• A person is considered to be a person with a disability if he/she is someone with a physical or mental impairment that substantially limits one or more major life activities. This includes care for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working.

• A person is considered to be a person with a disability if he/she has the disability, has a record of the disability or is regarded as having the disability.

Section 504, Rehabilitation Act of 1973 (Public Law 93-112 and subsequent regulations) has several sections which deal specifically with academic accommodations. Part 104.43, Treatment of Students, states:

• No qualified handicapped student shall, on the basis of handicap, be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any academic, research, occupational training,... counseling,... physical education,... or other post secondary education program or activity.

The regulations require that students must be educated in the most integrated setting appropriate to the individual's needs.

Part 104.44, Modification of Requirements, requires that modifications must be made to academic requirements to ensure that they do not discriminate against a qualified student with a disability. 

Academic requirements, which can be demonstrated to be essential to the program of instruction being pursued [i.e. to the degree] or to any directly related licensing requirement, are not considered discriminatory. Modifications such as changes in the length of time permitted for the completion of degree requirements, substitution of specific courses required for the completion of degree requirements, and adaptation of the manner in which specific courses are conducted may be necessary.

The regulations further require that tape recorders, guide dogs, braillers, interpreters, notetakers, or other "aids or adaptations which may be necessary to provide equality of access may not be prohibited from the classroom." Course examinations or other evaluations must be provided by methods or in formats which will best ensure that the results of the evaluation represent the student's achievement in the course, rather than reflecting the impairment.

Finally, the regulations require that "auxiliary aids or adaptations must be provided to ensure participation of students with impaired sensory, manual or speaking skills in classroom instruction or to ensure that such students are able to benefit from the instruction." These may include taped textbooks, readers, interpreters, notetakers, typewritten transcripts, adapted equipment, or other effective methods of making classroom presentations accessible to the student. The institution has flexibility in choosing the methods by which the aids will be supplied and can opt to use resources already available through state vocational rehabilitation agencies, private charitable organizations, textbook taping services, etc. Within the classroom, partnering the student with a classmate for lab situations and using volunteer notetakers, etc., are legitimate methods of making accommodation. It is not necessary to provide attendants, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature.

The Americans with Disabilities Act of 1990, signed by President Bush in July, is a civil rights act enlarging the scope of Section 504. It protects individuals with disabilities from discrimination by certain employers, by providers of public services (such as housing, transportation, communication), and by States, agencies, political subdivisions of States, or boards, commissions or other instrumentalities of States and political subdivisions. It provides legal recourse whenever persons with disabilities are denied equal opportunity to gain the same benefit, obtain the same result, or reach the same level of achievement as individuals who are nondisabled in the most integrated setting appropriate to the individual's needs. Qualification standards, selection criteria, performance standards or eligibility criteria that exclude or deny services, programs, activities, benefits, jobs or other opportunities to an individual with a disability must have been demonstrated to be both necessary and substantially related to the ability of an individual to perform or participate or take advantage of the essential components of the particular program, activity, job or other opportunity. These standards must be detailed in writing and available to the general public for viewing (Title II, ADA, Sec. 35; 106).

Whenever a special accommodation or auxiliary aid is necessary in order to ensure access to and full participation by students with disabilities in University programs or services, the department or agency responsible for the program or service to which the individual requires access will work with the Disability Resource Center and appropriate federal and state agencies to ensure that reasonable accommodations are made.

The student requiring special accommodation or auxiliary aids must make application for such assistance through the Disability Resource Center. Proof of disability from a competent authority will be required, as well as information regarding specific limitations for which accommodation is requested.

The University assumes no responsibility for personal assistance necessary for independent living nor for specialized medical care. Students requiring personal attendants or mobility assistants must employ such persons at their own expense before completion of registration. Students requiring specialized medical care

above and beyond that ordinarily offered through the Student Health Center should be prepared to bear the expense of this care through a general hospital or a private physician/clinic of their choice.

The cooperation and support of all faculty and staff members is necessary in implementing and maintaining this policy, and in this regard, physical access to at least one section of course offerings must be provided as necessary; academic requirements which have not been demonstrated as essential to the program of instruction being pursued nor to any directly related licensing requirement are subject to reasonable modification (such as extension of time limits, substitutions, adaptations in format or presentation, etc.); and auxiliary aids must be permitted when they are required to ensure full participation and equal educational opportunity for student with a disability.

Questions or concerns about discrimination on the basis of disability or about equal educational opportunities for persons with disabilities should be directed to Nancy Dumke, Disability Services Coordinator, Howell 136.

