After you review all of the facilitator notes, read the fifteen email messages (fourteen lessons and an evaluation) line by line to ensure that the content is appropriate to your audience. You can use the lessons as they are or customize portions of the lessons to include information specific to your campus.

Create a list of participant email addresses in a listserv or other automated discussion list for the course, or simply create an address list in your own email program. Use the list to distribute the fifteen lesson and evaluation email messages and facilitate discussion with participants. If you decide to use a discussion list, set it up with the appropriate technical staff at your campus, learn how it works, and subscribe all of the participants. You will need to set up a new list of participants each time you run the course.

Below are specific guidelines for conducting your course.

1. Regardless of whether you choose to use an automated tool (e.g., a listserv) or your own email features to set up a list of participant email addresses, give participants directions on how to use the selected communication method.
2. Consider sending the group an email message that lists all participant email addresses, including your own, to encourage ongoing communication. You may also send a participant summary (e.g., the number of participants and the departments represented in the course), to encourage discussion. This message could include specific content information regarding campus services for students with disabilities as well.
3. During delivery of the course, if you receive a message from a participant addressed only to you that should be viewed by all participants, forward the message to all participants. Similarly, if a message is sent to the list that is directed only to you, respond only to the individual sending the message.
4. Set an approximate schedule for sending out email lessons. For example, you could send a lesson each Tuesday and Thursday, or you could space lessons according to interests and discussion of topics. For example, send the Access 1: Introduction message; during the discussion that follows, send a biography about yourself, and encourage others to contribute to the discussion; then, after several days of discussion, send the next lesson. It is not necessary for you to respond to all discussion messages, but participate enough to keep the conversation going. Continue in this manner through lesson 14. Completion of the course in six to eight weeks is a reasonable goal.
5. To create an email message, copy all of the text from the web page link and paste it into an email message. Put the title of the lesson (e.g., Access 1: Introduction) as the subject line. Then send the lesson to your group of participants.
6. After sending Access 13: Resources, send a message that summarizes resources, policies, and contact information for students with disabilities on your campus.
7. At the start of the Access 14: Conclusion, thank your participants for their involvement, and remind them about the end date or continuation of the discussion list, as applicable. Inform them of the importance of swiftly completing and sending the course evaluation. Send the course evaluation as the fifteenth message.

Tell participants that the list will remain open, or that it will be closed as of a certain date. At the end of the course, you may want to ask participants if they wish to remain on the list during the next offering of the course, or perhaps you will want to use the list as a means for the participants to keep in touch with one another. Keeping the list open provides many possibilities for continued awareness building on your campus, but it does create work for the facilitator of the list.

Serving Students with Disabilities
Distance Learning Course
SUBJECT: Access 1: INTRODUCTION

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Course Purpose

In this course you will learn strategies for insuring access to students with disabilities for your student services. You will also discuss case studies and read answers to questions frequently asked about accommodating students with disabilities. The best accommodations for students with disabilities in higher education are unique to the individual and develop from a cooperative relationship between the staff member and the student, with the assistance of the campus disabled student services office.

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Course Outline 

This course will consist of fourteen email messages and one evaluation from me, the course facilitator.

1. Introduction
2. Rights and Responsibilities
3. Universal Design
4. Universal Design of the Environment and Events
5. Hearing Impairments
6. Visual Impairments
7. Mobility Impairments
8. Health Impairments
9. Learning Disabilities
10. Psychiatric Disabilities
11. Information Resources and Computer Technology
12. Planning, Evaluation, and Staff Training
13. Resources
14. Conclusions

Course Evaluation Each lesson will include:

• designated email SUBJECT heading
• lesson PURPOSE
• lesson CONTENT
• lesson SUMMARY
• QUESTION for discussion
• WEB address for further information

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Course Communications 

This course will be conducted via email. There are no face-to-face meetings scheduled for this course. I will send one or two email "lessons" each week to the participants as indicated on the "TO" line of this message.

YOU are expected to read and discuss (via email) issues raised in the lessons, as well as respond to comments made by other participants. Please try to send responses to specific email messages within 24 hours to the group in order to maintain cohesive discussions within the short time period between lessons.

Netiquette Note: The lessons will contain words in UPPERCASE LETTERS. In normal email messages, this is considered SHOUTING. However, for the purposes of this course, I am using uppercase for emphasis only, not for SHOUTING.

To initiate a NEW TOPIC to the participants:

1. Type a short topic title in the "SUBJECT" area of your email message.
2. Write your message.
3. Send your message to the email address(es) in the "TO" line of this email message.

To REPLY to a message directed to course participants:

1. Use the REPLY command in your electronic mail software, which will automatically copy the "SUBJECT" title from the original message to the "SUBJECT" area of your new message and direct your message to the email address(es) in the "TO" line of this email message.
2. Write your message.
3. Send your message.

Depending on the settings of your electronic mail software, the software may automatically copy the text of the original message into the message area of the new message. It is useful to have the original message included in the reply because it lets the participants know the context of your reply. You may wish to cut out some parts of the original message to help reduce the total size of the message you are sending, but be sure to leave intact the essential portions to which you are replying.

Send a general question to the entire GROUP; another participant may have the same question or may have experience dealing with the issue raised. One of the benefits of this course is developing a network of people, including me, with whom to share questions and knowledge. Direct messages that you wish to go to INDIVIDUALS to their email addresses only. Send messages to me at my email address on the "FROM" line of this message.

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Suggestions

1. To help keep track of messages for this course, you may wish to create a separate folder (if your email software allows this). You can then transfer those messages related to the course from your INBOX (NEW MESSAGES) area to the course folder.
2. If your email software allows it, you may want to sort the course messages by SUBJECT after you've read them. This helps you follow the "thread" of the discussion for that SUBJECT/TITLE, in case you want to review what has been said about the topic.

This email-based course provides an overview of accommodations. For comprehensive information, consult The Student Services Conference Room, www.washington.edu/doit/distance-learning-course-serving-students-disabilities.

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Course Introduction

In a recent study, the number of postsecondary undergraduate students identified as having disabilities in the United States was 428,280, representing 6% of the nation's total student body. The types of disabilities reported by these students were

45.7% Learning disabilities
13.9% Mobility or orthopedic impairments
11.6% Health impairments
7.8% Mental illness or emotional disturbance
5.6% Hearing impairments
4.4% Blindness and visual impairments
0.9% Speech or language impairments

(Source: An Institutional Perspective on Students with Disabilities in Postsecondary Education, National Center for Educational Statistics, Postsecondary Education Quick Information System, August 1999).

In this course we will discuss issues, etiquette, and strategies related to students with the following disabilities.

LEARNING DISABILITIES are documented disabilities that may affect reading, information processing, remembering, calculating, and spatial abilities.

MOBILITY IMPAIRMENTS may make walking, sitting, bending, carrying, or using fingers, hands, or arms difficult or impossible. Mobility impairments result from many causes, including amputation, Polio, clubfoot, Scoliosis, spinal cord injury, and Cerebral Palsy.

HEALTH IMPAIRMENTS affect daily living and involve the lungs, kidneys, heart, muscles, liver, intestines, immune systems, and/or other body parts (e.g., cancer, kidney failure, AIDS).

MENTAL ILLNESS includes mental health and psychiatric disorders that affect daily living.

HEARING IMPAIRMENTS make it difficult or impossible to hear conversations clearly or at all, access multimedia materials, and participate in discussions.

BLINDNESS refers to the disability of students who cannot see printed text well enough to read it, even when enlarged. LOW VISION refers to the disability of students who have some usable vision but cannot read standard-size text, have field deficits (for example, cannot see peripherally or centrally but can see well in other ranges), or have other visual impairments.

A disability may or may not AFFECT the participation of a student in your program. In postsecondary settings, students are the best source of information regarding their special needs. They are responsible for disclosing their disabilities and requesting accommodations. To create a welcome environment, include a statement on your printed and web-based materials inviting students who require accommodations to meet with you. For example, "To discuss access issues or request materials in alternative format, please contact [name, phone, TTY, and email address]."

Flexibility and effective communication between student and staff are key in approaching accommodations. Although students with similar disabilities may require different accommodations, it is useful for you to be aware of typical strategies for working with students who have various types of impairments. With this basic knowledge you will be better prepared to ask students to clarify their needs and to discuss accommodation requests.

