FACULTY
RESOURCE
GUIDE
FOR
STUDENTS
WITH DISABILITIES
Disability
Support Services (
Tel: (714) 992-7270
Fax: (714) 992-7498
TTY: (714)
992-7221
FACULTY
RESOURCE
GUIDE
FOR
STUDENTS
WITH DISABILITIES
Disability
Support Services (
Tel: (714) 992-7270
Fax: (714) 992-7498
TTY: (714)
992-7221
Acknowledgement
Resource Guide Contributing Writers and Researchers:
Hannah Chang
Lynette Pratt
The handbook documents
were adapted from the following institutions:
De Anza
College, Student with Disabilities: Faculty and Staff Resource Guide
Mt.
San Jacinto College, DSP&S Faculty
Handbook
Riverside
Community College District, DSPS Faculty
Handbook
Table of
Contents
Acknowledgement................................................................................................................... i
Table of Contents.................................................................................................................... ii
Introduction from the
Disability Data on
Philosophy and
Legal Foundations for Academic Accommodations.................................................................. 4
Services Provided to
Eligible Students...................................................................................... 7
Educational
Accommodations and Standards............................................................... 9
Instructor's Role in
Providing Accommodations............................................................ 11
Process for Students to
Receive Services................................................................................. 12
Summary
of Rights and Responsibilities.................................................................................... 13
Rights
and Responsibilities of Students with Disabilities................................................. 13
Students' Rights to
Confidentiality..................................................................... 13
Faculty
Rights and Responsibilities............................................................................... 13
College
Rights and Responsibilities............................................................................... 14
Using Universal Design Principles in Instruction......................................................................... 15
Appendix A
Web Accessibility Guideline..................................................................................................... 17
Appendix B
Frequently
Asked Questions.................................................................................................... 18
Appendix C
Resources............................................................................................................................... 21
Message
from the President
Throughout its
history,
Under the
current regulations, academic institutions are expected to modify academic
requirements and practices, as necessary, to accommodate qualified students
with disabilities. Common accommodations
include testing accommodations (i.e. length of time or format), reader
services, sign language interpreters, tape recorders or other adaptive and
assistive technology.
The dedicated
professionals in the Disability Support Services office are eager to assist
both students and faculty in establishing the appropriate learning environment
and academic adjustment. Disability Support Services certificated staff can
prescribe academic adjustments for all students who have been certified as
having a disability. I am confident that
together management, faculty and staff will continue to work closely for the
benefit of all students, including students with disabilities.
Sincerely,
Kathleen Hodge
President,
Introduction
from the
Welcome to the second edition of the Fullerton College Resource Guide for
working with students with disabilities. It is filled with valuable information
to assist all staff in providing services and accommodations for students with
disabilities. The guide was
developed to provide information and references for faculty and staff to
interact effectively with students with disabilities. Additionally, the expectation of the guide is
to help faculty and staff meet the legal obligations of providing students with
equal access to content and materials for student success.
The handbook will introduce some strategies and best practices, such as
the application of universal curriculum design which can enhance instruction
for all students.
It is important that faculty and staff collaborate with students to find
solutions to situations encountered in the classroom or outside of the
classroom with regards to his or her disability. Collaboration can be facilitated by providing
information about services to students, such as, including a statement on the
syllabus about educational accommodations and the available services for
students with disabilities.
Disability
Support Services staff serve as a resource for all faculty and staff at
On
behalf of the Disability Support Services staff, we look forward to hearing
from you and hope you find the handbook a significant and supportive guide. We
welcome your suggestions on how the handbook and staff can best assist
you. Also, we provide training sessions
tailored to your needs; contact us for a training appointment.
Sincerely:
Paul Ruth
“Disability is the only minority that anyone can join at
any given time."