Students with disabilities have the right to:

• Full and equal participation in the services and activities at Winona State University
• Reasonable accommodations, academic adjustments and/or auxiliary aids and services
• Privacy and to not have confidential information freely disseminated through out the campus
• Limit access to confidential records. In doing so, however, students recognize that implementing accommodations may become more difficult
• Information readily available in accessible form

Students with disabilities have the responsibility to:

• Meet qualifications and maintain essential institutional standards for courses, programs, services, jobs and activities
• Identify as an individual with a disability when an accommodation is needed and to seek information
• Demonstrate and/or document how the disability limits their participation in courses, programs, services, jobs and activities
• Follow published procedures for obtaining reasonable accommodations, academic adjustments and/or auxiliary aids and services, or question barrier removal.

The University, through faculty and staff, has the right to:

• Establish essential functions, abilities, skills, knowledge and standards for courses, programs, services, jobs and activities or facilities and to evaluate students on this basis;

• Determine the appropriate standards in developing, constructing, remodeling and maintaining facilities;

• Confirm disability status and request and receive current, relevant documentation that supports requests for accommodations, academic adjustments and/or auxiliary aids and services;

• Have appropriate staff discuss students and their disabilities in order to implement requested accommodations (particularly instructional accommodations);

• Deny a request for accommodations, academic adjustments or auxiliary aids and services, and/or barrier removal in facilities if the documentation does not demonstrate that the request is warranted, or if the individual fails to provide appropriate documentation;

• Select among equally effective accommodations, academic adjustments and/or auxiliary aids and services;

• Refuse unreasonable accommodations, academic adjustments or auxiliary aids and services, and/or facility-related barrier removal requests that impose a fundamental alteration on a program or activity of the university.

The University has the responsibility to:

• Provide information to faculty, staff, students and guests with disabilities in accessible formats upon request

• Ensure that courses, programs, services, jobs, activities and facilities, when viewed in their entirety, are available and usable in the most integrated and appropriate settings

• Evaluate students on the basis of their abilities and not their disabilities

• Respond to requests on a timely basis

• Provide or arrange reasonable accommodations, academic adjustments and/or auxiliary aids and services for students with disabilities in courses, programs, services, jobs, activities and facilities

Maintain appropriate confidentiality of records and communication except where permitted or required by law.

Individuals with disabilities who attend or plan to attend a post secondary institution in Minnesota may need reasonable accommodations or auxiliary aids in order to have equal access to the programs and services offered. Students who need accommodations are responsible for requesting these services from and for meeting with the Disability Services Coordinator for the following reasons

• To provide documentation that supports the request for services
• To discuss the request, the nature of their disabilities, and past experiences.

These documentation guidelines have been provided to assist students in obtaining appropriate documentation from qualified professionals. Appropriate documentation of a disability is only one part of determining necessary accommodations. The provision of appropriate documentation to an institution helps students educate appropriate staff and faculty about the impact of their disabilities, needs, and potential accommodations. Institutions may request documentation for the following reasons:

• To verify the existence of a disability;
• To assist in the collaborative determination of individual needs and eligibility for auxiliary aids and services to minimize the impact of the disability;
• To personalize students' rights to equal access to their institutions.

     1.  Set and maintain academic standards of the highest 
          quality for all students.

     2.  Recognize and embrace diversity in learning abilities by 
          insuring each student's civil right to a fair chance in 
          your course.

     3.  Endeavor to learn more about disability barriers and to 
          assist with the removal of those barriers whenever 
          possible.

     4.  Freely converse with the student with a disability about 
          his or her needs.

     5.  Exercise your right to require verification of disability 
          from any student requesting an accommodation.

     6.  Refer all students with disabilities to your departmental 
         ADA liaison and/or to the appropriate office on campus 
         to receive support and services.

     7.  Test students with disabilities in such a way as to 
          measure the student's ability rather than the disability.

     8.  Allow into your class adaptive devices such as tape 
          recorders, spell checkers, computers and auxiliary 
          aides such as notetakers, readers, sign language 
          interpreters, tutors and scribes when disability requires 
          such usage.

     9.  Do not single out students with disabilities for 
          extraordinary treatment or evaluations without the 
          consent of the student and maintain confidentiality of t
          the student's personal information.

     10.  Consult with your departmental ADA liaison or with 
            the appropriate office of disability support services 
            when you are uncertain what is reasonable.

     11.  Identify in conjunction with your department the 
           essential competencies for your course and make this 
           information available upon request.

     12.  Make the ADA compliance statement (and the name 
            of your department's ADA liaison) a part of your 
            course syllabus.

WHAT SHOULD I DO IF I HAVE A PROBLEM WITH ACADEMIC ACCOMMODATIONS?

If you have difficulty with a student's academic accommodations recommended by Disability Resource Center staff, you should discuss it with the person who prepared the accommodation letter. If a disagreement about the appropriateness of recommendations continues, talk to the Coordinator. If a problem continues, contact the Director of Affirmative Action or Vice President for Student Affairs.

If a question is related to an academic matter, rather than a specific disability issue, proceed through your regular channels involving department chairs and the responsible dean.