Throughout this course, you will be asked to consider access issues and accommodation strategies. Consider all potential visitors to your service area, including students with disabilities. You will be challenged to make sure everyone can

• get to the facility and maneuver within it
• access materials and electronic resources
• participate in events and other activities

Also make sure that staff are trained to support people with disabilities, respond to specific requests for accommodations in a timely manner, and know who they can contact on campus if they have disability-related questions. With these key issues in mind, you can make your services accessible to everyone.

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True/False Exercises 

1. Students with mobility impairments form the largest group of undergraduates with disabilities. (T/F)
2. More undergraduate students report having a hearing impairment than having blindness or a visual impairment. (T/F)
3. Almost one-half of the students who report having a disability have a learning disability. (T/F)

Note: The answers to these exercises are: 1. F, 2. T, 3. T.

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Discussion 

Please send an email message to the group, give a short BIOGRAPHY about yourself including your name, college, department, and (optional) experience in working with students with disabilities. Your email SUBJECT line should read: Access 1: INTRODUCTION.

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Course Organization and Acknowledgment

This course was created as part of DO-IT (Disabilities, Opportunities, Internetworking, and Technology), http://www.washington.edu/doit/. The DO-IT Admin project applies lessons learned by DO-IT and other programs and researchers nationwide to implement a comprehensive professional development program for college staff and administrators. It is funded by the U.S. Department of Education (grant #P333A020044). Any opinions or recommendations expressed do not necessarily reflect the views of the federal government.

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Further Information

To be placed on the DO-IT mailing list or to request materials in an alternate format, contact

DO-IT
University of Washington
Box 355670
3737 Brooklyn Ave. N.E.
Seattle, WA 98105
doit@u.washington.edu
www.washington.edu/doit
206-685-DOIT (3648) voice/TTY
888-972-DOIT (3648) voice/TTY
206-221-4171 (FAX)
509-328-9331 voice/TTY, Spokane office
Director: Sheryl Burgstahler, Ph.D.

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(c) 2004 DO-IT. Permission is granted to copy material in this email for educational, noncommercial purposes provided the source is acknowledged.

Serving Students with Disabilities
Distance Learning Course
SUBJECT: Access 2: RIGHTS AND RESPONSIBILITIES

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PURPOSE

The purpose of this lesson is to increase your awareness of the RIGHTS AND RESPONSIBILITIES of the STAFF, the STUDENT WITH A DISABILITY, and the INSTITUTION in relation to persons with disabilities at postsecondary institutions.

By considering and responding to the QUESTIONS for discussion, you will develop an awareness of the shared responsibilities of students and staff, as well as the teamwork essential to finding creative accommodations to meet these responsibilities.

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Question to REFLECT upon while reading the CONTENT

In what ways does YOUR department or office meet your RESPONSIBILITY as the staff member for a person with one or more disabilities?

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CONTENT

Section 504 of the Rehabilitation Act and the Americans with Disabilities Act of 1990 PROHIBIT discrimination against persons with disabilities and mandate the provision of reasonable accommodations to ensure access to programs and services. REASONABLE accommodations may include but are not limited to redesigning equipment, assigning aides, providing written communication in alternative formats, modifying tests, redesigning services to accessible locations, altering existing facilities, and building new facilities. Reasonable accommodations do not include personal devices such as hearing aids, wheelchairs, and glasses. A "person with a disability" means "any person who has a physical or mental impairment which substantially limits one or more major life activities including walking, seeing, hearing, speaking, breathing, learning, and working; has a record of such impairment; or is regarded as having such an impairment."

EXAMPLES of disabilities that can impact a student in postsecondary institutions include but are not limited to AIDS, cancer, Cerebral Palsy, Diabetes, Epilepsy, head injuries, hearing impairments, learning disabilities, loss of limbs, multiple sclerosis, muscular dystrophy, psychiatric disorders, speech impairments, spinal cord injuries, and visual impairments.

Many of the conditions listed may LIMIT individuals' abilities to perform specific life tasks. Some of these conditions are visible, while other conditions, such as learning or psychiatric disabilities, are "invisible." Individuals with the same diagnosis or label may present a range of symptoms and functional limitations. For example, an individual with Cerebral Palsy may need to use a wheelchair, may be unable to speak, and may require a personal assistant for self care. Another person with Cerebral Palsy may walk with a cane and manage all personal care tasks and communication independently. Likewise, an individual with a learning disability may have difficulties with reading, writing, math, and/or verbal information processing. Clearly, each individual has UNIQUE NEEDS in postsecondary education settings. In all cases, the institution has a responsibility to provide program access to qualified students with disabilities.

The DESIGN of a product, environment, or service that is flexible and meets the needs of a wide range of users can eliminate or minimize the need for specific accommodations for a person with a disability. (In contrast, a mismatch between the individual with a disability and the environment, attitudes, or society can create or exacerbate barriers.)

For example, an individual with a mobility impairment may fully participate in most life activities if the buildings, transportation, and facilities he uses are wheelchair-accessible. However, when he cannot accept a job or attend a class because the work site or classroom environment is inaccessible, he is being excluded as a consequence of an architectural barrier that prohibits access. Similarly, captioning on videos eliminates the need for an accommodation for a student who is deaf or hard of hearing.

SHARED RESPONSIBILITY
Accommodating students with disabilities in higher education is a SHARED RESPONSIBILITY. Administrators, faculty, student services staff, students, and disabled student services staff must work together to coordinate reasonable accommodations for students with disabilities who request support in academic and student support activities at our school. Such efforts can enhance the overall accessibility of the postsecondary learning environment for students with disabilities.

ADMINISTRATORS AND STAFF
Your efforts as an ADMINISTRATOR or other STAFF member can result in greater academic and career success for the students you serve. Knowledge of legal issues, accommodation strategies, and campus resources for students with disabilities can facilitate this success.

DISABLED STUDENT SERVICES PROFESSIONALS
The services on campus designed to support students with disabilities are also available to help staff. The DISABLED STUDENT SERVICES OFFICE on your campus is a key resource when working with students with disabilities. Following are typical responsibilities of disabled student services staff:

* Maintain confidential records of the student's disability.

* Recommend and coordinate accommodations (for example, sign language interpreters, Braille documents).

* Arrange special equipment (e.g., adaptive technology, assistive listening devices).

* Provide other resources/referrals for students with disabilities (e.g., adaptive technology specialists, testing centers, counseling).

Staff should also be able to answer questions and provide details about policies and procedures and legal and compliance issues related to meeting the needs of students with disabilities at your campus.

THE STUDENT WITH A DISABILITY
The STUDENT WITH A DISABILITY is the best source of information regarding his or her needs. Generally, students who require accommodations in postsecondary education are responsible for DISCLOSING their disabilities, REGISTERING with the disabled student services office following the procedures at their campus, and REQUESTING ACCOMMODATIONS with staff. The need for accommodations depends on the students' abilities. Ultimately, a student with a disability requires alternative arrangements only when faced with a task that requires skill that his disability precludes.

GENERAL SUGGESTIONS
If a student informs you that she has a disability and would like to arrange for accommodations, you may ask which program requirements are expected to be problematic and which strategies and campus resources might help to overcome barriers.

Many accommodations are simple, creative alternatives to traditional ways of doing things. Sometimes, an effective solution can be found by thinking creatively about how the environment can be modified.

Here are some suggestions for making your service more accessible:

* Use the disabled student services available on your campus as a primary resource.

* Include students with disabilities as you plan and evaluate services.

* Make sure information resources are provided in accessible formats.

* Add a statement to your print and web-based materials telling students who have disabilities how to request materials in alternate format (e.g., Braille, large print) and to request other accommodations.

* Inform staff on how to work with students who have disabilities.

* Make sure the physical environment is accessible.

Students with disabilities and key personnel can also WORK TOGETHER to develop campus plans for improving climate and access for students with disabilities. If we continue to take time to think about how to make our programs and offices accessible to all students, we'll be better prepared to overcome current and future challenges.

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SUMMARY

The law PROHIBITS discrimination against persons with disabilities and mandates the provision of reasonable accommodations to ensure access to programs and services. Accommodating students with disabilities in higher education is a SHARED RESPONSIBILITY. You, the other staff, the student with a disability who requests support, and the disabled student services staff must work together as a team to coordinate reasonable accommodations. General accommodations presented in this lesson are simple, creative alternatives to traditional ways of doing things.

