D ISABILITY R ESOURCES S T. P ETERSBURG C OLLEGE ADJUNCT F ACULTY T RAINING A UGUST 27, 2011

O BJECTIVES Explain the Americans with Disabilities Act as Amended and its impact on the college Explain why we provide accommodations Explain how faculty should respond to a request for accommodations

A MERICANS WITH D ISABILITIES A CT AS A MENDED IN 2009 Full implementation March 2011 States that the definition of disability shall be construed in favor of broad coverage of individuals, to the maximum extent permitted by the ADA Expands the definition of “major life activity” to include additional activities. Also changes the law to allow that limitation of only one major life activity can be considered a disability

D EFINITION OF D ISABILITY Any person who 1. Has a physical or mental impairment which substantially limits one or more major life activity 2. Has a record of such an impairment, or 3. Is regarded as having such an impairment

M AJOR L IFE A CTIVITIES O RIGINAL L EGISLATION : S TANDING, S ITTING, R EACHING, L IFTING, B ENDING, SPEAKING, B REATHING, R EADING, C ONCENTRATING, T HINKING, C OMMUNICATING, AND I NTERACTING WITH OTHERS. N EW ADDITIONS : OPERATION OF MAJOR BODILY FUNCTIONS SUCH AS : THE IMMUNE SYSTEM, SPECIAL SENSE ORGANS AND SKIN ; NORMAL CELL GROWTH ; AND DIGESTIVE, GENITOURINARY, BOWEL, BLADDER, NEUROLOGICAL, BRAIN, RESPIRATORY, CIRCULATORY, ENDOCRINE, REPRODUCTIVE, CIRCULATORY, CARDIOVASCULAR, ENDOCRINE, HEMIC, LYMPHATIC, MUSCULOSKELETAL, AND REPRODUCTIVE FUNCTIONS.

R EGULATORY A UTHORITY Original Act: no agency was delegated authority to interpret the term “disability” through regulations Amendments: The Equal Employment Opportunity Council (EEOC) issued the final regulations through the authority expressly granted in the ADAAA and assumes responsibility for enforcement

W HAT D OES T HIS M EAN FOR U S ? It is easier for a student to qualify as an individual with a disability Although we still need documentation to determine reasonable accommodations, we can accept some docs not previously accepted, such as an IEP, SOP or 504 Plan and provide minimal accommodations with this type of documentation

W HAT D OES T HIS M EAN FOR U S ? The Office of Civil Rights and Department of Justice will be looking more closely at us for compliance It will be easier for a student to file a grievance and to win his/her case than in previous years

S TUDENTS E NROLLED AND D OCUMENTED CL357 DT 25 HEC 115 SE 188 SP 211 TS 193 Total

D ISABILITIES Hearing Impaired 51 Visually Impaired 62 Physically Impaired 178 Speech Impaired 6 Learning Disabled 445 Mental/Psych. 809 Other

C URRENT T RENDS Increase in students with mental/psychological disabilities (44% increase from previous year) With increase in veteran student numbers, potential for PTSD (Post Traumatic Stress Disorder) also increases

C URRENT T RENDS With more emphasis on technology, e.g. online application and registration, use of websites, etc. an increasing number of students require special assistance The college is focusing efforts on accessibility for all students in the design and development of technology uses

T ECHNOLOGY A CCESSIBILITY – W HY ? In the past few years there have been several lawsuits brought to the Department of Justice regarding inaccessible technology, especially by the National Federation of the Blind Currently, Florida State University and Penn State University are dealing with these lawsuits

I NCREASE IN S TUDENTS WITH P SYCHOLOGICAL D ISORDERS Between and school years, the number of students with psychological disorders, including Attention Deficit Disorder increased by 44% The increase of students with specific mental/psychological disorders such as bipolar, schizophenia, etc. increased by 185% Further training will be offered on strategies in working with students with psychological disabilities

A CCOMMODATIONS Accommodations are determined by the nature of the student’s disability as documented by a medical professional Students will present faculty member with an accommodation sheet and request an appointment to discuss needed accommodations Faculty may NOT ask the student the nature of his or her disability – may only discuss accommodations

A CCOMMODATIONS Accommodation sheet will specify the accommodations for which the student qualifies Faculty member may ask how to provide accommodations but may not refuse to provide them Common accommodations include: notetaker, extra time on tests, extension for class assignments, special seating in class, assistive technology, quiet or low distraction room for tests

W HAT I S R EQUIRED OF M E ? Accept student’s accommodation sheet, discuss with student and provide accommodations Do NOT ask student the nature of his or her disability Do NOT single out the student in front of other students as an individual with a disability Request assistance from the Disability Resources Specialist if you have questions

D ISABILITY R ESOURCE SPECIALISTS Clearwater: Aimee Stubbs Downtown/Midtown/Epi/AllState: Tonya Williams HEC: Stefanie Silvers Seminole: Linda Giar St. Petersburg/Gibbs: Ray Hollowell Tarpon Springs: Barbara Thompson College-wide Director: Peg Connell

W HERE C AN I F IND M ORE I NFORMATION Disability Resources Department website: Disability Awareness Project website – variety of video workshops and other resources:

S PECIAL RECOMMENDATIONS Print and keep for reference: Reasonable Accommodations for Students with Disabilities: Faculty Guide. Found on Disability Awareness website