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Accessibility & Accommodations:Students with Disabilities in Higher Education

Faculty Training Module(Non-Managers Only)

Hope Fisher, MATrinity Washington UniversityDisability Support Services (DSS)Sheehan Library [email protected]

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Through this training, participants will be able to:

Provide an example of appropriate language and behavior towards people with disabilities.Describe the two major roles that faculty are responsible for incorporating into their work at Trinity.Articulate three or more concrete strategies that they will implement, to promote accessibility and inclusion.Training Objectives

2Training Objectives.Slide Opener/Talking Points (herein ref. to as, TALK): In every demographic group and setting, we can expect to encounter someone who has a disability, whether we are aware of it or not.Students with disabilities inevitably add to the diversity of viewpoints and perspectives, inside and outside of the classroom. As a teaching staff, its very likely that youll end up interacting with a student (or colleague) who has a disability.This presentation will give Trinity faculty the training and tools they need to join administrators, staff, and students, in maintaining a learning environment that is equally accessible to everyone.By the end of this session, participants should understand their responsibilities in upholding institutional compliance, and in promoting campus-wide equality.


Introduction & Outline

Defining and Discussing Disability AppropriatelyLegal Definition of DisabilityDisability EtiquetteFramework and Practical ApplicationsData Trends in Disability and Higher EducationAccessibility and the Law: Staff Role #1Help from Universal Design Principles Disability Services and AccommodationsWorking with Disability Support Services: Staff Role #2Overview of Classroom AccommodationsAdaptive/Assistive Technology Examples

3Introduction & Outline.TALK: Even though it is Trinitys high priority to promote equitability and inclusiveness, students with disabilities may still encounter inaccessible and discriminatory circumstances during their educational pursuits.Preventing and removing academic and environmental barriers falls upon very instructor/faculty, student, administrator, and staff member. All three sections of this training contain class, group, and/or individual activities. Theyre designed to reinforce key points and provide realistic applications of the concepts. Well pause for questions/comments between slides so please hold your thoughts in the interest of time/Please raise your hand at anytime, if you have a question [Base this rule on group size and training format.]


Defining and Discussing Disability AppropriatelyLegal Definition of Disability + Activity: Defining DisabilityDisability Etiquette + Activity: Language & BehaviorSection I

4Section I. TALK: Before delving into faculty roles, lets make sure that were all on the same page regarding the definition of disability. After that, well look at some common etiquette dos and don'ts.


Legal Definition of Disability

The primary legislation governing the civil rights of people with disabilities is the Americans with Disabilities Act (ADA), as amended. The ADA defines a disability as:

A long-lasting physical, cognitive, or psychological conditionthat substantially impairs a persons abilityto perform major life activities without assistance.

5Legal Definition of Disability.TALK: The 1990 Americans with Disabilities Act (ADA) and its 2008 Amendments defines and governs civil rights for people with disabilities (PWDs). Other laws and regulations may apply, depending on the circumstances (e.g., FERPA, Rehab Act, EEOC guidelines).The legal definition is intentionally non-specific, to ensure that the ADA doesnt exclude anyone that it was designed to protect. It does not contain a list of qualifying diagnoses.Early ADA discrimination cases often involved legal maneuvers from the defense, to prove that the claimant didnt have a disability. That way, the law would become inapplicable. In 2008, the ADA was amended to put the focus back onto (dis)proving a civil rights violation. Common misconceptions are dispelled when we look at this definition. EX. that you must be born with a disability to have one; that a condition must be completely debilitating to be a disability; that a disability is anything disabling, like a temporary illness (e.g., influenza).


ADA Clarification Points:Major life activities can include: seeing, hearing, walking, learning, speaking, concentrating, and using bodily functions (e.g., digestion, circulation).The ADAs protection from discrimination covers those who currently have a disability, who have a record of a disability, and who are regarded as having a disability.

(contd) Legal Definition of Disability

Legal Definition of Disability.TALK: [Describe clipart aloud.] Faculty are not involved in making disability determinations for students, even if they have related expertise in the field. DSS is charged with reviewing healthcare documentation to determine if a student needs reasonable accommodations. [w/ 1st bullet] The nature and impact of a particular disability can vary greatly from person-to-person. This is why the focus is on major life activitiesMitigating aids, like meds or adaptive technology (to reduce symptoms or remove barriers, resp.), do not negate the disability. [2nd] All 3 of these groups are protected by anti-discrimination laws, but the regarded as group cant seek monetary damages.EX. A store employee has a large facial scar from an old car accident, but no existing conditions that limit major life activities. Despite her stellar performance, shes repeatedly denied promotions. She inquires and learns that her boss has concluded that she has a disability & wont be able to perform in higher-level positions. This employee is protected under ADA anti-discrimination, even though she does not have an actual diagnosis.6


Activity: Defining DisabilityPurpose: To increase comprehension of the definition of disability.Directions: Ill read each of the conditions aloud. Raise your hand, if it IS likely to fall under the ADA definition we just discussed.