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QUESTION FOR DISCUSSION

SEND an email message to the group with at least one response to the following question:

In your service area, how might you encourage students with disabilities to talk with you about their accommodation needs?

Your email SUBJECT line should read: Access 2: RIGHTS AND RESPONSIBILITIES.

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FURTHER INFORMATION

You can read answers to frequently asked questions, explore case studies, and access additional resources at The Conference Room, https://www.washington.edu/doit/distance-learning-course-serving-students-disabilities.

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(c) 2004 DO-IT. Permission is granted to copy material in this email for educational, noncommercial purposes provided the source is acknowledged. Contact DO-IT at 1-206-685-DOIT (3648) or doit@uw.edu.

Serving Students with Disabilities
Distance Learning Course
SUBJECT: Access 3: UNIVERSAL DESIGN

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Purpose

The purpose of this lesson is to increase your awareness of principles of UNIVERSAL DESIGN and their application in your office.

By sharing and discussing ideas with other participants, you will develop an awareness of additional strategies and applications of the principles of UNIVERSAL DESIGN.

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Question to REFLECT upon while reading the CONTENT

In what ways might your office apply UNIVERSAL DESIGN principles?

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Content

Designing any product or service involves the consideration of many factors, including aesthetics, engineering options, environmental issues, safety concerns, and cost. Often the design is created for the "average" user. In contrast, UNIVERSAL DESIGN is "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design."

When universal design principles are applied, the resulting environment, products, and services meet the needs of potential users with a wide variety of characteristics. DISABILITY is just one of many characteristics that an individual might possess. For example, one person could be five feet four inches tall, female, forty years old, a poor reader, and deaf. All of these characteristics, including her deafness, should be considered when developing a product, environment, or service she might use.

Making a product, environment, or service accessible to people with disabilities often benefits others. For example, sidewalk curb cuts, designed to make sidewalks and streets accessible to those using wheelchairs, are today more often used by kids on skateboards, parents with baby strollers, and delivery staff with rolling carts. When television displays in airports and restaurants are captioned, they benefit people who cannot hear the audio because of a noisy environment, as well as those who are deaf.

PRINCIPLES of Universal Design At the Center for Universal Design at North Carolina State University, a group of architects, product designers, engineers, and environmental design researchers established the following set of PRINCIPLES of UNIVERSAL DESIGN (see http://www.ncsu.edu/ncsu/design/cud/about_ud/udprinciples.htm) to provide guidance in the design of environments, communications, and products. They can also be applied to academic programs and instruction.

1. EQUITABLE USE. The design is useful and marketable to people with diverse abilities. For example, a webssite that is designed so that it is accessible to everyone, including people who are blind, employs this principle.
2. FLEXIBILITY IN USE. The design accommodates a wide range of individual preferences and abilities. An example is a museum that allows a visitor to choose to read or listen to the description of the contents of a display case.
3. SIMPLE AND INTUITIVE USE. Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Equipment with control buttons that are clear and intuitive is a good example of an application of this principle.
4. PERCEPTIBLE INFORMATION. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. An example of this principle not being employed is when television programming is projected without captioning in noisy public areas like conference exhibits.
5. TOLERANCE FOR ERROR. The design minimizes hazards and the adverse consequences of accidental or unintended actions. An example of a product applying this principle is a software program that provides guidance when the user makes an inappropriate selection.
6. LOW PHYSICAL EFFORT. The design can be used efficiently, comfortably, and with a minimum of fatigue. For example, doors that are easy to open by people with a wide variety of physical characteristics demonstrate the application of this principle.
7. SIZE AND SPACE FOR APPROACH AND USE. Appropriate size and space are provided for approach, reach, manipulation, and use regardless of the user's body size, posture, or mobility. A work area designed for use by students with a wide variety of physical characteristics and abilities is an example of employing this principle.

UNIVERSAL DESIGN applied to EDUCATION Universal design principles can be applied to many products and services.

Below are examples of METHODS that employ principles of universal design. Applying these strategies can make your program content accessible to people with a wide range of abilities and disabilities, ethnic backgrounds, language skills, and learning styles.

1. INCLUSIVENESS. Create an environment that respects and values diversity. Put a statement on your print or web-based materials inviting students to meet with you to discuss disability-related accommodations and other needs. Avoid segregating or stigmatizing any student. Respect the privacy of all students.
2. PHYSICAL ACCESS. Assure that the reception area, meeting rooms, and other office spaces are accessible to individuals with a wide range of physical abilities and disabilities. Make sure equipment and activities minimize sustained physical effort, provide options for operation, and accommodate right- and left-handed students and those with limited physical abilities. Assure the safety of all students.
3. WEB PAGES. Provide printed materials in electronic format. Create printed and web-based materials in simple, intuitive, and consistent formats. Provide text descriptions of graphics presented on web pages. Arrange content in order of importance.

Employing universal design principles DOES NOT ELIMINATE the need for specific accommodations for students with disabilities. There will always be the need for some specific accommodations, such as sign language interpreters for students who are deaf. However, applying universal design concepts will assure full access to the content for most students and MINIMIZE the need for specific accommodations. For example, designing web resources in accessible formats as they are developed means that no redevelopment is necessary if a blind student requests access to the materials; planning ahead can be less time-consuming in the long run.

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Example

Employing universal design principles to fully include one group of students can generate unanticipated benefits to others. Consider this list of students who might benefit from CAPTIONING on your program videos.

* Students for whom English is a second language. Often their reading skills are better than their spoken English skills.

* Students who are deaf or hard of hearing. By reading what they cannot hear, captioning provides access to students who are deaf.

* Students with visual impairments. Captioning is generally not useful for students with visual impairments, but there is one exception. Students who are deaf and have low vision (i.e., they can see large print) can benefit from captioning if the captions are large enough for them to see.

* Students watching the video in a noisy environment. By reading what they cannot hear, students watching the tape in a noisy environment will benefit from captioning. * Students who have learning disabilities. Some may comprehend material better when they both see text and hear it spoken aloud.

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Summary

Employing universal design principles when designing your office, developing your services, and creating your information resources creates an ACCESSIBLE SERVICE area and can minimize the need to provide accommodations later for individuals with special needs.

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Questions for Discussi

Send an email message to the group that includes

1. a BRIEF DESCRIPTION of your program or office and
2. a SUMMARY of your REFLECTIONS on how YOUR office or program does (and/or might be changed to) incorporate the principles and strategies presented in the CONTENT of this lesson.

Your email SUBJECT line should read: Access 3: UNIVERSAL DESIGN.

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Further Information

You can read answers to frequently asked questions, explore case studies, and access additional resources at The Conference Room, https://www.washington.edu/doit/distance-learning-course-serving-students-disabilities.

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(c) 2004 DO-IT. Permission is granted to copy material in this email for educational, noncommercial purposes provided the source is acknowledged. Contact DO-IT at: 1-206-685-3648 or doit@u.washington.edu.

Serving Students with Disabilities 
Distance Learning Course
SUBJECT: Access 4: UNIVERSAL DESIGN OF THE ENVIRONMENT AND EVENTS

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Purpose

The purpose of this lesson is to increase your awareness of applications of UNIVERSAL DESIGN to your facility and environment, as well as to events sponsored by your student services area.

Through discussions with other participants, you will develop an awareness of additional strategies and applications of the principles of UNIVERSAL DESIGN.

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Question to reflect upon while reading the content

In what ways might your department or office modify your physical environment in order to make it more accessible to students with disabilities?

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Content

Facility and Environment

Making your facility and environment more accessible can benefit not only students with disabilities but all visitors to your office. Answering the following questions can help guide you in making your campus service universally accessible.