WHAT IS THE ROLE OF WINONA STATE’S OFFICE OF AFFIRMATIVE ACTION?

The Office of Affirmative Action is responsible for assisting the University to comply with civil/affirmative action laws and regulations, including the Rehabilitation Act of 1973 and the Americans with Disabilities Act. The Office Supports University programs for access and accommodation. If a problem cannot be resolved through informal investigation, then the Office of Affirmative Action could receive and investigate a formal, written complaint. If resolution cannot be found at Winona State, complaints should contact the U.S. Office for Civil Rights, U.S. Department of Education or the Minnesota Human Relations Commission.

WHAT EXTERNAL AGENCIES CAN BE INVOLVED?

The United States Office for Civil Rights (OCR) is the agency responsible for addressing complaints related to discrimination on the basis of disability. According to OCR suggestions, complaints should be sent in writing explaining:

• who was discriminated against;
• in what way;
• by whom or by what institution:
• when the discrimination took place:
• who was harmed:
• who can be contacted for further information;
• names, addresses, telephone numbers of those involved with as much background information as possible.

Complaints must be filed within 180 days of the date of the alleged discrimination unless extensions for good cause have been approved by the Regional Civil Rights Director. The U.S. Office for Civil Rights can be reached by phone at (215) 596-6772 (Voice) or 596-6794 (TTY)

Concerns about issues not specifically related to disability should be addressed with steps available to all. Refer to policies and guidelines under Winona State University Policy of Equal Opportunity.

HOW CAN I ADDRESS CONCERNS EFFECTIVELY?

Probably the most effective way to solve problems involves a clear understanding of the problem and expected outcomes. Focus on the issues or concerns that can be addressed and reasons for the choices you make. Keep summary notes on your interactions to more accurately recall the sequence of events related to the situation.

Current opinion is that these conditions are caused by insufficient activity of the neurotransmitter, which maintains synaptic connections and which focuses and sustains attention. For example, norepinephrine is associated with focused attention and maintenance of mental arousal, and a deficiency causes attention to wander involuntarily. Similarly, acetylcholine is associated with voluntary and involuntary motor activity, and a deficiency of that chemical causes involuntary muscular movement.

When these chemicals are insufficient, voluntary effort to pay attention and to suppress activity is not possible. Increased effort to organize is unproductive. Stimulants may be used medically to increase the synaptic connections. For nonprescriptive assistance, informally, individuals may turn to caffeine and other stimulants.

The academic manifestations of ADD/ADHD include distractibility in class and while doing homework, impulsive and unplanned reactions to environmental stimuli, inability to maintain regular schedules of any type, and the habit of procrastination until urgency helps to focus attention. When a singular work assignment is being procrastinated, the technique often has moderate success. When work assignments are long and complex, last minute efforts cannot be compressed into the available remaining time. Because of the inability to correctly perceive the passage of time, the following behaviors are frequently manifested: poor nutrition, insufficient rest and sleep, as well as the development of communicable infections. The student may experience a reasonable uncertainty about due dates being met, causing anxiety about performance quality to occur. The individual often becomes discouraged and expresses emotional detachment. ADD/ADHD may serve to undermine mental health, especially after individuals with these disabilities have made exhaustive efforts over a period of time to produce quality work without success.

Instructional Strategies

The following strategies are suggested to enhance the accessibility of course instruction, materials, and activities for students ADD/ADHD.

• Include a disability access statement in the course syllabus such as: "To obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact the Disability Resource Center staff as soon as possible. To contact the coordinator, call 457-2391.

• Keep instructions as brief and uncomplicated as possible. Repeat exactly without paraphrasing.
  
• Assist the student in finding effective peer notetakers 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.
  
• Present lecture information in a visual format (e.g. chalkboard, overheads, PowerPoint slides, handouts, etc.).
  
• Use more than one way to demonstrate or explain information.
  
• Have copies of the syllabus ready no less than six weeks prior to the beginning of the semester so textbooks can be transcribed to tape in a timely manner.
  
• When teaching, state objectives, review previous lessons and 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 (e.g., substituting oral for written work).
  
• Refer the student to the Writing Lab for help in proofreading written work. Stress organization and ideas rather than mechanics when grading in-class writing assignments.
  
• Allow the use of spell-check and grammar-assistive devices when appropriate to the course.

When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability.

Chronic Illnesses

Chronic illnesses are conditions affecting one or more of the body’s systems. These include the respiratory, immunological, neurological and circulatory systems. There are many kinds of chronic illnesses varying significantly in their effects and symptoms. Types of chronic illnesses may include cancer, chemical dependency, diabetes mellitus, epilepsy/seizure disorder, HIV, lupus erythematosis, multiple sclerosis and renal disease.