DeafnessDyslexiaSprained AnklePregnancyMultiple SclerosisDepressionCommon ColdCerebral PalsyTraumatic Brain InjuryMild Myopia(contd) Legal Definition of Disability

7Legal Definition of Disability, Activity: Defining Disability (8-10 min). TALK: Next, well do an all-class activity, to help us visualize what the legal definition of disability encompasses. Well review a list of familiar conditions that may or may not be covered by the ADA. This activity is intended to point out the broadness of disability. Faculty shouldnt try to figure out if a student has a disability. If youre concerned about a student (grades, conduct, etc.), please follow Trinity policies and procedures. Established institutional standards apply to all students, equally.[Read each aloud. After a show of hands, to animate the answer.] Deafness-YES Dyslexia-YES Sprained ankle-NO, this is a temporary impairment Pregnancy-NO, not in and of itself; occasionally courts accept conditions that may arise from it (e.g., gestational diabetes) MS-YES, even if symptoms are in remission Depression-YES, if severe enough to disrupt major life functions Common Cold-NO, this is a temporary illness. CP-YES TBI-YES, if its long-lasting so no minor concussions; this is the major cause of death and disability worldwide Mild Myopia-NO, this is just common nearsightedness.


(contd) Legal Definition of Disability

* TRIVIA TIME ! * Q: What kinds of disabilities are most commonly found in post-secondary education settings?A: 51% of undergrads who disclosed a disability to their college or university, had a Learning Disability and/or Attention Deficit Hyperactivity Disorder (ADHD)*. *Pope Center for Higher Education Policy, 2010

Legal Definition of Disability, Trivia Time.TALK: [Describe the Trivia Time box aloud, before reading the question. Then, allow participants to guess the answer.] This percentage is about the same in the Trinity student population. Just imagine how high the percentage would be if we could add-in the students who dont disclose, plus the students who have psychological disabilities (e.g., Anxiety Disorder).In conclusion, theres a high likelihood that youll be teaching a student with a disability, and not even DSS will know exactly how many and which ones. Thats what makes what you learn in this training so important and valuable.8


Defining and Discussing Disability AppropriatelyLegal Definition of Disability + Activity: Defining DisabilityDisability Etiquette + Activity: Language & Behavior(contd) Section I

9Section I (w/checkmark).TALK: Another interesting fact is that 19% of Americans have a disability (U.S. Census, 2010). This is increasing due to factors like, decreased mortality, returning military, and the aging Baby Boomer generation (~ of U.S. population). All the more reasons to ensure that our language and behavior is appropriate, meaning that it is inclusive and non-discriminatory.Communicating and interacting with PWDs can be uncomfortable for some, even if they have a disability themselves.Many well-intentioned individuals avoid the subject or encounters with PWDs, for fear of being offensive. Others may feel perfectly comfortable, but dont recognize that theyre actually being inappropriate.At Trinity and in your own community, the following tips can and should be applied to all of your communications and interactions, regardless of anyones disability status.


Tips for everyday communication:

Use person-centered language. Name the individual before the disability, as in a person with ________. Remove grossly offensive terms (e.g., crippled) from your vocabulary. Also, phase out antiquated terms like handicapped or challenged.Avoid using unwarranted qualifiers, like special or superhuman, to describe people with disabilities.Dont use the disability, as a primary description.(contd) Disability Etiquette: Your Language

10Disability Etiquette: Your Language.TALK: Here are some tips to guide your language when communicating with or about PWDs.[w/ Tip 1.] EX. student with paralysis is preferred over paralyzed studentA notable exception is Deaf person which is generally accepted with a capital D. This changes the emphasis to the culture or community.[2.] Some of these terms can be found in older laws and literature, but are not currently acceptable in public arenas, incl. the federal govt. Also, PWDs arent stricken or afflicted; if anything, theyre diagnosed.[3.] Unless theyve actually done something extraordinary, using terms like these may draw more attention to your discomfort or lack of awareness.[4.] Use the persons name or another description, especially when the subject-matter is unrelated to disability. EX. Wheelchair guy is here to pick up his paycheck.Also, you may be publicly disclosing someone elses disability without their consent.


