Disability Services O Definition of Disability O Legal
Requirements O Accommodations Requests O Role of Instructor
Slide 4
How Is Disability Defined? O Legal O Medical O Progressive
Slide 5
ADA and Section 504 O ADA: A physical or mental impairment that
substantially limits a major life activity; a record of such an
impairment; being regarded as having such an impairment. O Section
504: Major life activities, as defined in the Section 504
regulationsinclude functions such as caring for ones self,
performing manual tasks, walking, seeing, hearing, speaking,
breathing, learning, and working. This list is not exhaustive.
Other functions can be major life activities for purposes of
Section 504. In the Amendments ActCongress provided additional
examples of general activities that are major life activities,
including eating, sleeping, standing, lifting, bending, reading,
concentrating, thinking, and communicating.
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What is Disability? Medical Definition: Disability suggests a
deficiency and that it is negative. The malady lies with the
person. The remedy is a cure or normalization of the person.
Progressive Definition: Disability is a form of diversity. The
condition is neutral, neither positive nor negative. Disability is
a result of the interaction between the individual and the
environment.
Slide 7
What Does This Mean for Us? O Section 504: Any institution
receiving federal funds cannot discriminate on basis of disability
and must provide equal access. O At the postsecondary level, the
recipient is required to provide students with appropriate academic
adjustments and auxiliary aids and services that are necessary to
afford an individual with a disability an equal opportunity to
participate in a school's program. Recipients are not required to
make adjustments or provide aids or services that would result in a
fundamental alteration of a recipient's program or impose an undue
burden. - (Office for Civil Rights - OCR)
Slide 8
The Role of Disability Services O The role of disability
services or resources office is to collaborate with students,
faculty and staff to create usable, equitable inclusive learning
environments. (AHEAD - Association on Higher Education and
Disability) O Working from the progressive model, Disability
Services works with the student to determine the student's
functional limitations as it relates to education. If a campus,
classroom, testing center, or method of instruction is
inaccessible, an accommodation(s) is put in place to modify the
environment and eliminate the barrier.
Slide 9
Accommodation Notification
Slide 10
Examples of Common Accommodations O Testing in the Testing
Center O Extended Time for Test O It is the students responsibility
to communicate with you regarding there testing accommodation. It
is not instructors job to contact the student. O However, if you
receive a Testing Center Accommodation and the student does not
contact you, please send a copy of the exam to the testing center.
O The Testing Center sends out information at the beginning of each
term that explains there process and procedures. You will be
receiving and e-mail from Amy Durst out lining the specifics. O
P.S. Unlimited Time is not possible for the testing center or
Disability Services to accommodate.
Slide 11
What About Exams Issued Online? O A step by step video on how
to provide accommodations for students testing online can be viewed
here: http://distance.roguecc.edu/videos/faculty/ex
tratime/extratime.htm
Slide 12
Note Taker Accommodation O A note taker is needed in your class
for a student with a disability. Please continue to read the
announcement from the letter of introduction until a note taker is
secured. If class notes are posted online or made available to your
students in class, please let me know so I can add your class to
the No Note Taker Required List. O In class announcement: There is
a student in this class who requires the assistance of a note
taker. If you believe that you take satisfactory notes and would
like to be paid for a copy of them, please contact the Disability
Services Office on the Redwood Campus in the Wiseman Tutoring
Center or on the Riverside Campus in Building G, Room 207.
Slide 13
Seating Assignments O If students are unable to obtain the
appropriate seat on their own, we ask that instructors simply
ensure this seat is available for the student. Students have been
instructed to clarify seating needs with their instructors the
first week of class. The student and the teacher will work together
to ensure that the students seating needs are met. Students will
provide their letter of accommodation noting the specific
accommodation. O Appropriate Intervention for asking a student to
relocate: Instructor: Would you mind moving this seat is reserved
for another student? Student: Why do I have to move? Instructor:
Because this seat is reserved. I apologize for the inconvenience.
Thank you for being understanding. O Inappropriate Intervention:
Would you mind moving your seat this student has a disability and
has requested to sit here?
Slide 14
Additional Time for Assignments O Intention of Accommodation:
The intention of the accommodation for additional time on
assignments is to provide a window of time in which a student is
granted additional time by disability services. Extensions are
considered reasonable only if they able to maintain the continuity
of the course. O An agreement between the student and instructor on
due dates for course work is essential. The accommodation for
additional time is not meant to leave assignment due dates open
indefinitely. O Instructions to Student: At the beginning of term,
it will be the students responsibility to approach the instructor
with the students letter of introduction verifying that the student
should receive the additional time for assignments accommodation
along with this guide. The student and the instructor will discuss
reasonable timelines for the provision of additional time for each
assignment. This form is provided as a guide. It is not required
but highly encouraged.
Slide 15
Slide 16
Service Animals O Service Animals, dogs or miniature horses
only, are not required to register with the DS office. O
https://www.youtube.com/watch?feature=player_em
bedded&v=1jct6r2NLCI
https://www.youtube.com/watch?feature=player_em
bedded&v=1jct6r2NLCI O When it is not obvious what service an
animal provides, only limited inquiries are allowed. Staff may ask
two questions: (1) Is this dog a service animal required because of
a disability, and (2) What work or task has the dog been trained to
perform. O Staff cannot ask about the persons disability, request
medical documentation, require a special identification card or
training documentation for the dog, nor can they ask that the dog
demonstrate its ability to perform the work or task.
Slide 17
What Services Animals Are Not O Emotional Support or Therapy
Animals are not considered Service Animals. O The animal must
provide a Non-passive act. O Emotional support is considered
passive.
Slide 18
Additional Considerations O Under the ADA, service animals must
be harnessed, leashed, or tethered, unless these devices interfere
with the service animals work or the individuals disability
prevents using these devices. In that case, the individual must
maintain control of the animal through voice, signal, or other
effective controls.
Slide 19
What if O An animal that is disruptive, out of control or not
potty trained can be asked not to return to school. O The student
will be allowed back. O If disruption occurs as the result of a
service animal please file and incident report.
Slide 20
Evacuation Procedures O Fire Evacuation (see handout) O
Earthquake Evacuation (see handout) O Because the HEC building is a
shared space for both RCC and SOU, the evacuation procedures are
identical and were developed at the direct instruction of Medford
Fire Dept.
Slide 21
How to approach a student who may benefit from DS? O Approach
the student from the point of concern: I have noticed you have been
having difficulty with X. O Have you noticed this as well? No. I
have not. Yes. This has been an issue since 3 rd grade. Disability
Services may be able to help you with that.
Slide 22
Intake 1. Student contacts our office to request an services 2.
Student attends an intake appointment 3. During the appointment DS
faculty work with the student, referencing their documentation, to
determine there functional limitation as it relates to there
disability.
Slide 23
Types of disabilities O Sensory hearing and vission. O Learning
LD NOS, reading, math O Mobility wheel chairs and walkers. Back,
hips and knees. O Mental health O ADHD O Bi-Polar O Schizophrenia O
TBI O Medical Crones, Cancer, Diabetes
Slide 24
Thank you! Please contact us by phone, e- mail, or by dropping
by our offices if you have any questions. Were here to help!
Welcome to RCC!