General Conditions:

Students affected by disabling chronic illnesses differ from those with other disabilities because these types of disabilities are often unstable. This causes a person’s condition to vary; therefore, the need for and type of reasonable accommodation may change.

Some common accommodations for student with disabling chronic illnesses may include peer note takers, reduced course load, relocation of a meeting or class, and time extensions for assignments and exams.

Instructional strategies

Disabling chronic illnesses often require instructional strategies similar to those listed for other disabling conditions. The use of such strategies will depend on how the disability is manifested. Faculty members who would like more information about instructional strategies for students with chronic illnesses should contact the Coordinator of Disability Services at 507-457-2391.

Hearing Impairments

The causes and degrees of hearing loss vary across the deaf and hard of hearing community, as do methods of communication and attitudes toward deafness. In general, there are three types of hearing loss:

Conductive loss affects the sounds-conducting paths of the outer and middle ear. The degree of loss can be decreased through the use of a hearing aid or by surgery. People with conductive loss might speak softly, hear better in noisy surroundings than people with normal hearing, and might experience ringing in their ears.

Sensorineural loss affects the inner ear and the auditory nerve and can range from mild too profound. People with sensorineural loss might speak loudly, experience greater high-frequency loss, have difficulty distinguishing consonant sounds, and not hear well in noisy environments. Mixed loss results from both a conductive and sensorineural loss.

Given the close relationship between oral language and hearing, students with hearing loss might also have speech impairments. One’s age at the time of the loss determines whether one is prelingually deaf (hearing loss after oral language acquisition) or adventitiously or postlingually deaf (hearing loss after oral language acquisition). Those born deaf or who become deaf as very young children might have more limited speech development. In addition, students with learning disabilities, which affect auditory processing, may exhibit behavior resembling a hearing impairment.

General Considerations:

·         The inability to hear or process language quickly does not affect an individual’s native intelligence or the physical ability to produce sounds.

·         Some students who are deaf are skilled lip readers, but many are not. Many speech sounds have identical mouth movements, which can make lip-reading particularly difficult. For example, “p”, “b”, and “m” look exactly alike on the lips, and many sounds (vowels, for instance) are produced without using clearly differentiated lip movements.

·         Only about one third of all English words can be lip-read. Many of those words that can be lip-read are identical to other words. Students who lip read pick up contextual clues to fill out their understanding of what is being said.

·         Make sure you have the visual attention of a student who is deaf before speaking directly to him/her. A light touch on the shoulder, a wave, or other visual signal may be helpful.

·         Look directly at a person with a hearing loss during a conversation, even when an interpreter is present. Speak clearly, without shouting. If you have problems being understood, rephrase your thoughts. Writing is also a good way to clarify.

·         Make sure that your face is clearly visible. Keep your hands away from your face and mouth while speaking. Sitting with your back to a window, gum chewing, pencil biting, and similar obstructions of the lips can also interfere with the effectiveness of communication.

·         Common accommodations for students who are deaf or hard of hearing include sign language or oral interpreters, assistive listening devices, Telecommunications Devices for the Deaf (TDDs), volume control telephones, peer notetakers, captioned videos, and time extensions for assignments and exams.

·         For many students who are deaf English is a second language. Their first language is often American Sign Language (ASL), which utilizes English syntax and grammar. This creates some difficulty when writing papers and essay examinations. Students who are having difficulty with English grammar and syntax will need to utilize the services of the Writing Lab. For in-class essay exams you should allow some flexibility when grading for grammar or syntax.

Modes of Communication

Not all students with hearing impairments are fluent users of all of the communication modes used across the deaf community, just as users of spoken language are not fluent in all oral languages. For example, not all students who are deaf can read lips. Many use Language (ASL) is a natural, visual language having its own syntax and grammatical structure. Signed Exact English (SEE) is a manual system, which utilizes English syntax and grammar. Fingerspelling is the use of the manual alphabet to form words. Pidgin Sign English (PSE) combines aspects of ASL and English and is used in educational situations often combined with speech. Nearly every spoken language has its own unique accompanying sign language.

In addition to sign language and lip-reading, student who are deaf also use oral language interpreters. These are professionals who assist person who are deaf or hard of hearing with understanding oral communication. Sign language interpreters’ use highly developed language and Fingerspelling skills; oral interpreters silently form words on their lips for speech reading. Interpreters also use voice, when requested. Interpreters will attempt to interpret all information in a given situation, including instructors’ comments, class discussion, and pertinent environmental sounds.