• Are parking areas, pathways, and entrances to the building wheelchair-accessible?
• Are all levels of the facility connected via an accessible route of travel?
• Is there signage outside the building indicating which entrances are accessible?
• Are there ample high-contrast, large-print directional signs to and throughout the office?
• Do elevators have both auditory and visual signals for floors? Are elevator controls accessible from a seated position and available in large print and Braille or raised notation?
• Are wheelchair-accessible restrooms with well-marked signs available in or near the office?
• Are aisles kept wide and clear for wheelchair users and protruding objects removed or minimized for the safety of users who are visually impaired?
• Is lighting adjustable by the individual?
• Are window blinds available to reduce glare, especially on computer screens?
• Are there quiet work and/or meeting areas where noise and other distractions are minimal or facility rules (e.g., no cell phone use) minimize noise?
• Are service desks wheelchair-accessible, and is at least part of each service counter of a height accessible to a wheelchair user?
• Are telecommunication devices for the deaf (TDD/TTY) available?

Events 

Student services offices are often responsible for the coordination of events for current students, prospective students, parents, and other guests. Answering the following questions can help you determine if your event is accessible to all potential attendees. 

• Are events sponsored by the organization located in wheelchair-accessible facilities? Is the accessible entrance clearly marked?
• Is information about how to request disability-related accommodations included in publications promoting events?
• Is accessible transportation available if transportation is arranged for other participants? 

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Summary

Making your facility, office environment, or campus events more accessible can benefit not only students with disabilities but all visitors.

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Question for Discussion

Send an email message to the group describing the following:

How YOUR office or program incorporates the principles and strategies presented in the CONTENT above.

Your email SUBJECT line should read: Access 4: UNIVERSAL DESIGN OF THE ENVIRONMENT AND EVENTS.

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Further Information

You can read answers to frequently asked questions, explore case studies, and access additional resources at The Conference Room, https://www.washington.edu/doit/distance-learning-course-serving-students-disabilities.

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(c) 2004 DO-IT. Permission is granted to copy material in this email for educational, noncommercial purposes provided the source is acknowledged. Contact DO-IT at 1-206-685-3648 or doit@u.washington.edu

Serving Students with Disabilities
Distance Learning Course
SUBJECT: Access 5: HEARING

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Purpose

The purpose of this lesson is to increase your awareness of the issues and strategies related specifically to working with students who are deaf or hard of hearing.

By considering and discussing the ACCESS ISSUES in a case study reading, you will develop an awareness of additional strategies and accommodations.

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Question to reflect upon while reading the content

What challenges might students who are deaf or hard of hearing face in your department or office? What accommodations might they require?

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Content

The term "hearing impairment" refers to functional hearing loss that ranges from mild to profound. Often, people who have no functional hearing refer to themselves as "DEAF." Those with milder hearing loss refer to themselves as "HARD OF HEARING." Accommodations for students who are deaf or hard of hearing can be classified as VISUAL and AURAL. Visual accommodations rely on a person's sight; aural accommodations rely on a person's hearing abilities. Examples of visual accommodations include sign language interpreters, lip reading, and captioning. Examples of aural accommodations include amplification devices such as FM systems.

Hard of Hearing

Some students who are hard of hearing may hear only specific frequencies or sounds within a certain volume range. They may rely heavily on hearing aids and lip reading. Some students who are hard of hearing may never learn, or may only occasionally use, sign language. A student who is hard of hearing may have a speech impairment because of the inability to hear his own voice clearly.

Students can be affected by hearing impairments in several ways. They may have difficulty FOLLOWING CONVERSATIONS in noisy or crowded areas, particularly if the acoustics cause echoes or if the speaker talks quietly, rapidly, or unclearly. People who have hearing impairments may find it difficult to SIMULTANEOUSLY WATCH demonstrations and FOLLOW VERBAL DESCRIPTIONS, particularly if they are watching a sign language interpreter, a captioning screen, or a speaker's lips.

Deafness

A student who is deaf may have little or no speech, depending on the severity of the hearing loss and the age of onset. She will often communicate through a sign language interpreter.

Accommodations for Students Who are Hard of Hearing or Deaf

Examples of accommodations for students who have hearing impairments include the following:

• Interpreters
• Assistive Listening Devices (ALDs), sound amplification systems
• Note takers
• Electronic mail
• Visual warning systems for emergencies
• Flashes or contrast changes for computer auditory signals

Hearing impairments do not interfere with the physical aspects of writing. However, students who use American Sign Language may have POOR GRAMMAR because of differences between English and American Sign Language; English is considered a second language for many individuals who are deaf and use sign language. This may affect students' ability to complete forms in your office.

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Summary

HEARING IMPAIRMENTS make it difficult or impossible to hear conversations, access multimedia materials, and participate in discussions. It is important to remember that a student who is using an interpreter or who is lip-reading will have DIFFICULTY looking at another resource at the same time. Completing forms may also be a challenge.

Flexibility and effective communication between YOU, the STUDENT, and the DISABLED STUDENT SERVICES OFFICE are key in approaching accommodations. With this basic knowledge you will be better prepared to ask students who are deaf or hard of hearing to clarify their needs and to discuss accommodation requests.

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Question for Discussion

After reading the following case study, SEND an email message to the group suggesting strategies and accommodations to the ACCESS ISSUE questions.

Your email SUBJECT line should read: Access 5: HEARING.

BACKGROUND
My name is Michael and I am a graduate student in Rehabilitation Counseling at San Diego State University. I have a severe-profound, bilateral hearing loss and use hearing aids and speech reading (watching the movement of a person's lips) to maximize my communication abilities. I have some knowledge of American Sign Language but not enough to effectively use a sign language interpreter as an accommodation.

ACCESS ISSUES
Describe how you might work with Michael in order to maximize his access to materials and services in your office.

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Further Information

You can read answers to frequently asked questions, explore case studies, and access additional resources at The Conference Room, https://www.washington.edu/doit/distance-learning-course-serving-students-disabilities.

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(c) 2004 DO-IT. Permission is granted to copy material in this email for educational, noncommercial purposes provided the source is acknowledged. Contact DO-IT at 1-206-685-3648 or doit@u.washington.edu.

Serving Students with Disabilities
Distance Learning Course
SUBJECT: Access 6: VISUAL

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Purpose

The purpose of this lesson is to increase your awareness of the issues and strategies related specifically to working with students with VISUAL IMPAIRMENTS.

Through discussing modifications with other participants, you will develop an awareness of additional strategies and applications related to working with students with VISUAL impairments.

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Question to reflect upon while reading the content

What challenges might students with VISUAL impairments face in your department or office? What accommodations might they require?

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Content

VISUAL impairments can be classified into two types: LOW VISION and BLINDNESS. LOW VISION refers to the disability of students who have some usable vision but cannot read standard-size text, have field deficits (for example, cannot see peripherally or centrally but can see well in other ranges), or have other visual impairments. BLINDNESS refers to the disability of students who cannot see to read printed text, even when enlarged.

Low Vision

For some students with low vision or partial sight, standard written materials are too small to read, and small objects are difficult to see. Other students may see objects only within a specific field of vision or may see an image with sections missing or blacked out. Text or objects may appear blurry to students with low vision.

Visual abilities may VARY in DIFFERENT SITUATIONS. For example, reduced light or strong glare may affect visual abilities during different times of day or in different settings.

GENERAL ACCOMMODATIONS for students with LOW VISION include the following:

• Large-print reading materials (e.g., books, handouts, signs, and equipment labels). Large print is defined as 16- to 18-point bold type, depending on the typeface used.
• Print materials in audiotaped or electronic formats.
• Computers with screen enlargers, optical character readers (which convert print to speech output), or speech output.
• The use of readers or scribes for completing forms.

Blindness 

Students who have no sight may have difficulty referring to WRITTEN MATERIALS. Students who have had NO VISION SINCE BIRTH may have DIFFICULTY understanding VERBAL DESCRIPTIONS of visual materials and abstract concepts.

Consider this example: "This organizational chart for our services looks like a tree." If one has NEVER SEEN a tree, it may not be readily apparent that the structure of note has several lines of ancestry that can be traced back to one central family. HOWEVER, students who lost their vision later in life may find it easier to understand such verbal descriptions.

Ready access to PRINTED MATERIALS in ELECTRONIC FORMAT can allow a student who is blind and who has the APPROPRIATE TECHNOLOGY to use computers to read text aloud and/or produce it in Braille. Some materials may need to be TRANSFERRED to AUDIOTAPE or produced in BRAILLE. Since conversion may take a long time, it is essential that YOU SELECT and PREPARE your materials well BEFORE they are needed. The campus disabled student services office typically coordinates BRAILLE and AUDIOTAPE production.

