In order for an employee with a disability to be eligible for services, the following requirements must be met:
- Provide current and comprehensive documentation of a disability to the Office of Disability Services.
- Register with the Office of Disability Services to initiate accommodations.
- Work as a full-time, part-time, or adjunct employee of the University.
Services for Faculty/Staff
- Accessible Parking
- Adaptive Equipment
- Adaptive Software
- Classroom observations
- Restricted diet assistance
- Alternate testing forms assistance
- Large tables/seating for classrooms
- OCR Ruling for pregnant and parenting students
- Consultations on ADA and ADA Amendments
Faculty Members must do their part to help students
Disclosing a disability to a professor can be a difficult task for students. I tell them that most professors are more than willing to work with students, however the decision is theirs. When a student decides to disclose, teachers should let the student know that they may not be a familiar with disabilities in general and that a face-to-face meeting is a good opportunity to discuss the disability and interactively examine accommodations relative to the course mode, level and expected assignments.
Here are some things teachers can do in their classrooms:
- Keep instructions brief and as uncomplicated as possible.
- Assist the student with finding an effective note-taker or lab assistant from the class.
- Allow the student to tape-record lectures.
- Clearly define course requirements, the dates of exams, and when assignments are due; provide advance notice of any changes.
- Provide handouts and visual aids, if available.
- When appropriate, team a reader with a non-reading student during in-class assignments.
- Use more than one way to demonstrate or explain information.
- Have copies of the syllabus ready three to five weeks prior to the beginning of classes so textbooks are available for taping.
- Break information into small steps when teaching many new tasks in one lesson (state objectives, review previous lesson, summarize periodically).
- Allow time for clarification of directions and essential information.
- Provide study guides or review sheets for exams.
- Provide alternative ways for the students to do tasks, such as dictations or oral presentations.
- Provide assistance with proofreading written work.
- Make appropriate referrals to campus support services e.g. tutoring, computer labs, writing center.
- Stress organization and ideas rather than mechanics when grading in-class writing assignments. Allow the use of spell-check and grammar-assistive devices, if grammar and spelling isn’t the principal learning construct; rather an ancillary construct.
- When in doubt about how to assist the student, ask him or her.
- Allow the student the same anonymity as other students.
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