1. Creating a Culture of Access
Joanne Benica, Director Disability Services Center
University of Southern Maine

2. Providing a Framework
Disability law and the prohibition of discrimination
Medical versus a social model of disability
Equal access at the center
Process and procedures
Universal Design

3. CREATING A CULTURE OF ACCESS
Educational access is the provision of classroom accommodations, auxiliary aids and services to ensure equal educational opportunities for all students regardless of disability. Creating equal educational opportunities is a collaborative effort between the student, the faculty member, and the disability services office.

4. Consider this... from Disability Thinking
Accessibility is what we should expect to be ready for us without asking or planning ahead. It can be provided by following an easy to implement set of standards and practices that make "adaptation" unnecessary. We can benefit from accessibility without announcing or explaining our disabilities.
Accommodation is for adaptations that can't be anticipated or standardized. They are different for each individual. Although we should expect there to be a general willingness to accommodate us wherever we go, we can't expect actual, specific accommodations unless and until we ask for them. We do have to announce, and may have to explain our disabilities a bit in order to get accommodations.
Accessibility is the baseline of equal service, and accommodation is the second step to take when accessibility alone isn't enough.
from Disability Thinking

5. THE ACCOMMODATIONS PROCESS
Faculty have the right to:
Request verification of a student’s eligibility for any requested accommodations. Such verification will be in the form of a letter written by a DSC counselor and delivered by the student.
The DSC is the only office designated to review disability documentation and determine eligibility for appropriate accommodations. Faculty should not require students to show documentation beyond their faculty accommodation letter.
Expect the student to initiate accommodation requests.
If the student is taking their tests at the DSC, expect the DSC to administer exams in a secure and monitored environment.

6. THE ACCOMMODATIONS PROCESS
Students have the right to:
Expect all disability-related information to be treated confidentially.
Receive appropriate accommodations in a timely manner from faculty or the DSC. Students should have the opportunity to meet privately with faculty to discuss needed accommodations and any other concerns.
Appeal decisions regarding accommodations.
Request assistance from the DSC as needed.

7. THE ACCOMMODATIONS PROCESS
DSC has the right to:
Receive the appropriate documentation from the student prior to the services being initiated.
Expect students and faculty to work with DSC to facilitate academic accommodations.
Deny accommodations if they impose undue hardship to, or fundamentally alter, a program or activity of the college.

8. Important to know...
Determining reasonable accommodations and resolving conflicts is Interactive process with faculty, DSC and student
Treat disability information confidentially
Don’t make assumptions about a student’s ability or disability based on interactions you have had with other students
If student discloses their disability, ask questions about the impact on their learning
See the student rather than the disability
What was helpful in the past?

9. Con’t.
There is a difference between services students receive in high school and the accommodations they may receive in college.
Students may struggle with disclosure, describing their disability needs, and may lack some self-advocacy skills.
Students have a right not to disclose their disability to professors and advisors
Invite students to disclose a disability by either posting a small sign in your office stating “students with documented disabilities may be eligible for academic accommodations” or ask “Is there anything about you that would help be better understand your learning style or needs? Did you receive any services in K-12 that were helpful to you?”

10. Implementing UDL - A few ideas
1. Offer different options/choices for assessment
2. Use digital materials whenever possible
3. Know your student’s strengths and barriers
4. Model examples
5. Offer opportunities for collaboration
6. Minimize distractions
7. Create clear and specific goals
From CAST

11. RESOURCES
accommodation-to-accessibility-creating-a-culture-of- inclusivity
engagement/

12. Creating a Culture of Access
Joanne Benica, Director Disability Services Center
University of Southern Maine