In addition, WEB PAGES should be designed so that they are accessible to those using Braille and speech output systems. For example, a speech synthesizer will simply say "image map" at the place where an image map would be displayed. Tables displayed as images are also problematic. Test alternatives need to be provided. The disabled student services office and/or computing services staff on your campus can be consulted when addressing COMPUTER ACCESS ISSUES.

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Summary

VISUAL impairments can be classified as LOW VISION (some usable vision, field deficits, or other visual impairments) and BLINDNESS (inability to see to read printed text, even when enlarged).

The STUDENT is your best resource for determining what accommodations are appropriate. Flexibility and effective communication between YOU, the STUDENT, and the DISABLED STUDENT SERVICES STAFF are key in approaching accommodations. Specifically, the disabled student services office on campus can be consulted to coordinate production of materials using BRAILLE, AUDIOTAPE, TACTILE MODELS, and RAISED-LINE DRAWINGS of graphic materials. In addressing COMPUTER ACCESS ISSUES, disabled student services office can also help coordinate with computing services staff. Become aware of and take advantage of the resources on campus.

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Question for Discussion

While reading the CONTENT, you considered ways in which YOUR DEPARTMENT or OFFICE can accommodate a student with a VISUAL impairment. Send an email message to the group answering the following question:

How could a student who is blind ACCESS PRINTED MATERIALS used in your service area?

Your email SUBJECT line should read: Access 6: VISUAL.

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Further Information

You can read answers to frequently asked questions, explore case studies, and access additional resources at The Conference Room, https://www.washington.edu/doit/distance-learning-course-serving-students-disabilities.

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(c) 2004 DO-IT. Permission is granted to copy material in this email for educational, noncommercial purposes provided the source is acknowledged. Contact DO-IT at 1-206-685-3648 or doit@u.washington.edu

Serving Students with Disabilities
Distance Learning Course
SUBJECT: Access 7: MOBILITY

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Purpose

The purpose of this lesson is to increase your awareness of issues and strategies related specifically to working with students with MOBILITY IMPAIRMENTS.

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Questions to reflect upon while reading the content

What challenges might students with MOBILITY impairments face in your department or office? How could you make it more accessible now? What additional accommodations might students with mobility impairments require?

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Content

There are many types of ORTHOPEDIC or NEUROMUSCULAR impairments that can impact mobility. These include but are not limited to amputation, paralysis, Cerebral Palsy, Stroke, Multiple Sclerosis, Muscular Dystrophy, Arthritis, and spinal cord injury. Mobility impairments range from LOWER BODY impairments, which may require use of canes, walkers, or wheelchairs, to UPPER BODY impairments, which may include limited or no use of the upper extremities and hands. It is IMPOSSIBLE to GENERALIZE about functional abilities because of the wide variety of disabilities and specific diagnoses. MOBILITY impairments can be PERMANENT or TEMPORARY. A broken bone, an injury, or a surgical procedure can temporarily impact a student.

A mobility impairment may impact, to varying degrees, a student's ability to MANIPULATE objects, turn pages, write with a pen or pencil, type at a keyboard, or retrieve research materials. Medical conditions such as Arthritis or repetitive stress injuries can impact fine motor abilities. A student's physical ability may also vary from day to day.

Typical Accommodations

Examples of accommodations for students with MOBILITY impairments include the following:

• Accessible locations (buildings, floors, office space)
• Wide aisles and uncluttered work areas
• Adjustable-height and -tilt tables
• All equipment located within reach
• Computers with speech input, Morse code, and alternative keyboards
• Access to handicapped parking spaces, wheelchair ramps, curb cuts, restrooms, and elevators
• Materials available in electronic format
• Access to resources available on the Internet
• A scribe or extended time to complete forms
• Sitting down or moving back to create a more comfortable angle for conversation with a student in a wheelchair

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SUMMARY

MOBILITY impairments may make walking, sitting, bending, carrying, or using fingers, hands, or arms difficult or impossible. Mobility impairments may be permanent or temporary and result from many causes, including amputation, Multiple Sclerosis, spinal cord injury, and Cerebral Palsy.
By working together, YOU, the STUDENT, and the DISABLED STUDENT SERVICES OFFICE can assure that the accommodations provided are appropriate and reasonable.

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Question for Discussion

Suppose you are serving a student in your office who cannot write with her hands. Send an email message to the group answering the following question:

What are some things she might reasonably request to facilitate access to your program?

Your email SUBJECT line should read: Access 7: MOBILITY.

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Further Information

You can read answers to frequently asked questions, explore case studies, and access additional resources at The Conference Room, https://www.washington.edu/doit/distance-learning-course-serving-students-disabilities.

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(c) 2004 DO-IT. Permission is granted to copy material in this email for educational, noncommercial purposes provided the source is acknowledged. Contact DO-IT at 1-206-685-3648 or doit@u.washington.edu.

Serving Students with Disabilities
Distance Learning Course
SUBJECT: Access 8: HEALTH

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Purpose

The purpose of this lesson is to increase your awareness of the issues and strategies related specifically to working with students with HEALTH IMPAIRMENTS.

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Questions to reflect upon while reading the content

What challenges might students with HEALTH impairments face in your service area? What accommodations might they require?

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Content

There are a range of medical diagnoses and subsequent health problems that can have a TEMPORARY or CHRONIC IMPACT on a student's performance. Common diagnoses include arthritis, cancer, multiple sclerosis, asthma, AIDS, and heart disease. The secondary effects of illness and the side effects of medications can have a SIGNIFICANT IMPACT on MEMORY, ATTENTION, STRENGTH, ENDURANCE, and ENERGY LEVELS.

Health problems may interfere with the PHYSICAL SKILLS needed to be successful in computer or writing activities. Individuals with ARTHRITIS, for example, may have DIFFICULTY WRITING due to pain or joint deformities. Students with Multiple Sclerosis may not be able to MANIPULATE small OBJECTS. Prolonged sitting may pose challenges for an individual with chronic pain or back problems. Illness or injury may result in LIMITATIONS in MOBILITY that require the need for a wheelchair or scooter.

Accommodations

FLEXIBILITY plays a key role in supporting the success of students with health impairments, as many HEALTH CONDITIONS by nature are UNPREDICTABLE. Posting program information on the web is one way for a student to acquire important information without the need to be physically present.

Examples of TYPICAL ACCOMMODATIONS for students who have HEALTH impairments include the following:

• Note takers or scribes
• Extended exam time or alternative testing arrangements
• The use of electronic mail or web-based materials
• An ergonomic workstation with adjustable keyboard trays, monitor risers, glare guards, foot rests, adjustable chairs, and/or antifatigue matting
• Speech recognition computer input devices, ergonomic keyboards, one-handed keyboards, expanded keyboards, or miniature keyboards

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Summary

Be aware that when health conditions result in PERMANENT or TEMPORARY MOBILITY problems, accommodations for students with MOBILITY impairments may be appropriate (refer to the email messages titled "Accommodations 7: MOBILITY").

Your FLEXIBILITY and the STUDENT'S efforts to plan, organize, and prioritize, in conjunction with the assistance of the DISABLED STUDENT SERVICES OFFICE in determining reasonable accommodations, will all play important roles in supporting the success of the STUDENT with HEALTH impairments.

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Question for Discussion

After reading the following case study, send an email message to the group that answers the following question:

What accommodations do you anticipate that you might need to make for a student with a health impairment using your services?

Your email SUBJECT line should read: Access 8: HEALTH.

Background

My name is Karen. I'm a third-year math education student with rheumatoid arthritis. When my arthritis is problematic, I have a hard time gripping a pencil to write. I also fatigue very quickly and cannot work for prolonged periods of time.

Access Issues

My arthritis interferes with my ability to type quickly and efficiently and to take handwritten notes. My doctor has recently restricted me from typing and writing for extended periods of time. What accommodations do you think your office or department could offer to assist me in fully accessing your program?

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Further Information

You can read answers to frequently asked questions, explore case studies, and access additional resources at The Conference Room, https://www.washington.edu/doit/distance-learning-course-serving-students-disabilities.