Instructional Strategies

• Include a disability access statement in the course syllabus such as: “To obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact the Coordinator of Disability Services as soon as possible. To contact the coordinator, call 507-457-2391.
• Circular seating arrangements offer students who are deaf or hard of hearing the best advantage for seeing all class participants.
• When using a FM wireless assistive listening device (ALD) for group discussion it would be helpful to pass the microphone around the class members who are speaking.
• When desks are arranged in rows, keep front seats open for students who are deaf or hard of hearing and their interpreters.
• Repeat the comments and questions of other students, especially those from the back rows. Acknowledge who has made the comment so students who are deaf or hard of hearing can focus on the speaker.
• When appropriate, ask for a hearing volunteer to team up with a student who is deaf or hard of hearing for in-class assignments. Assist the student in finding effective peer notetakers from the class.
• If possible, provide transcripts of audio information.
• Most videos produced in recent years are closed-captioned for the hearing impaired. Be sure to arrange for a video monitor that is capable of displaying the closed-captioning. Familiarize yourself with the controls for turning on the captions. Older videos may lack captioning. These videos may need to be captioned or a script needs to be prepared in advance to allow the hearing-impaired student access to the material.
• Allow several moments extra for oral responses in class discussions.
• In small group discussions, allow for participation by students with hearing impairments.
• Face the class while speaking; if an interpreter is present; make sure the student can see both you and the interpreter.
• If there is a break in the class, get the attention of the student who is deaf or hard of hearing before resuming class.
• People who are deaf or hard of hearing often use vision as a primary means of receiving information. Captioned videos, overheads, diagrams, and other visual aids are useful instructional tools for students with hearing impairments.
• Be flexible: allow a student who is deaf to work with audiovisual material independently and for a longer period of time.
• When in doubt about how to assist the student who is deaf or hard of hearing, ask him or her as privately as possible without drawing attention to the student or the disability.
• Allow the student who is deaf or hard of hearing the same anonymity as other students (i.e., avoid pointing out the student or the alternative arrangements to the rest of the class.)

Learning Disabilities

Learning disabilities are neurological-based conditions that interfere with the acquisition, storage, organization, and use of skills and knowledge. They are identified by deficits in information. The diagnosis of a learning disability in an adult requires documentation of at least average intellectual functioning along with a deficit in one or more of the following areas:

• Auditory channel processing
• Visual channel processing
• Information processing speed
• Abstract and general reasoning
• Memory (long-term, short-term, visual, auditory)
• Spoken and written language skills
•  Reading, decoding and comprehension skills
• Mathematical calculation skills and word problems
• Visual spatial skills
• Fine and gross motor skills
• Executive functioning (planning and time management)

Four Criteria for a Diagnosis of a Specific Learning Disability

1. Prior and Exclusionary Condition. A specific learning disability is a presumed central nervous system dysfunction, which does not result from a sensory disability such as visual, auditory, or tactile loss or impairment. Learning disabilities may exist as secondary disabilities to an unrelated primary disability such as spinal cord injury, closed head injury, brain damage from substance abuse, cerebral palsy, multiple sclerosis, etc. The presence of the learning disability must be established prior to the onset of learning problems resulting from depression or alcohol/drug abuse, or the consequences of economic disadvantage.
2. Cognitive Potential. The range of intellectual function is an IQ of 85 and above on either the Verbal, Performance of Full Scale IQ score.
3. Potential vs. Performance Discrepancies. Twp types of discrepancies are used in these evaluations: aptitude- achievement. An aptitude-achievement discrepancy reflects disparity between certain intellectual capabilities of an individual and his or her actual academic performance. An intra-achievement discrepancy is present within individuals who have specific achievement deficits, such as inadequate reading comprehension or spelling skills.
4. Chronicity. The problems should have existed throughout the developmental stages of learning.

Some Considerations

• A learning disability is not a disorder that a student outgrows. It is a permanent disorder affecting how students with normal or above- average intelligence process incoming information, outgoing information, and/or categorization of information in memory.
• Learning disabilities are often inconsistently manifested or emotional disorders, although learning disabilities can coexist with other conditions.
• Common accommodations for students with learning disabilities include alternative print formats, taped lectures, peer notetakers, alternative plans to complete assignments, time extensions for assignments and exams, and consultations regarding study skills and strategies.

Instructional Strategies

• Include a disability access statement in the course syllabus such as: to obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact the Coordinator of Disability Services as soon as possible. To contact the coordinator, call 507-457-2391.
• Keep instructions as brief and uncomplicated as possible. Repeat exactly without paraphrasing.
• Assist the student in finding effective peer notetakers 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.
• Present lecture information in a visual formats (e.g. chalkboard, overheads, PowerPoint slides, handouts, etc.
• Use more than one way to demonstrate or explain information.
• Have copies of the syllabus ready no less than six weeks prior to the beginning of the semester so textbooks can be transcribed to tape in a timely manner.
• When teaching, state objectives, review previous lessons and 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 (e.g. substituting oral for written work).
• Provide assistance with proofreading written work.
• Stress organization and ideas rather than mechanics when grading in-class writing assignments.
• Allow the use of spell-check and grammar assistive devices when appropriate to the course.
• When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability.

