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Faculty Resource
for Working with Students Who Have Disabilities
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Introduction
The Disability Resource Center
(DRC) at Clackamas Community College exists to help the college respond
to the unique needs presented by our disabled students. The purpose of
this guide is to provide suggestions and resources for faculty
concerning students with disabilities. The Disability Resource Center
understands the unique issues that may be present in your classroom and
welcomes your questions and ideas.
Legal Issues
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Section 504 of the Rehabilitation
Act of 1973 and the Americans with Disabilities Act of 1990 prohibit
discrimination against individuals with disabilities.
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According to these laws, no
otherwise qualified individual with a disability shall, solely by
reason of his/her disability, be excluded from the participation in,
be denied the benefits of, or be subjected to discrimination under
any program or activity of a public entity.
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"Qualified" with respect
to post-secondary education services means "a person who meets
the academic and technical standards requisite to admission or
participation in the education program or activity, with or without
reasonable modifications to rules, policies or practices; the
removal of architectural, communication or transportation barriers;
or the provision of auxiliary aids and services."
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"Person with a disability"
means any person who 1) has a physical or mental impairment which
substantially limits one or more major life activities (including
working, walking, seeing, hearing, speaking, breathing, and
learning), 2) has a record of such an impairment, or 3) is regarded
as having such an impairment.
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Disabilities covered by legislation
include (but are not limited to) AIDS, cancer, cerebral palsy,
diabetes, epilepsy, head injuries, hearing impairments, specific
learning disabilities, loss of limbs, multiple sclerosis, muscular
dystrophy, psychiatric disorders, speech impairments, spinal cord
injuries, and visual impairments.
Suggestions for Classroom,
Laboratory, Examination and Fieldwork
The student with a disability is the
best source of information regarding necessary accommodations. In a
post-secondary setting, it is the student's responsibility to request
special accommodation if desired, but a faculty member can make a
student comfortable by inquiring about special needs.
Classroom
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Include a statement on the class
syllabus inviting the student to discuss academic needs with you.
For example, "If you have a documented disability and wish to
discuss academic accommodations, please contact me as soon as
possible."
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When talking with the student,
inquire about special needs in the classroom, in the lab, in
fieldwork, and on field trips. Work with the student and the Disability Resource Center
(DRC) to determine and provide appropriate
accommodations.
-
Select course materials early.
Distribute syllabi, assignments, and reading lists in advance and in
electronic format (e.g. disk, network) to facilitate transportation
to audio tape, Braille, and large print.
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Face the class when speaking. Repeat
discussion questions. Write key phrases on the blackboard. Hand out
assignments in writing. Provide written summaries of demonstrations
in advance and use captioned films when you have a hard of hearing
student in class.
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Verbally describe visual aids if
there is a student with a visual impairment in class. For example,
you might say "The three-inch-long steel rod," rather than
"this."
Examples of Academic
Accommodations
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Visual Impairment
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Large print handouts, lab signs,
and equipment labels
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Audio-taped lecture notes,
hand-outs and texts
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Raised-line drawings and tactile
models of graphic materials
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Braille lab signs and equipment
labels
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Adaptive lab equipment (e.g.
talking thermometers and calculators, light probes, and tactile
timers)
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Class assignments made available
in electronic format
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Computer with optical character
reader, voice output, magnifiers, seeing eye dogs.
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Hearing Impairment
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Interpreter,
"real-time" captions, FM system, notetaker
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Face turned toward student when
speaking; use of visual aids
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Written assignments, lab
instructions, demonstration summaries
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Visual warning system for lab
emergencies
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Use of electronic mail for class
and private discussions
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Learning Disability
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Notetakers and/or audio-taped
class sessions
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Extra exam time, alternative
testing arrangements
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Visual, aural, and tactile
demonstrations incorporated into instruction
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Computer with voice output and
spelling and grammar checks
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Mobility Impairment
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Notetakers/lab assistants; group
lab assignments
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Classrooms, labs, and field
trips in accessible locations only
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Adjustable tables; special
chairs
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Class assignments made available
in electronic format
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Computer equipped with special
input device (e.g. voice input, Morse code, alternative
keyboard)
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Health Impairment
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Psychological Impairment
Laboratory
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Discuss safety concerns with the
student and (DRC). Depending on her/his disability, ensure that
safety equipment is adapted.
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Assign group lab projects in which
all students contribute according to their abilities.
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Arrange lab equipment so that it is
easily accessed. Give oral and written lab instructions. Provide
raised-line drawings and tactile models of graphic materials for
students with visual impairments.
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Work with student and DRC to
identify, modify, and provide appropriate lab equipment, such as
adjustable tables, talking thermometers and calculators, liquid
level indicators, large print and tactile timers, and computers.
Examination and Fieldwork
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Measure knowledge and comprehension
rather than physical performance of a task when testing a student's
understanding of material.
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Allow extra time to complete exams.
If you give double time on a two-hour test, consider giving the
student half of the test on two days.
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Ask student how she/he might be able
to do specific aspects of field work. Attempt to include student in
field work opportunities, rather than automatically suggest
non-field work alternatives.
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Arrange to have accessible transport
vehicles for field trips.
Emergency Evaluation
In the event of an emergency drill or
an emergency evacuation of a building, instructors need to provide
special assistance for students with disabilities:
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Students with visual impairments
Explain the nature of the emergency to the student and offer to
guide them out of the building. Have the student take your elbow. As
you walk, describe where you are and any obstacles. When you reach
safety, reorient the person and ask if any further assistance is
needed.
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Students who are deaf or hard of
hearing
Most buildings on campus are equipped with sound alarms. It will be
necessary for the instructor to get the student's attention by
turning the classroom lights on and off or by approaching the
student. Explain the nature of the emergency and the nature of the
emergency and the evacuation route through an interpreter, in
writing or through the use of gestures.
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Students with a mobility
impairment
Ask the student if they need assistance. If they use crutches, canes
or walkers and need to be carried, a two-person lock arm position or
a sturdy chair may be used. Most students in wheelchairs will be
able to exit on their own when the class is located on the ground
floor. If lifting is required be sure to ask the student which
method will be safest. Note: Some people in wheelchairs may have
electrical artificial respirators. They should be given priority
assistance if there is smoke or fumes.
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