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(c) 2004 DO-IT. Permission is granted to copy material in this email for educational, noncommercial purposes provided the source is acknowledged. Contact DO-IT at 1-206-685-3648 or doit@u.washington.edu

Serving Students with Disabilities
Distance Learning Course
Subject: Access 9: LEARNING DISABILITIES

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Purpose

The purpose of this lesson is to increase your awareness of the issues and strategies related specifically to working with students with LEARNING DISABILITIES.

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Questions to reflect upon while reading the content

What challenges might students with LEARNING DISABILITIES face in your department or office? And what accommodations might they require?

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Content

Students with specific learning disabilities generally have average to above-average intelligence but may have DIFFICULTIES ACQUIRING and DEMONSTRATING knowledge and understanding.

According to the National Joint Committee for Learning Disabilities, LEARNING DISABILITIES are a heterogeneous group of disorders manifested by significant difficulties in the ACQUISITION and USE of listening, speaking, writing, reasoning, or mathematical abilities. The specific causes of learning disabilities are not clearly understood; however, these disorders are presumably related to central nervous system dysfunction. The EFFECTS of a learning disability are manifested differently for each individual and can range from mild to severe. LEARNING disabilities may also be present with other disabilities such as MOBILITY or SENSORY impairments and Attention-Deficit Disorder.

For a student with a learning disability, AUDITORY, VISUAL, or TACTILE INFORMATION can become JUMBLED at any point during transmission, receipt, processing, and/or retransmission. For example, it may TAKE LONGER for some students who have learning disabilities to PROCESS written information. Lengthy reading or writing may, therefore, be difficult to complete. This may be due to difficulty discriminating numerals or letters because they appear jumbled or reversed.

Some students who have learning disabilities may be ABLE to organize and communicate their thoughts in a ONE-TO-ONE conversation but find it DIFFICULT to articulate the same ideas in a NOISY ROOM. Other students may experience difficulties with SPECIFIC PROCESSES or subject areas such as calculating mathematics problems, reading, or understanding language. People with learning disabilities may have difficulty spelling. Difficulties with ATTENTION, ORGANIZATION, TIME MANAGEMENT, and PRIORITIZING TASKS are also common.

Examples of TYPICAL ACCOMMODATIONS for students in a student services office who have learning disabilities include the following:

• Quiet meeting location
• Providing detailed instructions on audiotapes or in print or electronic formats
• Reinforcing directions verbally
• Breaking large amounts of information or instructions into smaller segments

COMPUTERS can be adapted to assist students with learning disabilities. A student with learning disabilities might find these accommodations useful:

• Computers equipped with speech output, which highlights and reads (via screen reading software and a speech synthesizer) text on the computer screen
• Word processing software that includes electronic spelling and grammar checkers, software with highlighting capabilities, and word prediction software
• Software to enlarge screen images

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Summary

LEARNING DISABILITIES are documented disabilities that may affect reading, processing information, remembering, calculating, and spatial abilities.

When considering accommodations, remember that students with learning disabilities generally have average to above-average intelligence but may have difficulties acquiring and demonstrating knowledge and understanding. By working together, YOU, the STUDENT, and the DISABLED STUDENT SERVICES STAFF help create an environment to encourage success in the student's endeavors.

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Discussion

While reading the CONTENT, you considered ways in which YOUR SERVICE AREA might accommodate a student with a LEARNING DISABILITY. Send an email message to the group stating one accommodation you might make in your office for a student with a LEARNING DISABILITY.

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Further Information

You can read answers to frequently asked questions, explore case studies, and access additional resources at The Conference Room, https://www.washington.edu/doit/distance-learning-course-serving-students-disabilities.

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(c) 2004 DO-IT. Permission is granted to copy material in this email for educational, noncommercial purposes provided the source is acknowledged. Contact DO-IT at 1-206-685-3648 or doit@u.washington.edu

Serving Students with Disabilities
Distance Learning Course
SUBJECT: Access 10: PSYCHIATRIC DISABILITIES

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Purpose

The purpose of this lesson is to increase your awareness of the issues and strategies related specifically to working with students with PSYCHIATRIC DISABILITIES/MENTAL HEALTH IMPAIRMENTS.

By considering and discussing the ACCESS ISSUES in a case study reading, you will develop an awareness of additional strategies and accommodations.

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Questions to reflect on while reading the content

What challenges might students with PSYCHIATRIC/MENTAL HEALTH impairments face in your service area? What accommodations might they require?

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Content

PSYCHIATRIC or MENTAL HEALTH impairments vary widely; they range from mild depression to chronic disorders such as schizophrenia or bipolar disorder. Negative stereotypes and the fact that these disabilities are typically "invisible" further complicate the provision of appropriate accommodations for students with these disorders.

Students with mental health or psychiatric impairments can be affected in several ways. They may be more SUSCEPTIBLE to the common STRESSORS of college life, involving academic demands as well as interpersonal relationships and living alone or away from home for the first time. Students may have particular problems RECEIVING, PROCESSING, and RECALLING information during times of stress.

Side effects from MEDICATION may also impact ATTENTION, MEMORY, ALERTNESS, and ACTIVITY LEVEL. The episodic and unpredictable onset and recurrence of illness can also interrupt the educational process.

Individuals with psychiatric impairments may be treated with a COMBINATION of MEDICATION, COUNSELING, and BEHAVIORAL THERAPY. Often, there are a variety of MENTAL HEALTH SUPPORT SERVICES available on campus. A student with a psychiatric impairment may need to build time into his schedule for therapy and/or supportive services.

TYPICAL ACCOMMODATIONS for students who have mental health impairments include the following:

• Early notification of deadlines to reduce stress
• An encouraging, validating environment
• Extended time to complete forms or tests
• Materials available in electronic format

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Summary

The broad range of PSYCHIATRIC or MENTAL HEALTH impairments and the "invisible" nature of the disabilities complicate making accommodations for students with the various psychiatric or mental health conditions. They may have difficulty attending class regularly; they may FATIGUE easily or have difficulty taking notes. MEDICATION side effects may impact endurance, memory, and attention. Students may have particular problems receiving, processing, and recalling information during times of STRESS.

Always remember that disability-related information is confidential. The STUDENT is your best resource for determining what accommodations are appropriate. Flexibility and effective communication between YOU, the STUDENT, and the DISABLED STUDENT SERVICES OFFICE are key in approaching accommodations.

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Discussion

While reading the CONTENT, you considered ways in which YOUR DEPARTMENT or OFFICE might accommodate a student with PSYCHIATRIC DISABILITIES.

Send an email message to the group suggesting accommodation strategies you might use in relation to the student described in the paragraph below.

Your email SUBJECT line should read: Access 10: PSYCHIATRIC DISABILITIES.

"I don't know if one of the students who regularly uses our services has a mental illness, but he exhibits extreme anxiety and may "freeze up" during conversations and occasionally react to a situation with an angry outburst. How can I be most supportive?"

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Further Information

You can read answers to frequently asked questions, explore case studies, and access additional resources at The Conference Room, https://www.washington.edu/doit/distance-learning-course-serving-students-disabilities.

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(c) 2004 DO-IT. Permission is granted to copy material in this email for educational, noncommercial purposes provided the source is acknowledged. Contact DO-IT at 1-206-685-3648 or doit@u.washington.edu

Serving Students with Disabilities
Distance Learning Course
SUBJECT: Access 11: INFORMATION RESOURCES AND COMPUTER TECHNOLOGY

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Purpose

The purpose of this lesson is to increase your awareness of the use of accessible information resources and COMPUTERS for students with disabilities.

By reflecting on YOUR own service area while reading the CONTENT, you will be guided to consider possible modifications SPECIFICALLY related to the accommodations for using computer stations or labs. By considering design features to include when setting up a new station that will be accessible to all students, you will become more aware of the possibilities of adaptive resources.

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Question to reflect upon while reading the content

What challenges might students with disabilities face when using computers in my service area? What accommodations might they require?

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Content

In the past six lessons, we have concentrated on accommodations for students with specific disabilities or impairments. This lesson presents issues and suggestions of accommodations related to the use of information resources and computers in your service area.