Tips for everyday interactions:

Stay alert of environmental barriers that may pose an issue for those with visual or mobility disabilities. Respect individual privacy. Make sure that others arent around when discussing someone elses disability. Dont force your help. Ask IF and HOW you can assist.Use the same non-verbal cues that you would use with anyone else (e.g., hand-shakes, eye contact). (contd) Disability Etiquette: Your Behavior

11Disability Etiquette: Your Behavior.TALK: Along with being more aware of our language, we should also consider the impact of our intentional and unintentional behaviors.[w/ Tip 1.] In your office or classroom, take a few minutes to make sure its free from obstructions Also, be mindful when walking and talking w/those who have visual or mobility impairments. Actions that may come naturally to you may not be possible for them (e.g., stepping-up onto sidewalk curbs).[2.] Generally, avoid sharing someone elses disability info with others. The PWD has the right to chose who to disclose to, unless you have a concern for their safety or that of others. At Trinity, discussions about a students disability are limited to designated personnel.[3.] Dont assume that someone needs and wants our help, or that we know what is best for them. EX. A dormhall staff (RA) spots a student who is blind, tapping a white cane down the hallway. The RA offers to assist the student, but he politely declines. Assuming that the student is mistaken or embarrassed, the RA takes hold of the students arm & begins to guide him to his dorm room. The student becomes upset & explains that hes in the process of memorizing his route from the showers to his dorm room. Awkward, to say the least.[4.] Most people would notice if youre treating them differently than everyone else around them.


Activity: Language & BehaviorPurpose: To apply disability etiquette concepts to real-world examples.Directions: In your groups, discuss the 3 statements below (from the handout) and determine if each one is MOSTLY TRUE or MOSTLY FALSE.(contd) Disability Etiquette

1. When I meet a person who has a disability, I should not ask them about their disability.2. Its not OK to touch someones wheelchair or service dog.3. If one of my students is accompanied by a personal aide or sign language interpreter, I must speak directly to the aide or interpreter.

12Disability Etiquette, Activity: Language & Behavior (~20+ min). TALK: For this next activity, youll be working in small groups to apply the concepts we just discussed. [Distribute handout. Divide room into sections or have participants count-off to form groups, depending on room size, class size, and time constraints.]Read and discuss each statement together, and then decide whether its mostly true or mostly false. Remember, none of the statements are 100% true or false, so youll need to use your collective judgment to justify your answer and identify exceptions to the rule.


Activity: Language & Behavior(contd) Disability Etiquette

When I meet a person who has a disability, I should not ask them about their disability.True or False?MOSTLY TRUE. For personal privacy and legal reasons, it is generally NOT a good idea to ask someone about a disability that they have not voluntarily disclosed to you.

13Disability Etiquette, Activity: Language & Behavior, Q1. TALK: [Rotate answer-sharing between groups. Click to animate answers, allowing for discussion as time allows.] Lets review each of the statements.As a faculty member, asking a student about their disability is a legal landmine that should be avoided. If a student expresses disability-related concerns or requests accommodations, please refer them to DSS.If you think a student has a disability that interferes with their academics, focus on their performance and your course requirements. Also, refer them to the Academic Services Center (ASC), to explore their support options.If a student hasnt disclosed a disability, dont directly refer them to DSS. If they go to the ASC, staff will assess their needs & involve DSS as needed.In your personal life, you may find yourself in situations where it is appropriate, or even expected, for you to ask someone about their disability. Use your best judgment.


Activity: Language & Behavior

(contd) Disability Etiquette

GgIts not OK to touch someones wheelchair or service dog.MOSTLY TRUE. Avoid leaning on someones wheelchair or playing with their service animal. Consider these to be an extension of their body space.

True or False?

14Disability Etiquette, Activity: Language & Behavior, Q2. TALK: [Describe clipart aloud, before reading question.] Also important to note, in an emergency situation at Trinity, involving someone in a wheelchair, contact Campus Security (x9111) immediately. Dont try to move them yourself! Not only is this a liability concern, you may do more harm than good without the proper knowledge and equipment (e.g., a stair-chair).In your personal life, if someone appears to need assistance, you should use your own discretion. It may be helpful for you to research your local Good Samaritan laws.


Activity: Language & Behavior(contd) Disability Etiquette

3.If one of my students is accompanied by a personal aide or sign language interpreter, I must speak directly to the aide or interpreter.True or False?MOSTLY FALSE. Similar to wheelchairs and service animals, their purpose is auxiliary. You should speak directly to the person who is conducting business with you.

15Disability Etiquette, Activity: Language & Behavior, Q3. TALK: The interpreters and aides wont expect to be addressed, and wont take offense to your seeming disinterest. If you have a direct question for the interpreter or aide (about them, not about the person with the disability), its okay to ask, as long as their assistance is not needed at that time by their client. Remember, they are at work!


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