty with basic math operations (e.g., multiplication tables)
• number reversals, confusion of symbols
• difficulty copying problems
• difficulty with concepts of time and money

SOCIAL SKILLS

• spatial disorientation
• low frustration level
• low self-esteem
• impulsive
• disorientation in time
• difficulty with delaying problem resolution

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VISUAL DISABILITIES

Visual impairments include disorders in the sense of vision that affect the central vision acuity, the field of vision, color perception, or binocular visual function to the degree that it impedes the educational process and necessitates procurement of supportive services or programs.

The American Medical Association defines legal blindness as visual acuity not exceeding 20/200 in the better eye with correction, or a limit in the field of vision that is less than a 20-degree angle (tunnel vision). This term includes people with extremely limited vision, as well as those with none at all.

Accommodations May Include:

• reading lists or syllabi in advance to permit time for transferring into alternate format
• textbooks ordered in the preferred medium of the student
• seating in the front of class without glare from windows
• tape-recording of lectures and class discussions
• note-taking devices such as pocket Braille computers
• handouts in the medium that the student prefers
• clear black print on white or pale yellow paper for students with visual impairments
• testing accommodations: taped tests, reading of tests, scribe, extended time, separate place, enlarged print, computer word processing
• materials presented on the board or on transparencies read out loud
• lab assistance
• advance notice of class schedule changes

Students with no light perception or no functional vision may rely on a white cane, a service animal or a sighted guide for mobility purposes. Service animals should not be petted or addressed unless their owner grants permission. When serving as a sighted guide, let the student take your arm just above the elbow.

It is helpful to identify yourself first when speaking with a student with blindness or low vision. A lower noise level in the classroom is important for hearing. Students may require a reader for assignments and exams and may use a notetaker or a note-taking device in class to take notes.

Passageways through doors and aisles should be kept clear. When furniture is moved, students should be advised of the new arrangement. Any changes in class locations should be given to students in advance, or a non-disabled student should be assigned to wait at the door and guide the visually impaired student to the new location.

Alternative Materials

Types of alternate format of printed material for students with blindness/visual impairments include:

AUDIO TAPE
Many textbooks can be ordered on cassette tape from Recordings for the Blind and Dyslexic (1-800-221-4792), or through the Books on Tape Consortium, a network of universities. Readers also are available through CAS to audiotape handouts, exams and books that have not already been recorded.

LARGE PRINT
Standard-sized materials can be enlarged on a copier using 11" by 17" paper.

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COMMUNICATION DISABILITIES

A communication disability is a “ . . . limitation in the process of speech and/or hearing which impedes the educational process and necessitates the procurement of supportive services or programs."

There are several different types of hearing and communication disabilities. Some can be partly corrected with a hearing aid and some cannot. Some kinds of communication disabilities do not simply reduce the volume of sound; they also distort it, so that words cannot be understood.

Accommodations May Include:

• modifications of assignments, such as one-to-one presentations or use of computers with voice synthesizers
• substitutions for oral class reports

Special Considerations

Speech and language disorders may be managed by computerized voice synthesizers or electronic-speaking machines. Speech therapy is frequently used to improve certain disorders. Anxiety and stress often accompany oral communication and can exacerbate the problem.

The student may speak more slowly in class and should be given time to express his or her thoughts. Interrupting or completing a sentence for the student is not helpful and may lead to embarrassment. It is appropriate to ask the student to repeat the statement. Summarizing the message helps the student to check for accuracy of understanding. The instructor’s acceptance and support of the student is important to facilitate communication and manage the speech disorder. If an oral presentation is required, the instructor should discuss alternatives with the student.

DEAFNESS

Deafness is defined as: "… limitation in the process of hearing which impedes the educational process and necessitates the procurement of supportive services or programs."

Students in this category usually require oral, steno or sign language interpreters. Skilled sign language or steno interpreters will assist instructors in communicating with deaf students in their classes.

