1. Promoting success through access and inclusion

2.  All universities/colleges have offices that provide services to students with documented disabilities. ◦ Specific Populations Served: The Access Center serves students with documented permanent and temporary disabilities, chronic medical conditions or injuries. ◦ Our Mission: The services offered promote equal access to educational opportunities by reducing or eliminating physical and educational barriers to learning.

3.  1. Students submit disability documentation to the Access Center  2. Documentation is reviewed by an Access Advisor.  3. Students schedule an appointment with an Access Advisor.  4. During the appointment, additional information is gathered, and accommodations are determined.  5. The Access Advisor generates an accommodation form and explains the policies and procedures.

4.  Documentation serves two purposes: ◦ to establish that a student has a medical condition or disability that affects one or more major life functions and is entitled to services ◦ to help determine reasonable accommodations  Documentation must include: ◦ A description of how the disability/medical condition limits the student’s access to the educational environment/learning experience; what we call “functional limitations.” It’s Helpful if Documentation includes: ◦ A statement identifying the disability, medical condition, or injury ◦ A description of the expected progression or stability of the diagnosis ◦ Suggested recommendations for accommodations and/or services

5.  Refer students you are concerned about with or w/o documentation. ◦ We will ask in-depth questions about how they learn. We will talk about the diagnostic process (and refer them to a medical professional) and what accommodations could do for them.  However, before accommodations can be put into place, we must receive some sort of documentation.  An important note about documentation: ◦ It does not have to be a full-blown 20 page psycho- educational report. ◦ A “prescription pad” note can often put into place accommodations on a temporary basis, while additional documentation is sought or testing is arranged.

6.  The Access Center offers several accommodations and services that give students an equal opportunity to succeed in and out of the classroom.  Accommodations and services include but are not limited to the following:

7.  Testing: extended time; alternate environment  Access to class presentation materials (PowerPoints; recording lectures)  Note-taking assistance (volunteer from class)  Alternative text formats (audio files; Braille)  Assistive Technology: (specialized software; equipment)  Deaf/Hard of Hearing Services  Accessible Transportation  Individualized accommodations to meet unique needs  Note: Accommodations are NOT put in place retroactively

8.  Priority Registration ◦ Who gets it and Why it’s important  Math and Foreign Language Substitutions ◦ Who gets it and why it’s appropriate  Reduced Course load, while being considered a full-time student  Flexible Attendance  Flexible Assignment Dates (this is very rarely authorized)

9.  Access Advisor Meetings—individualized meetings on a regular basis: ◦ Academic “coaching;” helping to manage executive functioning tasks (time; organization, establishing priorities, etc.)  Development of Self-Advocacy Skills Informational Presentations/Workshops  Educational Support Groups/Peer Mentor Program  Advocacy  Campus Referral

10. All Access Center students are expected to take an active role in their educational success. Students are expected to: ◦ Keep in touch with their Access Advisor, especially if there are issues with accommodations ◦ Complete orientation to approved accommodations ◦ Follow all accommodation policies and procedures ◦ Meet with faculty each semester to inform them of accommodations and to discuss academic needs ◦ To renew accommodations each semester

11. The Access Center will: ◦ Treat students with respect and dignity ◦ Keep diagnoses and documentation confidential ◦ Serve students in a timely manner ◦ Work in partnership with students (and parents/faculty when appropriate) to determine appropriate and reasonable accommodations ◦ Provide students support and information as they navigate college expectations and requirements ◦ Advocate for students when appropriate

12. As a result of working with the Access Center, students will:  Have a greater understanding of how their disability impacts their learning  Have a greater understanding of accommodations and how they help to equalize access to learning/employment  Advocate for themselves by learning positive self-advocacy and communication skills

13.  What are the major differences with respect to issues of disability and accommodation? ◦ “Success vs. Access” ◦ Level of Support Available through College Access Centers ◦ Self-Advocacy

14.  Under IDEA, secondary schools are to provide services necessary to ensure student success:  Tutors; different instruction methods; different expectations to meet standards (ex: reduce number of pages required for a written assignment; reduce number of assignments)  Under Section 504/ADA, universities are to provide equal access to education; success is the responsibility of the student  Colleges are to provide accommodations that provide equal access to the physical environment and to course information; success is up to the student  Faculty are not required to present information in a different way; it’s a student’s responsibility to access information the way it is presented, using accommodations  Course content or course requirements are not altered; all students must meet the same standards as outlined in the syllabus.

15. College Access Center’s are not REQUIRED to provide academic support, such as:  Tutoring services  1:1 guidance with regard to campus navigation/ assignments/scheduling  Study groups; learning strategies; mentoring services  Assistance with time management/organization  However, college Access Center’s MAY provide all of the above (and they all refer to programs such as TRIO and tutoring centers);  Student needs to research before they choose a college/university (TBI, Asperger’s/Autism)

16.  Students must request accommodations from the Access Center ◦ Until they do, they are not regarded as a student with a disability  Students must put accommodations into place ◦ Student must notify/inform faculty; we highly encourage them to inform academic advisors ◦ Students must often advocate for themselves if accommodations are not provided (we assist with this)  Accommodations are only valid after faculty have been informed ◦ Students have a choice to seek accommodations or not ◦ They can seek them at any time; but they are NOT retroactive

17.  Things to think about that will help answer that question: ◦ How do my interests intersect with my abilities/aptitudes, especially as they relate to my disability?  Ex: Student wants to pursue civil engineering and has a math disability; student has a hearing impairment and wants to major in music or a foreign language ◦ How do I learn?  Do I memorize? Or do I understand?  Am I an abstract thinker?  Can I learn new information and apply it to a new situation? ◦ Motivation level; “grit;”  Am I willing to do what is necessary:  Study long hours  Seek help/use resources; seek a mentor  Use time wisely

18.  Senior and they are struggling with a “notorious”course.  Study 1-2 hours per day (or week!)  Learning means memorizing and not understanding  When a student is failing lecture tests and performing well on homework or in labs  When a student studies many hours and still gets C’s or D’s.  If a student says “I don’t read and never have.”  If a student says they have “test anxiety” (let’s talk about this….)

19.  Seven permanent staff and several student employees serve students.  Access Advisors: ◦ Meredyth Goodwin, Director: m.goodwin@wsu.edu ◦ Juli Anderson, Access Advisor: juli_anderson @wsu.edu ◦ Sophia Tsai, Access Advisor: hui-ju.tsai@wsu.eduhui-ju.tsai@wsu.edu Several Coordinators for accommodation programs: testing, assistive technology, note-taking, transportation, deaf services

20.  Location: Washington Building 217  Telephone: 509-335-3417  FAX: 509-335-8511  Email: Access.Center@wsu.educcess.Center@wsu.edu  Website: http://accesscenter.wsu.edu/  Mail address: P.O. Box 642322, WSU, Pullman WA 99164-2322  Office Hours: 8:00-5:00