1 Working Together: Faculty and Students with Disabilities John Pedraza Disability Resource Coordinator for Employees 120 Bessey Hall East Lansing, MI Elaine High Learning Disabilities and ADHD Specialist 120 Bessey Hall East Lansing, MI Michigan State University Resource Center for Persons with Disabilities, DO-IT Prof and North Central Michigan College.

2 Agenda: Welcome and Introductions Legal Responsibilities Video Accommodations and Solutions Test Time! Campus Resources Case Studies Veronika’s Activity Q & A

3 The Americans with Disabilities Act No otherwise qualified individual with a disability shall, solely by reason of such disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of a public entity, or be subjected to discrimination by any such entity.

4 Who is a Person with a Disability? Anyone with a physical or mental impairment that substantially limits one or more major life activities Anyone with a record of such an impairment Anyone who is regarded as having such an impairment Individuals associated with persons with disabilities (i.e. spouse, child, etc.)

5 Definition of Disability Nature of impairment Duration of impairment Limitations of major life activities Substantially limiting What is the evidence Unable to work in broad range of jobs or class of jobs

6 Major Life Activities Breathing Sleeping Seeing Hearing Working Taking care of Oneself Procreation Stooping Bending Walking Learning

7 Otherwise Qualified A person must be able to meet the technical and academic qualifications for entry into the school, program, or activity in order to be considered otherwise qualified.

8 Otherwise Qualified Continued A qualified individual with a disability is one who meets the skill, experience, education, and other job-related requirements of a position held or desired and who, with or without reasonable accommodation, can perform the essential functions of a job.

9 Substantial Impairment Impairment is substantial when the limitation for individual is greater than that experienced in the general population. Example: Experience pain after walking a mile which prohibits individual from doing other activities (debilitating) Example: Unable to lift 10 pounds without significant pain

10 Examples of Disabilities Spinal cord injuries Loss of limbs Multiple sclerosis Muscular Dystrophy Cerebral Palsy Hearing Impairments Visual Impairments Speech Impairments Specific Learning Disabilities Head Injuries Psychiatric Disorders Diabetes Cancer AIDS

11 With or Without Reasonable Accommodation Reasonable modifications to rules, policies or practices Removal of architectural, communication or transportation barriers Provision of auxiliary aids and services Modification or adjustment to a job, the work environment, or the way things usually are done Making existing facilities used by employees readily accessible to and usable by individuals with disabilities

12 Reasonable Must be effective – producing the intended or expected effect

13 Hearing Impairments Interpreters, real-time captions, FM systems, note-takers Face student when speaking Written directions, assignments, lab instructions Visual aids, visual warning systems Repeat questions and statements from others Electronic mail for communicating

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15 Psychiatric Disabilities Changes in schedules, instructions, job tasks or other procedures and ways of interacting with the employee or student Know the person’s functional limitations and the symptoms of the illnesses and the medications

16 Low Vision Large print handouts, signs, equipment labels TV monitor connected to microscope to enlarge images Directions, notices, assignments in electronic format Computers with enlarged screen images Seating where the lighting is best

17 Blindness Audio-tape, Braille, electronic notes, handouts, texts Describe visual aids Raised-line drawings and tactile models of graphic materials Computers with optical character readers, voice activated computers, voice output, Braille keyboards and printers

18 Mobility Impairments Group assignments, note-takers/scribes, lab assistants Extra exam time, alternative testing arrangements Classrooms, meetings, labs, field trips in accessible locations Adjustable tables, equipment located within reach Materials in electronic formats Computers with special input devices (e.g., voice, alternative keyboards)

19 Health Impairments Note-takers, audio-taped class sessions Flexible attendance requirements Extra exam time, alternative testing arrangements Assignments in electronic formats Electronic mail

20 Specific Learning Disabilities Note-takers and/or audio taped class sessions Extra exam time; alternative testing arrangements Visual, aural, and tactile demonstrations incorporated into instruction Course and lecture outlines Spelling checkers and grammar checkers

21 Student Obligations Self identify that he or she has a disability Indicate the need for accommodation Provide appropriate documentation at the student’s expense to establish the existence of the disability and the need for accommodation

22 Institutional Obligations Provide reasonable accommodations for the student’s known disabilities Afford student equal opportunity to participate in programs, activities and services (including extracurricular activities) May not discriminate based on disability Provide auxiliary aids and services

23 HEATH Resource Center National survey results on freshmen with disabilities: One in 11 first-time, full-time freshmen entering college in 1988 self-reported a disability. This translates to about 9 percent of the total, or about 154,520 students who reported disabilities.

24 In 1998, freshmen who self- reported disabilities were more likely than their peers to: Be male Be 20 years or older Have chosen a particular college because it offered a special program or because of advice from counselors/teachers Rate themselves lower in self-esteem, emotional health, & academic or physical ability

25 What changes have occurred in the past few years? Percentage of freshmen reporting disabilities remained stable at 9 percent between 1991 and 1998 Students with learning disabilities continued to be the fastest growing group (25% to 41%) Higher proportions of students with disabilities were enrolling in four-year colleges and universities in 1998

26 1. True or False? You should change your vocabulary when speaking to a person with a disability. Use words like "when you roll in the room..." to someone who uses a wheelchair.

27 2. True or False? 2. True or False? One should ask the companion of the person with a disability what they will need.

28 3. True or False? You should always pet a guide dog to show that you intend no harm to its master.

29 4. True or False? The majority of persons who are deaf are better lip readers than hearing people. The majority of persons who are deaf are better lip readers than hearing people.

30 5. True or False? Persons who are deaf and use American Sign Language (ASL) are unable to speak.

31 6. True or False? American Sign Language (ASL) is English conveyed through signs.

32 7. True or False? Sign language is universal.

33 8. True or False? A person can be cured of a learning disability.

34 Please read the following aloud.

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36  Rocker buy bay bee inner tree hops  Turnip out fir play  Ronald's tone gadders nome hoss  Sinkers honkers sick spentz  Law tent britches full in town  Diamond died weight fur Nome Ann  My tea hoax farm ladle egg horns grow

37 GREEN BROWN BLACK RED YELLOW ORANGE PURPLE GREEN RED YELLOW