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Faculty Resources

The Office for Students with Disabilities (OSD)

Aurora University will provide reasonable accommodations for students with physical, sensory, psychiatric or learning disabilities, and for those with chronic medical conditions.

The OSD is responsible for the following:

• Verifying disabilities and need for accommodation

• Recommending reasonable accommodation

• Preparing the letter of accommodation

The students are responsible for the following:

• Identifying themselves to the OSD

• Providing documentation and requesting accommodations in a reasonable time

• Introducing themselves to their faculty and presenting their letter of accommodation

Statement on Students with Disabilities:

Individuals who have any situation or condition, either permanent or temporary, which might affect their ability to access course materials or perform in class are encouraged to inform the instructor at the beginning of the term. Individuals who have a documented disability (i.e., physical, learning, sensory, or psychological) or who have a chronic medical condition should first consult with the Office for Students with Disabilities in the Center for Teaching & Learning in order to request reasonable accommodations.

Frequently asked questions

What is a reasonable accommodation?

A reasonable accommodation is a change or a modification to the learning environment that allows students with disabilities to compete at the university. An accommodation modifies non-essential elements of curricular programs.

Examples include, but are not limited to:

• extended testing time

• books in alternate format

• sign language interpreters

• course relocation to a physically accessible classroom

Is accommodation fair to other students?

The underlying assumption of this question is that fairness and equal treatment are synonymous with "the same" treatment; however, the same treatment doesn't always measure fairly. Civil rights laws for people with disabilities are founded on this latter assumption: First, these laws protect students with disabilities from being subjected to the arbitrary measure of what is best for others, except in cases of safety to others. Second, the assumption of the law is that modifying non-essential tasks should give the student with a disability an equal, or fair, chance to demonstrate their ability, minimizing their functional limitations to the greatest extent possible. For example, a student whose limitations in the physical task of writing or other fine motor manipulations may be an excellent writer even though they cannot print or type. However, the physical act of writing is a non-essential task; the student's mastery of language and course material must not, under the law, be judged by their ability to manipulate a pen or use a keyboard. Addressing the functional limitation by providing a scribe to record the student's responses, for example, permits the student to show whether they can write effectively and whether they have acquired the knowledge and critical skills the professor wished to convey in the course.

No unfair advantage over nondisabled peers is gained by the use of a scribe. In using this auxiliary aide, the student has yet another layer of communication to contend with-that of communicating clearly to the scribe the words and structure of their answers, including punctuation and spelling. Even with extended time on an essay exam to compensate for the additional time needed to dictate to and direct the scribe, the student can only hope to approach a truly level playing field.

How does the OSD verify a disability?

The Office for Students with Disabilities obtains current documentation to verify the diagnosis of a disability or chronic medical condition and to support the student's request for accommodation. Verification includes a diagnostic report documented by a qualified professional who has comprehensive training and relevant expertise in the specialty and appropriate licensure or certification. The OSD identifies functional limitations by interviewing the student and by reviewing relevant disability diagnostic reports; the documentation serves as a tool used by the OSD and the student to select appropriate, reasonable accommodation for that student and the area of study. A letter of accommodation detailing the student's request(s) is presented by the student to each of his or her professors.

How do I challenge an accommodation that I feel is unreasonable?

If a student requests accommodation prior to the professor having received the letter of accommodation, you can ask the student for verification to ensure that the accommodation is one that is recommended by the OSD. If there is no mention of that specific accommodation, you can contact the OSD. The student may request an accommodation that has not been discussed with the OSD, but that does not mean that the request is unreasonable under the law; it is unreasonable if it reduces academic standards or affects your requirements for a given course. In considering a request, faculty may instead choose to suggest other appropriate accommodation. The faculty member and student are encouraged to consult the OSD in this event. If you decide to deny a request as unreasonable, inform the student and the OSD, clearly indicating your rationale, and refer the student back to the OSD.

When is accommodation not provided?

The university is legally obligated to provide accommodation, unless they fall under one of the following two categories:

• Fundamental alteration: If an accommodation reduces the academic standards of the university, its schools, its departments, or its courses, the university denies the accommodation as unreasonable.

• Personal service: If a request for accommodation falls under the definition of a personal service, the university denies the request as unreasonable. Personal services are those that a person with a disability must use regardless of attendance at the university. In addition, personal services are those for which no correlation between the disability's functional limitation and program access can be established. Examples of a personal service include guide dogs, wheelchairs, and hearing aids.

Student Confidentiality

All documents collected by the Office for Student with Disabilities are held strictly confidential. Furthermore, the OSD does not reveal the condition or diagnosis of any student who requests accommodation. Faculty have the right to know the following regarding students with disabilities:

1. That the student has a verified disability

2. How the disability or condition impedes access

3. Recommended accommodations

No documents or information will be released to any individual or department without the written permission of the student or the student's guardian (if applicable). Faculty is cautioned against identifying students with disabilities unnecessarily to their peers or other colleagues without the student's consent; to do so would violate the student's right to confidentiality.

Discussing Accommodation with Students

Typically, faculty will receive an introductory email from a student that includes a letter of accommodation from the OSD; it is highly recommended that the student and professor arrange to meet privately, preferably during the first or second week of classes, to discuss the course requirements and accommodation.