Author Unknown
Disability
Data on
Various Federal and
State legislation have shaped college
attendance for
students with disabilities. According to a Chancellor’s
|
Primary Disability |
Headcount |
|
Acquired Brain Injury |
4,499 |
|
Developmentally
Delayed Learner |
8,858 |
|
Hearing Impaired |
3,659 |
|
Learning Disabled |
21,321 |
|
Mobility Impaired |
12,894 |
|
Other Disability |
22,106 |
|
Psychological
Disability |
12,145 |
|
Speech/Language
Impaired |
561 |
|
Visually Impaired |
2,547 |
Philosophy
and
PHILOSOPHY
Disability
Support Services (
The
mission of
Legal Foundations for
Academic Accommodations
The fundamental
principles of nondiscrimination and accommodations in academic programs were
set forth through the 1973 Rehabilitation Act, Section 504. Other applicable
laws include the Americans with Disabilities Act, Section 508 of the
Rehabilitation Act, SB 105 and Title 5.
REHABILITATION ACT OF
1973
The Rehabilitation Act
of 1973 defines handicapped individuals covered in Title V as “any person who
(i) has a physical or mental impairment which substantially limits one or more
major life activity (e.g., caring for oneself, performing manual tasks,
walking, seeing, hearing, speaking, breathing, learning, working) and (ii) has
a record of such impairment.”
Section 504 states, “No
otherwise qualified individual with handicaps in the United States, as defined
in section 7(8), shall, solely by reason of the handicap, be excluded from the participation
in, be denied the benefits of, or be subjected to discrimination under any
program or activity receiving Federal financial assistance or under any program
or activity conducted by any Executive agency or by the United States Postal
Service” (The Rehabilitation Act of 1973).
The effect of Section
504 on post-secondary institutions is summed up by the concept of
program accessibility to
students with disabilities. “Accessibility
includes the elimination of policy barriers, the provision of auxiliary aids
such as readers and interpreters, and the provision of equal educational
services and programs to disabled and non-disabled students, as well as the traditional
physical access to the campus” (Johns, CAPED, Vol. 1 (No. 1), p. 7). Furthermore, 504 states, “In its course
examinations or other procedures for evaluating students’ academic achievements,
institutions shall provide such methods for evaluating the achievements of students
who have a disability that impairs sensory, manual or speaking skills as will
best ensure that the results of the evaluation represent the student’s
achievement in the course, rather than a student’s impaired skills except where
such skills are the factors being measured” (Section 504, Subpart E, 104.44 c).
AMERICANS WITH
DISABILITIES ACT (
In 1990, the
The Americans with
Disabilities Act has had a dramatic impact upon program and physical accessibility
for students with disabilities. Section 36.309 of
The
physical or mental
impairment that substantially limits one or more major life activity; and
(3) individuals who are
regarded as having such an impairment.
Both the 1990 Americans
with Disabilities Act (Title II) and the 1973 Rehabilitation Act’s
Section 504 regulations
state that the college shall provide academic accommodations unless
(a) the college can
demonstrate that the accommodations are not necessary to ensure
(b) nondiscriminatory
participation by a handicapped student, or (b) the college can demonstrate that
the academic requirement for which an adjustment is requested is “essential to
the program of instruction being pursued by the student.”
SECTION
508 OF THE REHABILITATION ACT
In
1998, Congress amended Section 508 of
the Rehabilitation Act (19 U.S.C. 794d) to expand the federal
government's responsibility to provide electronic and information technology
which is accessible to, and usable by, people with disabilities. Section 508 requires federal departments or
agencies that develop, procure, maintain, or use electronic and information
technology, to ensure that the electronic and information technology is
accessible.
In
2002, SB 105 (
TITLE
5,
Title 5,
mandated by Section 504, was revised in November of 1992 and it requires that “all
programs and activities in the California community college shall be available
to all qualified persons without regard to ethnic group identification,
religion, age, sex, color or physical or mental disability. No person shall be denied the benefits of any
community college program or activity on the basis of ethnic group
identification, religion, age, sex, color or physical or mental disability”.
