Faculty Resources

• Identify essential course components and competencies so reasonable accommodations can be determined.
• Understand what services are available to students with disabilities and publish in the course syllabus a statement regarding these services.
• Invite students to meet early in the semester to discuss their need for accommodations.
• Respect the student’s right for privacy. Some students may be sensitive to being singled out in the classroom. Provide time during office hours or in a private setting to meet with the student.
• Provide mandated accommodations in a timely and appropriate manner
• Ensure that classroom materials are provided to the student in an accessible format
• Follow national postsecondary policies regarding the release of confidential documentation information to persons outside the CSA office
• Submit tests for authorized students to the Testing Center in a timely manner with complete instructions
• Continue to provide accommodations, in the event that an accommodation is in dispute, until the issue has been resolved

 

• To receive notification in writing from the Center of Student Accessibility (CSA) office regarding academic accommodations for which the student has been qualified
• To discuss with the CSA Advisor or Manager any concerns related to accommodations
• To refuse to grant an accommodation to a student who has not requested the accommodation through published procedures of the CSA office
• To ask a student using a audio recorder to sign an agreement not to release the recording or otherwise obstruct the copyright

 

A reasonable accommodation provides a student with a disability an opportunity to benefit from a program in the most integrated setting possible; it does not mean the accommodation is required to produce identical results or achievement. Academic requirements that the College has determined as essential to the program of instruction or to a directly related licensing requirement are not regarded as  discriminatory.

The College is not obligated to provide accommodation when

• the student is not qualified
• the accommodation would result in a fundamental alteration of the course or program, or a change in the standards of the course or program
• the institution is being asked to provide a service of a personal nature (attendants, individually prescribed devices, etc.)
• the accommodation would impose an undue financial or administrative burden on the College

Access v. success: Accommodations are granted for the purpose of leveling the playing field for students with disabilities, but not to be used to guarantee success in the classroom. Accommodations are not retroactive and do not provide an unfair advantage over other students. 

 

Following are examples of how faculty may avoid breaching confidentiality or creating uncomfortable situations for a student with disabilities. Faculty members should:

• Avoid making any statements or implications that a student with a disability is any different from the general student population
• Encourage students with disabilities who are approved for taking proctored exams, to report to the testing center on the day and time of the exam as scheduled
• Not ask the student for documentation other than that provided by Center for Student Accessibility 
• Discuss the student’s disability accommodations in a private place
• Not deny a student an accommodation, but check first with the Manager for the Center for Student Accessibility 
• Look at the student as an individual without comparison to other students, even other students with disabilities
• Use the same grading standard that is used for the rest of the class
• Hold students with disabilities to the same academic standards as the rest of the class. The idea of the law is to provide meaningful opportunity through reasonable accommodations — not to provide two different sets of requirements.

 

Instructors may want to consider general recommendations for etiquette and respect when interacting with a person with a disability. Equal Access to Software and Information (EASI) suggests the following:

In General

• Ask before doing. People with disabilities want to be as independent as possible, so don’t assume people with disabilities need or want your help. Ask, “May I get the door for you?”
• Make eye contact. Speak directly to the person, not to or through his or her companion.
• t’s acceptable to use common phrases that contain action words the person is not capable of doing. For example, you could invite a person in a wheelchair to walk with you or to ask a blind person if he or she “sees what you mean.”
• Treat people with disabilities with the same respect and consideration you have for everyone else--not as if they are invisible or as if they are children.

Visual Impairments

• Be descriptive. In helping to orient people with visual impairments, tell them what or who is approaching, if they need to step up or down, if a door is to the left or right, or what kind of handle it has. Warn them of any possible hazards.
• People with visual impairments usually can hear just fine, so it is not necessary to speak loudly to them.
• Offer to read written information for a person with a visual impairment.
• If you are asked to guide a person with a visual impairment, offer your arm— don’t grab his or hers.

Speech Impairments

• Listen patiently. Don’t complete sentences for them unless they look to you for help.
• Don’t pretend to understand what a person says just to be polite.
• Ask them to write down a word if you’re not sure what they are saying.

Hearing Impairments

• Face people with hearing impairments when you talk with them so they can see your lips. This is especially important in the classroom where it is too easy to talk while facing a chalkboard.
• Speak a little more slowly when talking to a person with a hearing impairment.
• Raise the level of your voice a little.
• Communicate in writing if necessary.

Mobility Impairments

• Try sitting or crouching down to the approximate height of people in wheel chairs or scooters when you talk with them. Don’t lean on a person’s wheelchair unless you have permission.
• Be aware of what is accessible and what is not accessible to people in wheelchairs.
• Give a push only when asked. Or ask, “May I help you with that?”

