Reasonable Accommodations In Higher Education

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Presentation transcript:

Reasonable Accommodations In Higher Education Mary Helen Walker, MA, NCC, NCLPC Chair, NCAHEAD Educational Outreach Committee Director, Disability Support Services The University of North Carolina at Pembroke

Reasonable Accommodations in Higher Education

Reasonable Accommodations in Higher Education What is a reasonable accommodation? Level the Playing Field Access to All Programs, Curriculums, and Services Case Law Supported

Reasonable Accommodations in Higher Education How are reasonable accommodations determined? Association of Higher Education and Disabilities (AHEAD) Connection between the Disability and Requested Accommodation Determining if the Accommodation Gives an Unfair Advantage?

Reasonable Accommodations in Higher Education Who is responsible for identifying and documenting a need ? Student Must Identify and Request Services Specialist in Disability Area Documents Disability Specialist Recommends Accommodation Institution Approves Accommodation and Recommends to Instructor

Reasonable Accommodations in Higher Education What related services are mandated ? Institution Provides Physical, Academic, and Program Access Related Services Responsibility of the Family

Reasonable Accommodations in Higher Education Who is responsible for providing access to accommodations ? Institution Provides Access to Classroom and Classwork Student Responsible for Access to Homework

Typical Accommodations Note takers Scribe Alternative Testing Separate testing room E-text Voice Activated Software Assistive Listening Devices Sign language and oral interpreters Zoomtext Schedule modifications **These accommodations are not automatic. Each student must qualify for each accommodation.

How High-School Students with Disabilities Can Prepare to Successfully Make the College Transition Self Advocacy Skills Does the student know his/her rights under the ADA and Section 504 of the Rehabilitation Act of 1973? Does the student know how to ask for help? Can the student articulate impact of disability on course subject matter? Does the student feel comfortable talking about his/her disability? Does the student know how to approach instructors for requested accommodations?

How High-School Students with Disabilities Can Prepare to Successfully Make the College Transition Understanding of the Disability Is the student’s documentation/assessment data current? Can the student tell you his/her diagnosis? Does the student know what his/her strengths or weaknesses are as a result of the diagnosis? Is the student able to tell others about the disability as it impacts the academic environment?

How High-School Students with Disabilities Can Prepare to Successfully Make the College Transition Specific Accommodations Needs Does the student know which accommodations have worked in the past and which were not a success? Is the student aware of the myriad accommodations that are available? Is the student aware of appropriate Assistive Technology programs?

4 Key Questions to Answer What is the disability? What is needed for an accommodation(s)? Why is the accommodation(s) needed? Does the documentation support the accommodation(s)?

Guide to Find Answers Here is a guide to reasonable accommodations at the postsecondary level: http://www.witc.edu/stusvcscontent/do cs/accommodations/2013-Disability- Accommodations-Guide.pdf