NOCCCD
AP 6365 Accessibility of Information Technology
1.0
Whenever the North Orange County
Community College District (NOCCCD) enters into a contract for the purchase,
development, procurement, maintenance or use of any electronic or information
technology, the vendor shall certify complies with the requirements of Section
508 of the Rehabilitation Act of 1973 and regulations. This requirement shall
apply to software applications, operating systems, webbased intranet and
Internet information and applications, telecommunications products, or
multimedia products, self-contained closed products such as copiers, and
desktop portable computers.
2.0 Each contract with such a vendor shall
contain the following provision:
The
vendor hereby warrants that the products or services to be provided under
this
agreement comply with the accessibility requirements of Section 508 of
Rehabilitation
Act of 1973, as amended, and its implementing regulations.
Vendor
agrees to respond promptly to and resolve any complaints regarding
accessibility
of its products or services that are brought to its attention. Vendor
further
agrees to indemnify and hold harmless the
Community
College District from and against any claim arising out of its failure
comply
with these requirements. Failure to comply with these requirements shall
constitute
a breach and be grounds for termination of this agreement.
Services Provided to Eligible Students
The office of Disability
Support Services provides the following services to qualified students who can
benefit from the education classes, activities and services provided by
Counseling
·
Specialized
Counseling
·
Specialized
Individual Orientation
Directly
Classroom Related
Other Services
The
following is important information about receiving and using
Currently,
tutoring for DSS and all FC students will be conducted in the
NOTETAKING ASSISTANCE
Notetaking
assistance may be provided in a variety of ways. Based on the student’s
need, a volunteer peer notetaker may be utilized. The instructor of the class will be notified
if this service is needed and will be informed of the process on how to assist
in finding a peer notetaker. The peer notetaker will take his/her notes on
Sign
language interpreters are provided for students who are deaf or hard-of-hearing.
Eligibility for interpreting services
will be determined by a
MEDICAL
PARKING
Students
must purchase a student parking sticker at the time of registration. If
they have a DMV placard, they must display both the placard and a student parking sticker (“S”). If they do not have a DMV placard, they need
to bring their student parking sticker to
Specialized
computers are available in various locations throughout the campus. If
necessary, some training may be provided through the Adaptive Computer Lab
classes to enhance skills needed to use this specialized equipment. Students
should be trained in the assistive technology used on these computers prior to
enrolling in a class where it is needed.
All
authorized reader services will be provided in the order they are
received. It is important for the student to contact
ALTERNATE
MEDIA
Alternate
media production is the process of translating/transcribing college and course
materials into an alternate format such as Braille, electronic text, large
print, tactile representations, etc. These formats provide the content in a
manner and medium appropriate to the significance of the message and the
abilities of the individual with the disability. Collaboration between the
instructor/staff and DSS is important because of the time-consuming nature of
the task. If the materials are designed with access in mind (see Universal
Design for Learning Principles – page 15), the provision of alternate media
formats is simplified and everyone benefits. The DSS Alternate Media Specialist
is the campus resource for this service.
For students who have been authorized for test
taking accommodations, the following procedure should be utilized:
1. Students
provide the instructor (preferably at the beginning of the semester) with a
2. Students
pick up a Test Taking Facilitation form from
3. The form must be signed by the instructor and
returned to
4. On
the day and time of the test, the student comes to
Students
who are
0.5
unit = 1.5 hours per week
1.0
unit = 3 hours per week
2.0
units = 6 hours per week
Educational Accommodations and Standards
Educational
accommodations and academic adjustments make courses accessible to students
with disabilities. Educational accommodations and adjustments do not alter
content, only the delivery of such. By
law, students with disabilities must be given the opportunity both to acquire
information and to be evaluated in a way that allows the student to fully
demonstrate his/her knowledge of the subject. Accommodations and adjustments are designed to
assist students in overcoming functional limitations resulting from their
disability and are not used to lower academic standards.
Educational
accommodations and academic adjustments are authorized by the Learning
Disability Specialist and are determined based on the functional limitations of
the student’s verified disability. Some
examples follow:
Low
Vision