Mobility Impairments

Mobility impairments range in severity from limitations of stamina to paralysis. Some mobility impairments are caused by conditions present at birth while others are the result of illness or physical injury. Injuries to the spinal cord cause different types of mobility impairments, depending on the areas of the spine affected. Quadriplegia refers to the loss of function to the lower extremities and the lower trunk. Students with paraplegia typically use a manual wheelchair and have full movement of arms and hands.

General Considerations:

• Many students with mobility impairments lead lives similar to those without impairments. Dependency and helplessness are not characteristics of physical disability.
• A physical disability is often separate from matters of cognition and general health; it does not imply that a student has other health problems or difficulty with intellectual functioning.
• People adjust to disabilities in a myriad of ways. Character traits (e.g. courageous or manipulative) should not be assumed on the basis of disability.
• When talking with a wheelchair user, attempt to converse at eye level as opposed to standing and looking down. If a student had communication impairment as well as mobility impairment, take time to understand the person. Repeat what you understand, and when you don’t understand, say so.
• A student with a physical disability may or may not want assistance in a particular situation. Ask before giving assistance, and wait for a response. Listen to any instruction the student may give. By virtue of experience, the student likely knows the safest and most efficient way to accomplish the task at hand.
• Be considerate of the extra time it might take a student with a disability to speak or act.
• Allow the student to set the pace of walking or talking. A wheelchair should be viewed as a personal-assistance device rather than something to which one is “confined.” It is also a part of a student’s personal space; do not lean on or touch the chair.
• Mobility impairments vary over a wide range, from temporary (e.g. A broken arm) to permanent (e.g. a form of paralysis or muscle degeneration). Other impairments, such as respiratory conditions, may affect coordination and endurance. These can also affect a student’s ability to participate/perform in class.
• Physical access to a class is the first barrier a student with mobility impairment may face, but it is not the only accessibility concern. An unshoveled sidewalk, lack of reliable transportation, or mechanical problems with a wheelchair can easily cause a student to be late or absent.
• Common accommodations for student with mobility impairments include peer notetakers, accessible classroom/location/furniture, alternative ways of completing assignments, lab or library assistants, assistive computer technology, and time extensions for assignments and exams.

Instructional Strategies

• Include a disability access statement in the course syllabus such as: “To obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact the Coordinator of Disability Services as soon as possible. To contact the coordinator, call 507-457-2391.
• If possible, try not to seat wheelchair users in the back row. Move a desk or rearrange seating at a table so the student is part of the regular classroom seating.
• Height of tables should permit wheelchair access. Tables can be easily raised using blocks of wood under the legs.
• Make field trip arrangements early and ensure that accommodations will be in place on the given day (e.g. transportation, site accessibility).
• Make sure accommodations are in place for in-class written work (e.g. allowing the student to use a scribe, to use assistive computer technology, or to complete the assignment outside of class).
• Be flexible with deadlines. Assignments that require library work or access to sites off-campus will consume more time for a student with mobility impairment. Student with chronic and medicated pain may need extended time or additional explanations of material covered in class or pending assignments.
• Students using wheelchairs or other utility devices may encounter obstacles to getting to class on time. Others may have periodic or irregular difficulties, either from their disability or from medication. Faculty can help by being flexible in applying attendance and promptness rules to such students.
• When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability.

Allow the student the anonymity afforded other students (i.e. avoid pointing out the student or the alternative arrangements to the rest of the class).

Students with psychiatric disabilities experience significant emotional difficulty that may or may not have required treatment in a hospital. With appropriate treatment, often combing medications, psychotherapy, and support, the majority of psychiatric disorders are cured or controlled. The National Institute of Mental Health estimates that one in five people in the United States has some form of psychiatric disorder. However, only one in five persons with a diagnosable psychiatric disorder ever seeks treatment due to the strong stigmatization involved. It is important to note that not all psychiatric disorders identified in the DSM-IV are “disabilities” as defined by the ADA and Section 504, Some common psychiatric disabilities are depression, bipolar disorder (manic depression), anxiety disorders, and schizophrenia.

Some considerations:

• Trauma is not the sole cause of psychiatric disabilities; genetics may play a role.
• Psychiatric disabilities affect people of any age, gender, income group, and intellectual level.
• Most people with psychiatric disabilities do not exhibit disruptive behavior.
• Eighty to ninety percent of people with depression experience relief from symptoms through medication, therapy, or a combination of the two. Depression is a variable condition that may fluctuate during a person’s lifetime.
• Common accommodations for students with psychiatric disabilities are alternate methods to complete assignments, time extensions for assignments and exams, taped lectures, provision of advance copies of syllabi, and consultations for study skills and strategies.