Accommodations May Include:

• seating in the front of the classroom
• written supplement to oral instructions, assignments and directions
• visual aids as often as possible
• speaker facing the class during lectures
• speaker repeating the questions that other students in the class ask
• notetaker for class lectures
• test accommodations: extended time; separate place; proofreading of essay tests; access to word processor; interpreted directions
• unfamiliar vocabulary written on the board or a handout
• small amplification system such as an FM-loop system
• interpreter seated where the student can see the interpreter and the lecturer
• excess noise reduced as much as possible to facilitate communication

Special Considerations

Classroom discussions are difficult and should be followed by summaries of the relevant information. Questions raised by other students should be repeated by the instructor for the hearing impaired students. Videos without captions require a written summary or outline of the important points. Verbal assignments, due dates, changes in schedule and other information may be missed by the student and should be provided in writing. Oral tests may be impossible for the student and can be solved by a written exam. The student may not hear what is said while the instructor writes on the board. The use of overheads and all types of visual aids provide better communication.

Interpreters

If the student uses an interpreter, remember to look at the student and not at the interpreter. The interpreter should be seated so that the student can see the lecturer and the interpreter. If overheads or videos are used, some light should be left on so that the student can see the interpreter. Closed-captioned televisions are available from the Learning Technology Support Center. Discuss with the student other options for videos that are not closed captioned. A notetaker or copies of another student’s notes may be necessary, as the student cannot watch the interpreter and take notes at the same time. Interpreters are professionals with specialized training, and they will not give opinions about the student’s progress in the course. Consideration of a brief break during a long lecture will give the interpreter and student a much-needed rest.

Hearing Aids and Lip Reading

Some students may use hearing aids and lip reading to assist in discriminating sounds; but only 30 percent of spoken words in the English language can be lip-read.It is important when speaking to a student with a hearing impairment to look at the student, keep hands away from the mouth, use shorter sentences, speak slowly, and use appropriate facial expressions and gestures. Technical and unfamiliar vocabulary should be written down for the student. Standing in front of a window or a source of glare may limit visibility for the student. It is not helpful to shout or exaggerate lip movements.

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PSYCHOLOGICAL DISORDERS

Psychological disabilities are defined as "… a persistent psychological disorder or psychiatric disorder, emotional or mental illness that adversely affects educational performance and/or functioning and frequently requires medication."

Students with psychological disabilities will often not be recognizable in the classroom. Some may request extended time for classroom testing or a quiet, distraction-free testing environment. Others may not identify themselves at all.

Accommodations May Include:

• extended time for exams, quiet testing area with a proctor
• notetakers, readers or tape recorders in class
• seating arrangements that enhance the learning experience of the student
• incompletes or late withdrawals in place of course failures in the event of prolonged illness
• assistance with time management and study skills
• encouragement to use relaxation and stress-reducing techniques during exams
• flexibility in the attendance requirements in case of health-related absences

Psychological disorders fall into the group of invisible disabilities that may have little or no impact on learning. With proper diagnoses and treatment, students with psychological disorders are generally productive and successful in the academic environment.

Some students may exhibit negative behavior such as indifference or occasionally disruptive behavior. In the event of disruptive behavior, the student should be informed of the specific limits of acceptable behavior in the classroom and on campus. As for all students, the CU Student Code of Conduct must be followed.

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ATTENTION DEFICIT/HYPERACTIVITY DISORDER (AD/HD)

Concentration and attentional difficulties with or without hyperactivity is called Attention Deficit/Hyperactivity Disorder (AD/HD) and is a neurologically based medical condition. It is a Developmental disability characterized by inattention (difficulty sustaining attention to tasks),impulsivity (difficulty in refraining from saying or doing whatever comes to mind), and/or hyperactivity (excessive talking, fidgeting, or movement).

