Disability Accommodations at

NC State

New Student Orientation Breakout Session

Link to Presentation: http://bit.ly/2017NSO

Location, Location, Location

Disability Services Office - Student Health Center Building Second floor, Suite 2221

919-515-7653

dso.dasa.ncsu.edu

Test Proctor Center University College Commons

1st Floor

Division of Academic and Student Affairs (DASA)

Academic Programs and Services

How to Register with the DSO

1. Complete the DSO Student Self Disclosure form on the DSO

Website under register with DSO link .

2. Submit documentation of the disability via online link or hard copy.

3. DSO Provider will review documentation and contact the student

using their NCSU email address regarding their eligibility status.

4. If eligible, an appointment will be set up to determine

accommodations. The student should be prepared to discuss the

impact of the disability on their educational experience.

VERY IMPORTANT:

5. Register as early as possible to avoid a delay in receiving

accommodations.

Documentation

Please submit the most recent diagnostic evaluation

that includes the following:

• Current diagnosis/es

• Current disability limitations with frequency, severity, and

duration

• How these limitations impact learning

• Any evidence of past accommodation (IEP, 504, Letter of

Accommodation from another school)

Documentation can be emailed to the Disability Service Office, dropped off in person, or sent directly by fax/email from the diagnostician.

Transition – K-12 Experience for

Students with Disabilities Mandatory & Free

Teacher’s Responsibilities

• Classroom Experience

• Formally trained in teaching

• Adapts materials to student’s learning style

• Helps students learn & process information

• Course Materials • Always checks student’s work

• Reminds students of incomplete work

• Reviews assignments and due dates

• Student Support • Structures time for students

• Initiates help sessions

• Available for assistance before/after class

• Provides support to parents

• Teacher advocates for the student

Student’s Responsibilities

• Attend Class

• Begin to learn self

advocacy skills

Transition – University Experience for

Students with Disabilities Voluntary & Expensive

Instructor

Characteristics • An expert in his/her subject,

but not necessarily a skilled

and trained teacher.

• Accessible for help during

office hours

• May expect students to ask

for help

• May not see all assignments

(especially if there is a TA or

grader)

• May not provide reminders of

due dates.

Student’s Responsibilities • Classroom Experience

• Needs to think and integrate multiple topics.

• Takes responsibility for absorbing classroom

materials.

• Student's decisions have consequences.

• Course Materials • Gets course materials and information from

syllabus

• Often gets homework assignments from syllabus.

• Pays attention to due dates written in the syllabus.

• Manages own time

• Needs to take notes to be successful

• Student Support • Student is expected to ask for help sessions

• Attends Instructor’s office hours as needed

• Should provide parent with any appropriate

information

• Advocates for self

Different Laws for Higher Education

Civil Rights laws that prohibit discrimination on the basis of

disability at NC State

Section 504 of the Rehabilitation Act of 1973

– Mandates “equal access” to education programs that receive

federal dollars

Americans with Disabilities Act Amendments Act of 2008

(ADAAA)

– Prohibits discrimination based on disability

Moving from IDEA to Section 504

and ADAAA

IDEA (K-12) Student + Services = Success

504/ADAAA (Higher Education) Student + Accommodations = Access

What does “equal access” mean? An equal chance to do the same work as their peers

Accommodation Vs. Modification

NC State provides - academic accommodations - provisions made in how a student accesses or demonstrates learning….

…not academic modifications - changes in what a student is expected to learn and demonstrate

Accommodations

Purpose of Accommodations

•To Remove Barriers that limit access to the learning environment or activity

Determination of Accommodations

• Based on Functional Limitations of the disability.

• Discussion with the student on what the perceived barriers are to learning.

• Accommodations can’t fundamentally alter the course/program requirement

• Accommodations are made on a case by case and course by course basis.

Examples of Accommodations • Alternate Format to Print

• ASL Interpreters

• Use of Assistive Technology

• Note Taking Provisions/Audio Recording

• Scribes

• Extended Time

• Reduced Distraction Testing Environments.

• Priority Registration

Rights

Student ● Equal Access to

○ Courses

○ Programs

○ Services

○ Jobs

○ Activities

○ Facilities

● Reasonable and appropriate

accommodations

● Academic adjustments

● Auxiliary Aids

NC State ● Current documentation of

disability

● Select appropriate

accommodations and/or

auxiliary aids on a case by case,

course by course basis and

based on discussions with

student and functional

limitations described in

documentation

● Deny a request if the need is not

supported by documentation.

Responsibilities

Student ● Meet the program’s essential

technical standards.

● Self disclose the disability in

a timely manner when

requesting accommodations.

● Provide documentation that

states the diagnosis,

describes the functional

limitations and justifies

specific accommodation

needs.

● Follow campus procedures.

NC State ● Respond to accommodation

requests in a timely manner.

● Refuse accommodations that:

○ Pose a direct threat to the

health & safety of others.

○ Constitute a substantial

change to the essential

course elements

○ Substantially alters how the

services or educational

opportunities are delivered

○ Pose undue financial

hardship or administrative

burden to the institution.

NC State is not required to

• Reduce or waive essential requirements of a course or program

• Provide personal attendants

• Provide personal or private tutors

• Prepare Individual Education Program (IEP)

Student Checklist for Success:

❏Self Advocacy Skills - must be able to disclose their disability to the DSO, request accommodations each semester, discuss accommodations with faculty, and report issues to the DSO.

❏Know how their disability affects or limits them in an academic environment.

❏Know what accommodations are needed or have been effective in the past.

❏Know the difference in the laws and how it affects their rights and responsibilities as adults and as a student.

❏Understand that Colleges and Universities provide equal access to programs and facilities. They do not ensure student success.

Next Steps for Your Student

• Contact the Disability Services Office for more information about accommodations and services.

• Start the process early.

• Share information about the DSO – many students do not know we are available.

• Speak up when barriers are in the way.

Thank You

Contact us at disability@ncsu.edu

Website: dso.dasa.ncsu.edu

Questions