Information Resources

Today, many offices produce brochures, flyers, and other print-based information resources. It is important to remember to address disability access issues when you are creating these materials. Answering the following questions can help guide you in creating accessible information resources:

• In key publications, do you include a statement about your commitment to access and procedures for requesting disability-related accommodations? For example, you could include this statement: "Our goal is to make all materials and services accessible to all students. Please inform staff of accessibility barriers you encounter and request accommodations that will make activities and information resources accessible to you."
• Are all printed publications available (immediately or in a timely manner) in alternate formats such as Braille, large print, and electronic text?
• Are printed materials within easy reach from a variety of heights and without furniture blocking access?
• Do electronic resources, including web pages, adhere to accessibility guidelines or standards adopted by your institution or your specific project or funding source? Section 508 Standards for Accessible Electronic and Information Technology (www.access-board.gov/guidelines-and-standards/communications-and-it/abou...) and Web Content Accessibility Guidelines (www.w3.org/WAI) are the most commonly used. For general information about making your website accessible to everyone, consult World Wide Access: Accessible Web Design video presentation and publication at https://www.washington.edu/doit/videos/index.php?vid=35.

Computers and Assistive Technology

Some student service units use computers as information sources. The organization need not have special technology on hand for every type of disability but should have available commonly used assistive technology. Start with a few key items, and add new technology as students request it. Purchasing the following computer products will get you started:

• At least one adjustable-height table for each type of workstation can assist students who use wheelchairs or are smaller or large in stature.
• Large-print key labels can assist students with low vision. 
• Software to enlarge screen images can assist students with low vision and learning disabilities.
• A large monitor (17 inches or larger) can assist students with low vision and learning disabilities.
• A trackball can be used by someone who has difficulty controlling a mouse.
• Wrist and forearm rests can assist some people with mobility impairments.

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Summary

It is unlikely that YOU as a staff member are directly responsible for setting up COMPUTER LABS or selecting ASSISTIVE TECHNOLOGY. However, in order to help your students, it is important for you to be AWARE of computer access issues facing students with disabilities and the hardware and the software solutions for providing access to computers and electronic resources in your service area.

The examples of issues and accommodations presented can serve as a reference to help you recognize options when you encounter a student with a disability in your program and to assist you in the PLANNING and DESIGN stages of creating new materials. Incorporating universal design principles into the materials from the beginning reduces the need for accommodations later.

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Question for Discussion

Send an email message to the group answering the following question:

What are some specific design features your service area might employ when setting up a new computer lab/station to make it accessible to all students?

Your email SUBJECT line should read: Access 11: INFORMATION RESOURCES AND COMPUTER TECHNOLOGY.

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Further Information

You can read answers to frequently asked questions, explore case studies, and access additional resources at The Conference Room, https://www.washington.edu/doit/distance-learning-course-serving-students-disabilities.

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(c) 2004 DO-IT. Permission is granted to copy material in this email for educational, noncommercial purposes provided the source is acknowledged. Contact DO-IT at 1-206-685-3648 or doit@u.washington.edu

Serving Students with Disabilities
Distance Learning Course
SUBJECT: Access 12: PLANNING, EVALUATION, AND STAFF TRAINING

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Purpose

The purpose of this lesson is to help you plan and evaluate policies, procedures, and staff training materials related to working with students with disabilities in your service area.

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Question to reflect upon while reading this content

What polices, procedures, or staff training materials currently exist in your service area that address working with students with disabilities?

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Content

Throughout this distance learning course, we have been looking at physical and technological barriers that may exist for individuals attempting to access your services. By developing policies, procedures, staff training materials, and evaluation tools that include disability access issues, you can enhance the accessibility of your service area.

Planning and Evaluation 

Answering the following questions can help guide you in making your service area accessible:

• Do you have policies and procedures that assure access to facilities, printed materials, computers, and electronic resources for people with disabilities and demand that accessibility be considered in the procurement process?
• Do you have a designated staff member and/or committee who assures that services are accessible to students with disabilities and responds to requests for accommodations?
• Are people with disabilities included in student service planning and evaluation processes?
• Do you have a procedure to assure a quick response to requests for disability-related accommodations?
• Are disability-related access issues addressed in your evaluation methods?

Staff

Answering the following questions can help you determine if your staff training materials are addressing issues related to working with students with disabilities:

• Are all staff members familiar with assistive technology and alternate document formats available in the office?
• Do staff members know how to respond to requests for disability-related accommodations, such as sign language interpreters?
• Are all staff members aware of issues related to communicating with students who have disabilities?

Working with People with Disabilities

It is important to treat people with disabilities with the same respect and consideration with which you treat others. There are no strict rules when it comes to relating to people with disabilities. However, here are some helpful hints.

General Guidelines

• Ask a person with a disability if they need help before providing assistance.
• Talk directly to the person with a disability, not through the person's companion or interpreter.
• Refer to a person's disability only if it is relevant to the conversation. If so, refer to the person first and then the disability. "A man who is blind" is better than "a blind man" because it emphasizes the person first. Avoid negative descriptions of a person's disability. For example, "a person who uses a wheelchair" is more appropriate than "a person confined to a wheelchair." A wheelchair is not confining--it's liberating!
• Always ask permission before you interact with a person's guide dog or service dog.

Visual Impairments

• Be descriptive for people with visual impairments. Say, "The computer is about three feet to your left," rather than "The computer is over there."
• When guiding people with visual impairments, offer them your arm rather than grabbing or pushing them.

Learning Disabilities

• If asked, read instructions to individuals who have specific learning disabilities.

Mobility Disabilities

• Try sitting or positioning yourself at the approximate height of people in wheelchairs when you interact.

Speech Impairments

• Listen carefully. Repeat what you think you understand for confirmation, and then ask the person with a speech impairment to repeat the portion of what was said that you didn't understand.

Deaf or Hard of Hearing

• Face people with hearing impairments so they can see your lips. Speak clearly.
• Consider the use of transparencies or slides rather than writing on a whiteboard or flipchart so that participants with hearing impairments can read your lips.

Psychological Disabilities

• Provide information in clear, calm, respectful tones.
• Allow opportunities for addressing specific questions.

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Question for Discussion

Send an email message to the group that answers the following question:

What are specific ways you could include students with disabilities in the planning and/or evaluation activies of your office?
Your email SUBJECT line should read: Access 12: PLANNING, EVALUATION, AND STAFF TRAINING.

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Further Information

You can read answers to frequently asked questions, explore case studies, and access additional resources at The Conference Room, https://www.washington.edu/doit/distance-learning-course-serving-students-disabilities.

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(c) 2004 DO-IT. Permission is granted to copy material in this email for educational, noncommercial purposes provided the source is acknowledged. Contact DO-IT at 1-206-685-3648 or doit@u.washington.edu

Serving Students with Disabilities
Distance Learning Course
SUBJECT: Access 13: RESOURCES

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Purpose

The purpose of this lesson is to increase your awareness of campus resources and of those resources available on the web, and to provide you with a reference list for future use as you serve students with disabilities.

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Question to reflect upon while reading the content

Do you know of additional resources?

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Content

The Student Services Conference Room website at https://www.washington.edu/doit/distance-learning-course-serving-students-disabilities maintains links to resources that can help staff members accommodate students with disabilities in their departments and offices.

The Conference Room website was created for you to use as a reference. If you have questions or requests related to resources, I will try to locate the answers for you.

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Question for Discussion

Send an email message to the group that answers the following question:

What other resources would you like to see added to The Conference Room?

Your EMAIL subject line should read: Access 13: RESOURCES.

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(c) 2004 DO-IT. Permission is granted to copy material in this email for educational, noncommercial purposes provided the source is acknowledged. Contact DO-IT at 1-206-685-3648 or doit@u.washington.edu

Serving Students with Disabilities
Distance Learning Course
SUBJECT: Access 14: CONCLUSION

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Purpose

The purpose of this lesson is to summarize briefly the main points presented in this course and to gain awareness of the changes you have considered making to your existing programs or services.

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Questions to reflect upon while reading the content

1. What have you learned from this course?
2. Have you learned strategies for making your service area more accessible to students with disabilities?
3. Are you familiar with resources available to assist you in accommodating students with disabilities in your programs or with access to your materials?

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Content

The law prohibits discrimination against persons with disabilities and mandates the provision of reasonable accommodations to ensure access to programs and services. Accommodating students with disabilities in higher education is a shared responsibility. The best accommodations are unique to the individual and develop from a cooperative relationship between the staff member and the student, with the assistance of the campus disabled student services office. Accommodations can be simple, creative alternatives to traditional ways of doing things.