In an academic setting, students with AD/HD may have difficulty grasping the main idea of a lecture or reading assignment. They may experience slow reading and/or writing, and they maybe hampered by their inability to screen out distractions while studying or taking exams. Those students with AD/HD for whom pharmaceuticals are prescribed may also be subject to side effects of the medication. As with any other type of disability, there is considerable variability among students diagnosed as having AD/HD.

Attention Deficit/Hyperactivity Disorder has only recently been recognized as an adult disability. Previously, it was believed that there is a resolution of AD/HD symptoms in adolescence due to brain development or hormonal or other developmental change. It is now known that many symptoms continue into adulthood for 30-70 percent of individuals with AD/HD. Many adults were never diagnosed as children. Thus, they are not aware of, nor do they understand, the consequences of their disability. Many of these adults may have been misdiagnosed and treated for depression, antisocial personality or other character disorders.

Students with AD/HD may have difficulty with one or more of the following:

• concentrating
• listening
• starting, organizing and completing tasks
• following directions
• making transitions
• interacting with others
• producing work at a consistent level
• organizing problems in multiple steps

Accommodations may be similar to those for students with learning disabilities.

A student with AD/HD may:

• perform better in morning classes
• need to sit at the front of the class
• need assignment organizers
• need assignments in writing
• experience difficulty following through with several directions at once
• have problems organizing multistep tasks
• benefit from structure using lists, schedules

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MOBILITY DISABILITIES

Mobility disabilities are defined as: "… limitation in locomotion or motor functions which indicates a need for supportive services or programs.Included in this category would be persons who have asthma, cardiovascular problems, or who do not have motor functions necessary to lift or carry items normally used in an academic setting (i.e., books and supplies)."

Mobility limitations can include permanent or temporary disabilities. Many of theindividuals who have mobility disabilities use canes, braces, wheelchairs, etc. in order to get around the campus and community. People with upper-body mobility disabilities may have difficulty taking notes and completing other physical tasks. They will probably have notetakers or audiocassette tape players to assist them. Many students with lower-body mobility disabilities will simply require wheelchair seating in the classroom. They may require a modified desk or lab station. They also will use elevator and ramp access on the campus and in the community.

Accommodations May Include:

• accessible location for the classroom and place for faculty to meet with student
• extra time to get from one class to another, especially in inclement weather
• special seating in classrooms, standing or lying on the floor
• notetakers, use of tape recorders, laptop computers, or photocopying of peer notes
• test accommodations: extended time; separate place; scribes; access to word processors
• special computer equipment/software: voice activated word processing; word prediction; keyboard modification
• extra time for assignments due to slow writing speed
• adjustable lab or drafting tables for classes taught in lab settings
• lab assistance
• accessible parking in close proximity to the building
• customized physical education class activities that allow students to participate within their capabilities
• course substitution for certain students
• taped texts
• advance planning for field trips to ensure accessibility. If the university provides student transportation on a field trip, it must provide accessible transportation also.

Students with orthopedic/mobility impairments may have any of the following conditions:

• pain, spasticity or lack of coordination
• flare-ups of intensity of the symptoms
• periods of remission in which few or no symptoms are visible
• inability to walk without crutches, canes, braces or walkers
• ability to stand or walk, but may use wheelchair to conserve energy or gain speed
• inability to stand or walk; uses wheelchair for total mobility
• limited lower body use, but full use of arms and hands
• impairment of speech or hearing
• limited head or neck movement
• decreased physical stamina and endurance
• decreased eye-hand coordination

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OTHER FUNCTIONAL DISABILITIES

Other functional limitations are defined as: ". . . any other dysfunction of a body part or process which necessitates the use of supportive services or programs, and which does not fall within the categories listed above. This category may include students with epilepsy, diabetes and other non-visible dysfunctions."

A large number of students registered at CU have disabilities that do not necessarily fall into major categories already discussed, but are covered by Section 504 and the ADA. The degrees to which these disabilities affect students in the academic setting vary widely. At times, it is not the condition itself, but the medication that is required to control symptoms, that impairs academic performance. Common side effects of medications include fatigue, memory loss, shortened attention span, loss of concentration and drowsiness. In some cases, the degree of impairment may vary from time to time because of the nature of the disability or the medication. Some conditions are regressive and others may be stable.