Learning Disabilities

• Ask students with learning disabilities whether they understand or agree. Better yet, ask a question that can’t be answered with “yes” or “no.” Don’t assume people are not listening just because you get no verbal or visual feedback.
• People with learning disabilities do not necessarily have a problem with general comprehension.
• Offer to read written material aloud, when necessary.

 

We all know that the language we use and the words we speak are important. Certainly the way we  refer to or portray people in speech and writing may reflect dignity and promote positive regard. Politically correct vocabularies are constantly changing. Still, the following suggestions appear to be a constant:

• Refer to the person first, rather than the disability. This emphasizes the person’s worth and abilities rather than the disability.
• The proper term is “disability”—not “handicap.” The term “handicapped” is now used only in relation to parking or other physical structures, and that will probably endure because of the cost of changing signage.
• Avoid using a term for a disability as an adjective. For example, instead of saying an “LD student,” or a “blind student,” say a student with a disability or a student who is blind. Again, the focus is on the person, not the disability.
• Avoid euphemisms, such as “physically challenged.” These suggest that barriers are good or that disabilities exist to build a person’s character. Simply stated, the person has a disability.
• Avoid “clumping” or labeling--for example, the disabled, the blind, the deaf. However, there is one exception to this general guideline. Some people who are deaf are very proud of their deaf culture and  prefer to be called deaf rather than a person who is deaf or a person who has a hearing impairment. When in doubt, ask the individual.

 

With appropriate accommodation, qualified students with all types of disabilities have been successful in postsecondary education. The Center for Student Accessibility uses a case-by-case analysis to determine reasonable accommodation for a student with a disability, making each student’s accommodations personal to him or her. However, there are some general pedagogical techniques which are effective for a wide variety of students with disabilities and are considered effective teaching strategies—for all students. Consider incorporating the following suggestions into your teaching repertoire:

• Select a text with a study guide when possible.
• Include a statement on the syllabus about the Center for Student Accessibility. For example, “Students with disabilities should contact the Center for Student Accessibility to request accommodations.”
• Invite students with disabilities to make an appointment during office hours to discuss their disabilities with you.
• Make course expectations clear.
• Ask for volunteer note takers at the beginning of the course.
• With each class, briefly review the previous lecture.
• Write key words/technical terms /proper names on the board or provide a lecture handout.
• Begin each lecture with an outline of material to be covered during that class.
• Provide guided lecture questions.
• Face the class when speaking and speak directly to students.
• Use gestures and natural expressions to convey meaning.
• Briefly summarize material at the end of class.
• Give assignments orally and in writing.
• Provide frequent opportunities for questions and answers.
• Well in advance of exams, provide study questions that illustrate the format as well as the content of the exam.
• Explain what constitutes a good answer and why.
• Be sure exam questions are clear and include a lot of white space on the page.
• Use a multi-sensory approach (visual aids, overheads, handouts along with lectures).
• Distribute samples of finished papers as examples or post a model on your web page.
• Use captioned videos whenever possible. They have proven helpful to not only students with hearing impairments and learning disabilities, but international students as well.
• Administer frequent quizzes to provide feedback.
• Provide PowerPoint slide copies before the lecture.
• Have students work in groups with hands-on activities or very specific group assignments.
• Think about seating arrangements and match student needs with location.

 

Students with disabilities may be entitled to specific accommodations for testing. Based on their  documentation, a student may qualify for either extended time and/or adaptive testing (other modifications).

Please check the Letter of Notification to verify testing eligibility and fee waiver.

Students have the responsibility of notifying their instructor that they wish to use testing accommodations. This must be done at least 48 hours in advance. Tests with accommodations are to be taken at the same time as those given in class whenever possible.

It is most important that instructors complete and include a Test Instruction Form (available online  at www.palmbeachstate.edu/testing) and submit tests in advance of testing date.

The tests must be in the mailboxes no later than 9:00 am at least one day prior to the date of testing.

Instructors are under no legal obligation to provide accommodations if the student fails to give adequate notification.  Also, if a student chooses not to use accommodations, s/he may not use “lack of time” as an excuse to retake the test to improve the grade. Accommodations are not retroactive. Prior notification/request is required.

 

Service Animal Definition
A service animal is an animal trained to perform tasks for an individual with a disability, including physical, sensory, mental, psychological, intellectual, or other mental disabilities. Service animals do not always have a harness, sign, or symbol indicating that they are service animals.

Florida state law does not restrict the type of animal that can serve as a service animal; however, only service animals that are dogs or miniature horses are permitted at Palm Beach State College.

 

Can I deny a service animal in my office, classroom, or anywhere else?
Refusing service and/or being rude to a service animal and the handler is not only unprofessional behavior, but it is illegal at both state and federal levels.

 

Questions Regarding Service Animals Access
In situations where it is not obvious that a service animal, a person may ask only two specific questions:

• Is the service animal required because of a disability?
• What work, or task has the service animal been trained to perform?