In postsecondary settings, students are the best source of information regarding their special needs. They are responsible for disclosing their disabilities and requesting accommodations. You and staff in the disabled student services office should always remember that disability-related information is confidential and is not to be disclosed without permission from the student.

Flexibility and effective communication between the student and staff members are key in approaching accommodations. Although students with similar disabilities may require different accommodations, it is useful for you to be aware of typical strategies for working with students who have various types of impairments. With this basic knowledge you will be better prepared to ask students to clarify their needs and to discuss accommodation requests.

Universal Design

Employing universal design principles when initially designing materials, the facility, and services creates an accessible and welcoming environment, minimizing the need to alter it later for individuals with special needs.

Hearing Impairments

The term "hearing impairment" refers to functional hearing loss that ranges from mild to profound. Often, people who have no functional hearing refer to themselves as "DEAF." Those with milder hearing loss refer to themselves as "HARD OF HEARING." HEARING IMPAIRMENTS make it difficult or impossible to hear conversations, access multimedia materials, and participate in discussions. It is important to remember that a student who is using an interpreter or who is lip-reading will have DIFFICULTY looking at another resource at the same time. Completing forms may also be a challenge.

Examples of GENERAL ACCOMMODATIONS include the following:

• Interpreters
• Assistive Listening Devices (ALDs), sound amplification systems
• Note takers
• Real-time captioning
• Electronic mail
• Visual warning systems for emergencies
• Flashes or contrast changes for computer auditory signals

Visual Impairments

Students with LOW VISION have some usable vision. Those with BLINDNESS are unable to see to read printed text, even when enlarged.

Typical accommodations for LOW VISION include the following:

• Large print reading materials (e.g., books, handouts, signs, and equipment labels). Large print is defined as 16- to 18-point bold type, depending on the typeface used.
• Print materials in audiotaped or electronic formats.
• Computers with screen enlargers, optical character readers (which convert print to speech output), or speech output.
• The use of a reader or scribe for completing forms.

Typical accommodations for BLINDNESS include the following:

• Audiotaped, Brailled, or electronic-formatted text-based materials
• Verbal descriptions of visual aids and graphics
• Raised-line drawings and tactile models of graphic materials
• Braille signs and equipment labels, auditory warning signals
• Computer with optical character reader, speech output, Braille screen display and printer output

Consult the disabled student services office on your campus to coordinate production of materials using BRAILLE, AUDIOTAPE, TACTILE MODELS, and RAISED-LINE DRAWINGS.

Mobility Impairments

Mobility impairments may make walking, sitting, bending, carrying, or using fingers, hands, or arms difficult or impossible. Mobility impairments may be permanent or temporary, resulting from many causes, including amputation, multiple sclerosis, spinal cord injury, and cerebral palsy.

General accommodations for students with mobility impairments include the following:

• Accessible locations (buildings, floors, office space)
• Wide aisles and uncluttered work areas
• Adjustable-height and -tilt tables
• All equipment located within reach
• Computers with speech input, Morse code, and alternative keyboards
• Access to handicapped parking spaces, wheelchair ramps, curb cuts, restrooms, and elevators
• Materials available in electronic format
• Access to resources available on the Internet
• A scribe or extended time to complete forms
• Sitting down or moving back to create a more comfortable angle for conversation with a student in a wheelchair.

Health Impairments

Health impairments affect daily living and can have a temporary or chronic impact on a student's performance.

Typical accommodations for students who have health impairments include the following:

• Note takers or scribes
• Extended exam time or alternative testing arrangements
• The use of electronic mail or web-based materials
• An ergonomic workstation with adjustable keyboard trays, monitor risers, glare guards, foot rests, adjustable chairs, and/or antifatigue matting
• Speech recognition computer input devices, ergonomic keyboards, one-handed keyboards, expanded keyboards, or miniature keyboards

Learning Disabilities

LEARNING DISABILITIES are documented disabilities that may affect reading, processing information, remembering, calculating, and spatial abilities. When considering accommodations, remember that students with learning disabilities generally have average to above-average intelligence but may have difficulties acquiring and demonstrating knowledge and understanding. By working together, YOU, the STUDENT, and the DISABLED STUDENT SERVICES STAFF help create an environment to encourage success in the student's endeavors.

Typical accommodations for students with learning disabilities include the following:

• Providing quiet meeting location
• Distributing concise outlines or other written materials
• Providing detailed instructions on audiotapes or in print or electronic formats
• Reinforcing directions verbally
• Breaking large amounts of information or instructions into smaller segments

Psychiatric Disabilities

The broad range of PSYCHIATRIC or MENTAL HEALTH impairments and the "invisible" nature of the disabilities complicate making accommodations for students with the various psychiatric or mental health conditions. They may have difficulty attending class regularly; they may FATIGUE easily or have difficulty taking notes. MEDICATION side effects may impact endurance, memory, and attention. Students may have particular problems receiving, processing, and recalling information during times of STRESS.

Technology Implications

In order to help your students, it is important for you to be aware of the many computer access issues facing students with disabilities and the hardware and software solutions for providing access to computers and electronic resources. Incorporating universal design principles into new material during the initial planning reduces the need for accommodations later. In addressing COMPUTER ACCESS ISSUES, the disabled student services office can also help coordinate with computing services staff.

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Summary

This course has presented universal design and examples of accommodations for a variety of situations involving students with disabilities. The Student Services Conference Room website at https://www.washington.edu/doit/distance-learning-course-serving-students-disabilities provides a comprehensive resource for further study and future reference.

By reflecting on YOUR own department or office while reading the CONTENT in each lesson, you were guided to consider possible modifications to your services and materials. By considering and discussing your own services and materials, the services and materials of other participants, and the ACCESS ISSUES in case study readings, you were encouraged to develop an awareness of additional strategies and accommodations.

When accommodations are needed, the best accommodations are unique to the individual student and result from the coordinated efforts of you, the student, and the disabled student services staff. You now have additional resources to assist you in developing accommodations that can be simple, creative alternatives to traditional ways of doing things.

Please feel free to contact me if you have any questions or problems. Also consider keeping in touch with other participants in this group. One of the benefits of this course is developing a network of people with whom to share our questions and our knowledge.

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Topic for Discussion

In an email message to the group, state one thing that you have learned in this course that will help you make your service area more accessible to students with disabilities.

Your email SUBJECT line should read: Access 14: CONCLUSION.

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Further Information

You can read answers to frequently asked questions, explore case studies, or access additional resources at The Conference Room, https://www.washington.edu/doit/distance-learning-course-serving-students-disabilities.

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(c) 2004 DO-IT. Permission is granted to copy material in this email for educational, noncommercial purposes provided the source is acknowledged. Contact DO-IT at 1-206-685-3648 or doit@u.washington.edu

Serving Students with Disabilities
Distance Learning Course--Evaluation

This course was developed by DO-IT at the University of Washington with funding from the U.S. Department of Education (grant #P333A020044).

Please help us evaluate this course by completing an anonymous survey. This activity is a University of Washington research study. The survey will take approximately 10 minutes to complete. Your responses will be grouped and summarized by research staff at the University of Washington. The results will be shared with your instructor and others through reports, articles, and other publications. Individual quotes may be preserved in data summaries; however, your identity will not be known. (Note: One question asks you to identify your place of employment; this is for reporting purposes only and will not be included in data summaries sent to your instructor.) Participation is voluntary, and you do not have to answer every question.

To access the web-based survey, link to

https://forms.gle/1JZMBUEaCed2cBscA

If you have questions about the survey or the DO-IT project, please contact your instructor or the DO-IT staff listed below.

Thank you for your participation!

Contact Information

[Instructor contact information here]

DO-IT Staff
Director: Dr. Sheryl Burgstahler (sherylb@u.washington.edu*)
Program Coordinator: Lisa Stewart (lstew2@u.washington.edu*)

*Please note we cannot guarantee the confidentiality of any information sent via email.

DO-IT
University of Washington
3737 Brooklyn Avenue NE
Seattle, WA 98105
(206) 685-3648
www.washington.edu/doit

At the end of the course, consider sending an updated email list so that the participants can keep in touch with one another should they wish to do so.

Consider maintaining the list of participants for yourself. They might be able to recruit participants for future course offerings. You can also use the list to inform them of other programs and activities in which they might be interested.