Accommodations May Include:

• extended time for exams
• enlarged print materials
• readers or tape recorded course materials
• computers or other adaptive equipment
• scribes
• flexibility in attendance requirements in cases of health-related absences
• other accommodations found elsewhere in this guide

A student is required to make-up-missed assignments and tests.

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ACQUIRED OR TRAUMATIC BRAIN INJURY (ABI/TBI)

Head injury is one of the fastest growing types of disabilities, especially in the age range of 15 to 28 years. More than 500,000 cases are reported hospitalized each year. There is a wide range of differences in the effects of an ABI/TBI on the individual, but most cases result in some type of impairment. The functions that may be affected include memory, cognitive/perceptual communication, speed of thinking, communication, spatial reasoning, conceptualization, psychosocial behaviors, motor abilities, sensory perception, and physical abilities.

Students with ABI/TBI may have difficulty with one or more of the following:

• organizing thoughts, cause-effect relationships and problem solving
• processing information and word retrieval
• generalizing and integrating skills
• interacting with others
• compensating for memory loss

Accommodations may be similar to those for students with learning disabilities.

There are important differences that affect the educational program of a student with an acquired head injury, as compared to students with learning disabilities.

A student with ABI/TBI may:

• need established routine with step-by-step directions
• need books and lectures on tape
• need repetition or some type of reinforcement of information to be learned
• demonstrate poor judgment and memory problems
• exhibit discrepancies in abilities, such as reading comprehension at a much different level than spelling ability

A partial list of other functional disabilities includes:

Aids
Arthritis
Asthma
Burns
Cancer
Cardiovascular disorders
Cerebral palsy
Chronic pain
Diabetes mellitus
Epilepsy
Hemophilia
Lupus
Motor neuron diseases
Multiple sclerosis
Muscular dystrophy
Renal-kidney disease
Respiratory disorders
Sickle-cell anemia
Post-stroke
Tourette’s syndrome

Due to the nature of the disability, the degree of impairment may fluctuate. Therefore, accommodation needs may vary throughout the semester.

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GENERAL GUIDES

INVISIBLE DISABILITIES
Students may have invisible disabilities and desire confidentiality about their condition. When discussing an accommodation, it is important to respect the rules of confidentiality. If a student requests accommodations, the student must have appropriate documentation on file in the Center for Academic Success.

TEMPORARY DISABILITIES
Some disabilities are temporary, but may require accommodations for a limited time. Students who are recovering from surgery, injury or severe illness may be unaware of accommodations that may be reasonable for a limited time period. Encouraging students to contact the Center for Academic Success and to talk with faculty and staff may prevent them from dropping out of school. The student, faculty/staff member and CAS staff may work together to establish reasonable accommodations.

PERMISSION TO LEAVE CLASS
Some disabilities require consuming large quantities of fluids and urinating often. These students may need to leave the classroom more frequently than others do. Other students with attentional difficulties may benefit from extra breaks during lecture classes.

PAIN
Chronic pain may result in limitations to strength, standing, walking, climbing, sitting, kneeling, stooping, and carrying. Cold or sudden changes in temperature may increase the onset of pain. Students with chronic pain may need to stand or change positions intermittently during class. Severe pain may increase the number of absences, but the student would still be required to complete the course assignments.

RESPIRATORY DISORDERS
Some respiratory disorders can result in significant limitations to activities, such as walking and climbing. Tolerance to temperature changes or extremes in temperature may be limited. Wet or humid conditions, along with fumes and dust, may exacerbate the problem. Environments where smoking is permitted should be avoided.

SEIZURE DISORDERS
Students who are subject to seizure disorders may have impaired consciousness, involuntary movements and brief lapses of attention. Usually the seizures will be brief and infrequent. When a seizure occurs, there is a brief change in the normal functioning of the brain’s electrical system.