Instructional Strategies

• Include a disability access statement in the course syllabus such as: “To obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact the Coordinator of Disability Services as soon as possible. To contact the coordinator, call 507-457-2391.
• Spend extra time with the student, when necessary, and assist the student in planning assignment sub-phrases and in time management by scheduling follow up at specified intervals.
• Be flexible with deadlines. A written agreement specifying the accommodative extension is helpful in most cases.
• Allow the student to tape record lectures.
• Assist the student in finding effective peer notetakers from class.
• Clearly define course requirements, the dates of exams, and when assignments are due. Provide advance notice of changes.

When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability.

Traumatic Brain Injury

Thought not always visible and sometimes seemingly minor, TBI is simplex. It can cause physical, cognitive, social, and vocational changes that affect an individual permanently. Depending on the extent and location of the injury, symptoms caused by a brain injury vary widely. Some common results are seizures, loss of balance and coordination, difficulty with speech, limited concentration, memory loss, fatigue and loss of organizational and reasoning skills. Typical manifestations are a limited ability to assess situational details, make plans and follow through. Class attendance may be irregular.

General Considerations:

• A neuropsychological test battery is generally an accurate assessment of cognitive recovery after TBI. Conversely, a traditional intelligence test is not an accurate assessment of cognitive recovery following TBI. Students with brain injuries might perform well on brief, structured, one and two step tasks but have significant deficits in learning, memory, and executive functions. Often long term memory of information learned before the trauma remains intact.
• Recovery from TBI can be inconsistent, and a “plateau” is not evidence that functional improvement has ended.
• TBI can substantially alter self-perception. The person may recall abilities and personal management skills prior to the injury but be experientially unaware that these skills are no longer the same.
• When current performance fails to meet pre-disability performance expectations, depression often ensues.
• Common accommodations for student with TBI may include time extensions on assignments and exams, taped lectures, instructions presented in more than one way, alternative plans to complete assignments, peer notetakers, course substitutions, priority registration, and consultations regarding study skills and strategies, and alternative print formulas.

Instructional Strategies:

• Include a disability access statement in the course syllabus such as: "To obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact the Coordinator of Disability Services as soon as possible. To contact the coordinator, call 457-5600.
• Keep instructions as brief and uncomplicated as possible. Repeat exactly without paraphrasing.
• Assist the student in finding effective peer notetakers 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.
• Present lecture information in a visual formats (e.g. chalkboard, overheads, PowerPoint slides, handouts, etc.).
• Use more than one way to demonstrate or explain information.
• Have copies of the syllabus ready no less than six weeks prior to the beginning of the semester so textbooks can be transcribed to tape in a timely manner.
• When teaching, state objectives, review previous lessons and summarize periodically.
• Allow time for clarification of directions and essential information.
• Provide study guides or review sheets for exams.
• Provide alternative ways for students to perform tasks (e.g., substituting oral for written work).
• Provide assistance with proofreading written work. Stress organization and ideas rather than mechanics when grading in-class writing assignments.
• Allow the use of spell-check and grammar-assistive devices when appropriate to the course.

When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability.

Vision Impairments

As many as two million Americans are considered legally blind. Around 25 percent of that number, about 50 million, are totally blind (i.e., have only light perception, or no vision at all). The remaining 75 percent have either visual acuity equal to 20/200 or less, or a visual field limited to 20 degrees or less. In practical terms, a student who is legally blind may be able to move about without the aide of a cane or guide dog but need assistance when reading. Many diseases and disabilities can significantly diminish the visual processing necessary to function in an academic setting. Some students who are not legally blind may also qualify for accommodations. Such conditions as documented eyestrain, pain, severely fluctuating vision, or an inability to track print for a substantial length of time may require accommodation.

General Considerations:

• Most students with very low vision or who are totally blind use a cane or a dog guide. The use of such mobility aids may vary in accordance with individual preference and circumstance. For example, a student may have good "day vision" and only require the use of such travel aids when it is growing dark.
• Before assisting any student who is visually impaired ask them if they would like some help and then wait for a response before acting.
• Words and phrases that refer to sight, such as "I'll see you later" are commonly used expressions and usually go unnoticed unless a speaker is particularly self conscious. Students with vision loss can still "see" what is meant by such expressions.
• When talking with or greeting a student with vision impairment, speak in a normal voice. Most people with vision impairments do not also have hearing impairments; if they do they will let you know. Do not speak to the student through a third party or companion, and use the student's name when directing the conversation to him or her.
• When joining a group or conversation identify yourself to the student.
• When giving directions, say "left" or "right", "step up" or "step down." Convert directions to the vision-impaired student's perspective. When guiding a student (into a room, for example) offer your arm and let him or her take it rather than pulling the person's sleeve.
• If a student uses a dog guide, it should never be petted or distracted while in harness. To distract a working dog guide undermines the training and/or the performance of the animal, thereby placing the student in danger.
• Common accommodations for students with vision impairments include alternative print formats, magnification devices, raised lettering, tactile cues, adaptive computer equipment, the use of scribes and readers for exams, print scanners, taped lectures, lab or library assistants, and time extensions for assignments and exams.