Other frequently asked questions regarding service animals and the Americans with Disabilities Act may be access at U. S. Department of Justice, Office of Civil Rights, FAQs.

Members of the public with service animals do not need to provide documentation or request an accommodation.

 

• How to Copy the unique Session Guest Link
• Designating a Closed Captioner in your Ultra Session

 

What if a student identifies himself to me regarding an accommodation, but I have not received notification from the Center of Student Accessibility (CAS) office?
You are under no obligation to provide an accommodation for a student who has not identified him/herself and provided acceptable documentation through appropriate channels. Please refer the student to the CSA office on your campus. Although you, as the instructor, can alter assignments, requirements, etc. for any of your students, please be cautious about doing so in this situation because of the potential for legal complications.

 

What if a student is taking my course with all his listed accommodations and is failing anyway? Do I have to pass him?
Absolutely not. Students with disabilities are expected to fulfill the same course requirements and academic standards required of all students, with or without accommodations. The ADA is a civil rights statute, not an affirmative action vehicle. There is no requirement that a student with a disability be given preferential treatment-only equal and fair access to programs. You should treat a student with a disability as you would any of your students. Follow your normal procedures for a student who is doing poorly in class. Make sure that your specific performance expectations are clearly delineated and communicated, and then track the student's performance, documenting each step.

 

If I refuse to provide an accommodation approved by the CSA office, can I be sued or found personally liable?
Yes. Faculty members are not independent contractors. As referenced in several court cases including Howe vs Hull, U.S. vs Morvant, Smith vs University of the State of N.Y., and Dinsmore vs Pugh, faculty members who place themselves at odds with institutional policies risk being held personally liable for any resulting ADA/504 violations.

 

If I feel that a given accommodation is not reasonable, may I appeal it?
Yes. You should address your concerns in a discussion with the CSA advisor, not with the student. The accommodation must be  provided, however, until the matter is resolved. Faculty input is both welcome and valuable.

 

Why am I not permitted to see a student's documentation?
Students' rights to privacy and confidentiality regarding information about their disability are protected under the ADA and Section 504 of the Rehabilitation Act. The very fact that a student has a disability is confidential information and therefore can only be shared if the student gives written permission (in the form of a signed release of information). All students, however, are encouraged by the DSS Advisor or Manager to share information regarding their disability with faculty members.

 

If a student provides a letter of notification (accommodations) near the end of the term, must I let him or her re-take tests on which he did poorly earlier?
No. The institution's obligation to a student with a disability commences when the student self-identifies with appropriate documentation. Accommodations are not retroactive.

 

Who decides what accommodations a student receives?
Each CSA Advisor or Manager has the authority and the background to determine accommodations based on the functional limitations specified in the documentation. The college is under no obligation to honor recommendations made by the diagnosing practitioner if such recommendations depart from national standards and guidelines.

 

If there is a student in my class who appears to me to have a disability, may I ask him about it?
No. It is illegal to inquire if a person has a disability. However, you can make sure that every student in your classes knows that there are such services and where the office for those services is located. Many students choose not to disclose a disability for various reasons.

 

If a student with a disability is disrupting my class by his comments or behavior, what recourse do I have?
Students with disabilities must abide by the same Palm Beach State College rules and codes of conduct as any other students. Follow your regular procedure for disruptive behavior.

 

How does the CSA Advisor or Manager determine which accommodations are appropriate for a particular student?
The CSA Advisor or Manager carefully considers the nature of the student's functional limitations, then tailors the modifications separately for each course. For example, a student may need a audio recorder in one class but not in another. There is no "cookie cutter" menu for any given disability.

 

What if the requested accommodations appear to compromise the integrity of my class or academic program?
While providing accommodation for disabilities, institutions of higher education are not required to lower academic standards or compromise the integrity of the school or program (Davis vs Southeastern Community College, 1979). Requirements that are essential to the program or course of instruction, or that are directly related to licensing requirements, need not be compromised. It is imperative that each program of study develop a list of essential competencies inherent to its successful completion. Please discuss any concerns you may have with the CSA office.

 

Is there such a thing as unlimited time on a test for students with disabilities?
No. The most frequent time extension is time and a half, but double time may be warranted due to a student's slow processing speed or to the length of time required to administer or scribe the test. If increasing the amount of time for test completion allows a student to demonstrate his knowledge and not his test taking abilities, even longer time extensions might be granted infrequently.  However, students without disabilities do not have unlimited time, so it would be unfair to give a special needs student unlimited time under any circumstances.

 

How can I learn more about disabilities in general, or particular disabilities?
The Center for Student Accessibility welcomes the opportunity to offer presentations on disabilities in general, or specific disabilities, to academic departments and staff. To arrange such a presentation, consult the College CSA Manager. We can also provide lists of books, articles, and other information, such as names of support organizations for people with specific disabilities