First aid for seizures*
(Convulsions, generalized tonic-clonic, grand mal)

• Cushion head
• Loosen tight neckware
• Nothing in mouth
• Look for I.D.
• Don’t hold down
• Offer help as seizure ends

Although most seizures end naturally without emergency treatment, a seizure in someone who does not have epilepsy could be a sign of a serious illness. Call for medical assistance (911) if any of the following occurs:

• seizure lasts more than 5 minutes
• no "epilepsy/seizure disorder" I.D.
• slow recovery, a second seizure, or difficult breathing afterwards
• pregnancy or other medical I.D.

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RESPONSIBILITIES

Responsibilities of STUDENTS

1. Students will identify themselves in the Center for Academic Success and provide professional verification of their disability. A professionally verified disability is a condition:
   certified by a licensed physician, psychologist, audiologist, speech pathologist, registered nurse, social worker, rehabilitation counselor, physical therapist, corrective therapist, learning disability specialist, or other appropriate professional.
2. Students with prior diagnosis of a learning disability will provide testing and evaluation results to the CAS office.
3. The student will consult with a disability counselor to determine specific academic accommodations necessary while enrolled in courses and/or while completing testing requirements.
4. Students will complete the CAS Student Data Sheet (see appendix) and meet with the CAS staff at the start of each semester to review course requirements and obtain accommodation letters for their professors.
5. Students will meet with their individual instructors to discuss disability-related needs and accommodations and submit an Accommodation Letter.
6. The student will present a list of academic adjustments, as prescribed by CAS, to the faculty member(s) in whose class(es) these accommodations or support services will be necessary.
7. The student will inform CAS, in a timely manner, of test dates and times for which prescribed accommodations are necessary. CAS will then assure that approved accommodations are made available.
8. The student will abide by departmental, school and university policies and academic regulations, as do all students.

Responsibilities of the CENTER FOR ACADEMIC SUCCESS

The Center for Academic Success will:

1. Determine whether or not a student is eligible to receive reasonable accommodations and/or support services on the Chapman University campus. CAS requires verification by an appropriate professional, such as a physician, rehabilitation counselor or therapist.
2. Respect the confidential nature of a student’s disability and maintain professional standards.When granted permission to release information by a particular student, CAS professional staff will provide the requested information to the specified person or agency in a timely manner.
3. Screen applicants and may provide evaluation of the assessments of learning disabilities to determine appropriate academic adjustments.
4. Prescribe appropriate accommodations and support services on the campus and in the classroom, including test-taking accommodations.
5. Prescribe appropriate academic accommodations for an individual student. The office will provide students with Accommodation Letters (see appendix), which students then present to their instructors at the beginning of the semester, or at such time as the disability is verified.
6. Assist students in obtaining access, when feasible, to computers and other technological adaptations.
7. Provide, upon request, consultation to instructors regarding how to implement most effectively the authorized academic accommodations.

Responsibilities of FACULTY

Faculty will:

1. Cooperate with CAS in providing prescribed accommodations and/or support services for the student in a fair and timely manner.
2. Be responsible for providing timely access to course materials for students with disabilities, particularly those with print disabilities who need printed information in alternative formats. The U.S. Department of Education, Office of Civil Rights has articulated "timely" to mean at the same time as all other students receive the information. Faculty must, therefore, allow sufficient time (one to two weeks) for print materials to be translated into alternative formats (i.e., Braille, audiotape, large print, E-text).
3. Review the Accommodation Letter upon presentation by a registered student with a disability.
4. Review, complete and sign the Test Information form so that the student can return the form to CAS in a timely manner.
5. Provide a copy of examination materials one week in advance in situations in which alternative formatted materials are requested as a reasonable accommodation. This requirement will allow sufficient time to convert the exam materials into the necessary non-print format (i.e., Braille, audiotape, large print, or E-text).
6. Consult with CAS if there is any question regarding how to implement the prescribed accommodations.
7. Provide a classroom atmosphere that is harassment-free in nature and nondiscriminatory for students with disabilities.