Instructional Strategies:

        Include a disability access statement in the course syllabus such as: "To obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact the Coordinator of Disability Services as soon as possible. To contact the coordinator call 457-5600.

• It would be helpful to have copies of the syllabus and reading assignments ready no less than six weeks prior to the beginning of classes so documents are available for timely translation into alternative formats.
• Provide vision-impaired students with materials in alternative formats at the same time the materials are given to the rest of the class. The accommodation letter will specify what format is appropriate.
• Repeat aloud what is written on the board or presented on overheads and in handouts. Pace the presentation of material. If referring to a textbook or handout, allow time for students to find the information. Allow students to tape lectures.
• When appropriate, ask for a sighted volunteer to team up with a vision-impaired student for in-class assignments.
• Keep a front row seat open for a student with low vision. A comer seat would be especially convenient for a student with a guide dog.
• Assist the student with finding an effective peer notetaker from the class.
• Make field trip arrangements early and ensure that accommodations will be in place on the given day (e.g., transportation, site accessibility).
• Be flexible with deadlines if assignments are held up by the document conversion process.
• Students who are blind may have difficulty moving about campus and are often dependent upon others for transportation. Be flexible in applying promptness rules to students who are blind.
• When in doubt about how to assist the student, ask him or her as privately as possible without drawing attention to the student or the disability.
• Allow the student the anonymity afforded other students (i.e., avoid pointing out the student or the alternative arrangements to the rest of the class).

These guidelines were adapted from guidelines used by the Division of Rehabilitation Education Services at the University of Illinois at Urbana-Champaign.

Recommended Syllabus Statement

(Available at http://mywsu.winona.edu/learningcomms/inclusiveexcellence/)

Commitment to Inclusive Excellence:  WSU recognizes that our individual differences can deepen our understanding of one another and the world around us, rather than divide us. In this class, people of all ethnicities, genders, religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives and experiences.  If you feel your differences may in some way isolate you from WSU’s community or if you have a need of any specific accommodations, please speak with the instructor early in the semester about your concerns and what we can do together to help you become an active and engaged member of our class and community. 

Campus Resources (Short version):

• Student Support Services, Howell Hall 133, 457-5465 (http://www.winona.edu/studentsupportservices/)
• Inclusion and Diversity Office, Kryzsko Commons Room 122, 457-5595 (http://www.winona.edu/culturaldiversity/)
• Disability Resource Center, Howell Hall 136, 457-2391 (http://www.winona.edu/disabilityservices/)
• Counseling Center, Gildemeister Hall 132, 457-5330 (http://www.winona.edu/counselingcenter/)
• Writing Center, Minné Hall 348, 457-5505
  (http://www.winona.edu/writingcenter/)
• GLBTA Advocate, Gildemeister Hall 132, 457-5330 (http://www.winona.edu/counselingcenter/)
• Advising and Retention, Phelps 129, 457-5600 (http://www.winona.edu/advising/)

Campus Resources (Long version):

• Two good places to help you find resources of all kinds on campus are Student Support Services and the Inclusion and Diversity Office.  Both offices are dedicated to helping students of all races, ethnicities, economic backgrounds, nationalities, and sexual orientations.  They can facilitate tutoring and point you to a wide range of resources.  Student Support Services is in Howell Hall 133, and they can be reached at 457-5465.  The Inclusion and Diversity Office is in Kryzsko Commons Room 122, and they can be reached at 457-5595.
• If you have a disability, the Disability Resource Center can document it for your professors and facilitate accommodation. Their office is in Howell Hall 136, and they can be reached at 457-2391.  If you have a documented disability that requires accommodation, please let me know as soon as possible. If you suspect you may have a disability, you are encouraged to visit the DRC as soon as possible.
• College can be very stressful.  The Counseling Center is there to help you with a wide range of difficulties, ranging from sexual assault, depression, and grief after the loss of a loved one to stress management, anxiety, general adjustment to college, and many others.  Their office is located in Gildemeister Hall 132, and they can be reached at 457-5330.
• For help with writing and the development of papers, the English department has a Writing Center available to students and staffed by trained graduate students pursuing their Master’s degree in English.  The Writing Center is located in Minné Hall 348.  You can make an appointment on the sign-up sheet on the door or call 457-5505.
• The GLBTA Advocate is responsible for documenting homophobic incidents on campus and working with the appropriate channels to get these incidents resolved. In addition, the advocate can direct people to GLBT resources on campus and in Winona.  Contact the Counseling Center for the name and number of the current GLBTA Advocate.  (Gildemeister Hall 132, 457-5330)

Last Modified: Monday, April 21, 2008 10:57 by Michele Nauman