"Students with disabilities, registered and documented with the Center for Academic Success, shall be allowed the use of audio recorders upon presentation of a CAS accommodation letter to the instructor.”

Faculties are encouraged to make an announcement at the beginning of each semester encouraging students with disabilities who need support services to identify themselves to the instructor and/or the CAS. It is suggested that faculty provide time during office hours or in a private setting to protect student confidentiality.

Questions regarding a student’s disability-related accommodations should be addressed in a private setting, which protects confidentiality, or directed to a professional staff member at CAS.

Responsibilities of ADMINISTRATORS

Administrators will:

1. Make available (in department offices) copies of the university policies regarding academic accommodations for students with disabilities to each department faculty member.
2. Provide any necessary support to the faculty member who is charged with making the accommodations.
3. Ensure that when a prescribed accommodation is challenged, the accommodation will be provided until the matter has been formally reviewed and resolved.
4. Ensure that the faculty and staff within their departments understand Chapman University’s commitment to implementing law and policy assuring nondiscrimination on the basis of disability.
5. Uphold the final decision of the president regarding any formal grievance.

REQUIRED TIMELINES FOR COMPLIANCE

COMPLAINT PROCEDURES

Once a student has been declared eligible for reasonable accommodations at Chapman University, the departments and faculty members are bound legally to honor prescribed accommodations.

If a faculty member has questions about the appropriateness of a prescribed accommodation, he or she should contact the appropriate CAS staff member for consultation. If questions are not resolved, the faculty member should submit a written request for informal review to the department chair within five days. Informal resolution may also include input from the school dean, assistant dean for student affairs, Chapman University ombudsman, and/or the ADA/504 compliance officer. If an informal resolution is not successful, the ADA/504 compliance officer will initiate a formal investigation of the complaint within two weeks. The department/faculty will be asked to demonstrate: (a) that the accommodations would cause undue hardship; and (b) that the authorized adjustment would fundamentally alter the program of instruction being pursued by the student. The accommodations must be provided for the student unless they are officially set aside or modified. A faculty member cannot refuse to make accommodations for a student once they have been prescribed. At the conclusion of the investigation, the ADA/504 compliance officer will report the findings to the president, whose decision will be final.

Students and faculty alike are encouraged to seek the expertise and guidance of the experienced professionals in CAS regarding the implementation of reasonable accommodations at Chapman University. Such proactive consultation may help prevent unpleasant and unnecessary conflicts.

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DISABILITY AWARENESS

APPROPRIATE LANGUAGE

• People with disabilities are people first. The Americans with Disabilities Act (ADA) officially changed the way people with disabilities are referred to and provided the model. The person is first and then the disability. This emphasizes the person and not the disability.
• Do not use the word "disability" when referring to someone who has a physical, mental, emotional, sensory or learning impairment.
• Avoid labeling individuals as victims, or the disabled, or names of conditions. Instead, refer to "people with disabilities" or to "someone who has epilepsy."
• Avoid terms such as "wheelchair bound." Wheelchairs provide access and enable individuals to get around. Instead, refer to "a person who uses a wheelchair" or "someone with a mobility impairment."
• When it is appropriate to refer to an individual’s disability, choose the correct terminology for the specific disability. Use terms such as quadriplegia, speech impairment, hearing impairment, or specific learning disability.

APPROPRIATE INTERACTION

• When introduced, offer to shake hands. People with limited hand use or artificial limbs can usually shake hands. It is an acceptable greeting to use the left hand for shaking.
• Treat adults as adults. Avoid patronizing people who use wheelchairs by patting them on the shoulder or touching their head. Never place your hands on a person’s wheelchair, as the chair is a part of the body space of the user.
• If possible, sit down when talking at length to a person who uses a wheelchair, so that you are at the person’s eye level.
• Speak directly to the person with the disability. Do not communicate through another person. If the person uses an interpreter, look at the person and speak to the person, not to the interpreter.
• Offer assistance with sensitivity and respect. Ask if there is something you might do to help. If the offer is declined, do not insist.
• If you are a sighted guide for a person with a visual impairment, allow the person to take your arm at or above the elbow so that you guide rather than propel.
• When talking with a person with a speech impediment, listen attentively, ask short questions that require short answers, avoid correcting, and repeat what you understand if you are uncertain.
• When first meeting a person with blindness or low vision, identify yourself and any others who may be with you.
• When speaking to a person with a hearing impairment, look directly at the person and speak slowly. Avoid placing your hand over your mouth when speaking. Written notes may be helpful for short conversations.

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FREQUENTLY ASKED QUESTIONS ABOUT SERVICES FOR STUDENTS WITH DISABILITIES PROGRAM

How does SWD justify extra time on tests for students with learning disabilities? It seems unfair to the other students, who would probably improve their score as well, if they were allowed additional time.
Various factors account for the need for extra time on tests 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. Research (at UC Berkeley, 1991 and the University of Toronto, 1993) on the effects of extended time on exams has shown dramatic improvements for students with learning disabilities, but only marginal improvement for students without learning disabilities. 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."

What kinds of test accommodations do students with low-vision use?
Students with low-vision, although they are able to read the test questions, experience a great deal of fatigue while concentrating on the printed word (even when enlarged) and may want to use a reader as a back-up support.

As a professor, can I be assured that students who take exams for my classes at the SWD office are being monitored closely enough to prevent cheating?
Students who use test accommodations through SWD are monitored regularly by SWD staff. Each of the test room doors has a window in it so the students may be observed.

Does a student who identifies him or herself to the university as having a physical or learning disability automatically receive support services from SWD?
Prior to receiving any assistance from SWD, a student must present documentation of a disability, which interferes with a major life function from a qualified professional source. Chapman University through the Center for Academic Success provides the criteria and policy for verification of a disability as follows: "… a professionally verified disability means a condition certified by a licensed physician, psychologist, audiologist, speech pathologist, rehabilitation counselor, learning disability specialist, or other appropriate professional." Any CU student who has transferred and received services from a California community college or UC campus as a student with a disability may also be eligible for services from SWD.

Should I refer a student to SWD?
Faculty members are encouraged to refer students whom they suspect may have learning or other disabilities to the SWD office professionals.

How do I verify the eligibility of a student who simply tells me that he or she is disabled and requires accommodations?
The CAS/SWD office is regarded as the authority to certify disabilities and to determine whether a student qualifies for academic accommodations and support services. All students eligible to receive services at CU have presented the necessary documentation or have been assessed and verified by the CAS staff. Students registered with SWD are requested to present an Accommodation Letter to their professors to verify their eligibility to receive services.

Will most students with disabilities (who are already aware of their disability) identify themselves to their professors at the beginning of the semester?
Students who use SWD support 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 prescribed class/test modifications, for various reasons. Other students may be involved in a learning disability assessment for much of the semester and may find they are eligible for support services 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?
Modifications are determined on an individual basis after considering the specific learning disability, the course requirements, and past academic experiences. Modifications are designed to provide an equal educational opportunity, not to give the student a competitive edge.

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 a 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. Students may submit their verification to SWD without disclosing to the professor the specific nature of their disability. Upon a student’s request for accommodations, the university and the professor are required by law to properly accommodate the student.

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 identify themselves to the professor and to follow the compliance guidelines of the SWD office and the university.

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TIPS TO FACILITATE STUDENT LEARNING

Many teaching strategies that assist students with disabilities are known also to benefit non-disabled students. Instruction that is provided in an array of approaches will reach more students than instruction using one method. The following are teaching strategies that will benefit all students in the academic setting.

Required Text

• select a text with a study guide or one which has study features built into each chapter

On the Syllabi

• include a statement that encourages students to inform faculty members of their special needs as soon as possible to ensure that those needs are met in a timely manner
• make a verbal announcement, stating this information for students who may not be able to read print syllabi

Before the Lecture

• write key terms or an outline on the board, or prepare a lecture handout
• create study guides
• assign advance readings before the topic is due in the class session
• give students questions that they should be able to answer by the end of each lecture
• present written information in an audible form as well as a written form (Be sure to provide all written course materials to non-print readers in accessible formats and in a timely manner, i.e., at the same time everybody else gets these materials.)

During the Lecture

• briefly review the previous lecture
• use visual aids such as overheads, diagrams, charts, graphs
• provide visual aids in alternative formats for non-visual learners in the class
• allow the use of audio recorders
• emphasize important points, main ideas, key concepts
• face the class when speaking
• explain technical language and terminology
• speak distinctly and at a relaxed rate, pausing to allow students time for note-taking
• leave time periodically for questions
• administer frequent quizzes to provide feedback for students
• give assignments in writing, as well as orally

Grading and Evaluation

• consider alternative test formats and multiple grades for various tasks
• work with the student promptly to make testing arrangements with CAS to provide prescribed accommodations Students surveyed reported the two most helpful things professors can do to facilitate student learning:
• speak slower when lecturing
• speak louder in large classrooms

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SOURCES

Selected resources consulted in the preparation of this guide

A Desk Reference Guide for Faculty, Staff and College Students with Disabilities
Anne R. Thompson, Ph.D., Director

Leslie Bethea, M.S., Coordinator
Mississippi State, MS 39762-5740
(800) 582-2233

AHEAD

Association on Higher Education and Disability
PO Box 21192
Columbus, OH 43221-0192
(614) 488-4972
http://www.ahead.org/

CH.A.D.D. of Greater Orange County

Children and Adults with Attention Deficit Disorders
PO Box 5876
Whittier, CA 90607-5876
(714) 490-7022
http://www.chadd.org/

Epilepsy Foundation

National Office
4351 Garden City Drive
Landover, MD 20785-2267
Local phone: (301) 459-3700
Toll-free: (800) EFA-1000
http://www.efa.org/

Equal Access to Software and Information (EASI)

American Association for Higher Education
One Dupont Circle, Suite 360
Washington, DC 20036
(202) 293-6440 x48
http://www.isc.rit.edu/~easi/

Learning Disabilities Association

4156 Library Road
Pittsburgh, PA 15234-1349
(412) 341-1515
http://www.ldanatl.org/

HEATH Resource Center

Section 504, The Law & Its Impact on Postsecondary Education
American Council on Education
One Dupont Circle, Suite 800
Washington, DC 20036-1193
(800) 544-3284
http://www.acenet.edu/Programs/HEATH/home.html

International Dyslexia Association (IDA)

formerly Orton Dyslexia Society
Orange County Branch
1801D East Park Court Place, Suite 101
Santa Ana, CA 92701
714-564-0777
Los Angeles Branch
4379 Tujunga Avenue
Studio City, CA 91604
(818) 506-8866
http://www.interdys.org/

The Ohio State University

Teaching Students with Disabilities: A Faculty Handbook
Office for Disability Services
150 Pomerene Hall
1760 Neil Avenue
Columbus, OH 43210-1297
(614) 292-3307
http://www.osu.edu/units/ods/

San Diego State University

Disabled Student Services
Providing Academic Accommodations for Students with Disabilities:
A Policy Guide for Students, Faculty, Staff and Administrators
5500 Campanile Drive
San Diego, CA 92182-0579
(619) 594-6473
http://www.sa.sdsu.edu/dss/dssguide.html

California State Fullerton

College Students with Disabilities
A Handbook for Faculty & Staff
Disabled Student Services
P.O. Box 6830
Fullerton, CA 92834-6830
(714) 278-3117
TDD (714) 278-2786
http://www.fullerton.edu

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