What if...?

What if a student says that their disability may limit regular attendance?

Attendance during scheduled class times is a necessary part of the learning process. The OSD may recommend flexibility in attendance requirements for some students; this is usually the case when the nature of the disability or illness results in variable functioning levels. Flexibility is negotiable and contingent upon the student and circumstance. Variables such as the course, the material, and the necessity of interaction in the classroom are all considered; however, flexibility should not be interpreted as a blank check for absences. Discussion between the student and professor is essential.

What if a student needs an interpreter or note taker?

Deaf students may request the use of a sign language interpreter in order to have access to course lectures and other university activities. Sign language interpreters are professionals employed by the Office for Students with Disabilities; their job is to provide access by interpreting lecture and other spoken communication into American Sign Language and voicing ASL. Interpreters maintain a professional level of distance in the classroom when interpreting for Deaf students.

Example: If a Deaf student is addressed by the professor, the professor should look directly at the student and speak in the first, not the second, person. Likewise, if a Deaf student wishes to ask a question, the interpreter will voice the student's question or comment. It is not ethical for the interpreter to carry the Deaf student's part of the conversation with the instructor or other students; they simply interpret spoken language into sign and to voice Sign Language. The interpreter is not responsible for the Deaf students' grasp of the material, homework, testing arrangements or attendance. Here are some important facts to keep in mind about interpreters/interpreting:

• Interpreters are an accommodation provided to a student to access the spoken word; interpreters act as a conduit for the student, the professor, and the class. Professional/ethical standards prohibit interpreters' active participation or monitoring of students.

• Interpreting is not verbatim.

• Lag time is inherent when interpreting because the interpreter will be a few words behind the speaker. Therefore, when posing questions, extra time will be required to give full access to the Deaf student.

• Team interpreting (i.e., providing two interpreters for a course) is appropriate when lectures exceed one hour in length, are complex in nature or when there are several presenters.

• Interpreters do not function as participants in class.

• Concerns and/or issues with the provision of interpreting services or particular interpreting styles should be discussed directly with the Director of the Office for Students with Disabilities.

• Interpreters may be able to answer questions specific to interpreting outside of class time.

Similarly, note takers provide access to course lectures and other information. Note takers are either student volunteers or student employees. Note takers are not responsible for the academic performance of students with disabilities.

What if a student needs to record lectures?

Students who have a documented disability and are unable to take or read notes have the right to record lectures and class discussions for personal study use only. Lectures recorded for this purpose may not be shared with other people without the consent of the lecturer. Information contained in the recorded lecture is protected under federal copyright laws and may not be published or quoted without the express consent of the lecturer and without giving proper identity and credit to the lecturer. The student signs a contract in acknowledgement; a copy is retained in their file in the OSD.

The Elements of Access - Complying with the Spirit of the Law

The following checklist is provided to assist faculty in building an accessible learning environment in their courses. Anticipate that students with disabilities may potentially be in every course; it is not required, however, to anticipate every accommodation that any student with a disability may need prior to the request. Simply be prepared for the fact that some students may request accommodations.

• Hold students with disabilities accountable to the same standards to which you hold every other student. Remember, academic standards and access are complementary.

• Provide notice to your students of these standards and of your willingness to accommodate.

• Grant reasonable accommodations; they are reasonable so long as they do not fundamentally alter course standards and there is a logical link between the student's limitations and the accommodation.

• Consult with the student and the OSD. Students are responsible for generating their own requests for accommodation and requests must be supported by evidence of the need for accommodation.

• Verify the existence of the disability and need for accommodation with the student and the OSD. The OSD provides the information necessary for a professor to assure access while providing protection of student privacy.

• Permit students to use auxiliary aids and technologies which ensure access. Depending on the disability, students may use note-takers, interpreters, readers, or scribes. Others may use recorders, computers, assistive listening devices and other technologies for the same purpose.

• Grant testing accommodations. Depending on the particular needs of a student, it may be necessary to extend testing times, change testing formats, test in a quiet environment, and so on.

Regard disability-related discussions and information with the strictest confidentiality; violation of student confidentiality can potentially create a hostile learning environment, thereby destroying access. Take your cue from the student.

Other tips to enhance access...

• Select course textbooks early. Blind students and others with print limitations must begin early to obtain their texts in alternative formats.

• When requested, provide alternatives to printed information such as class handouts or reserve materials in the library. Alternatives to print include computer electronic text, large print, and recordings. If Internet resources and other technologies are used, then they must be as accessible to students with disabilities as they are for other students.

• Make academic adjustments in instruction. Some students need lecturers to face the audience while speaking. A student may ask you to wear a small transmitting microphone while they wear the FM receiver. Others may need written or graphic information spoken aloud or described. Adjustments such as these may be taken after the student requests them.

Additional resources

• Association on Higher Education and Disability www.ahead.org

• The Faculty Room - International DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center @ University of Washington

http://www.washington.edu/doit/Faculty/

• U.S. Department of Education Office for Civil Rights www.ed.gov/offices/ocr

• U.S. Department of Justice www.usdoj.gov (click on "ADA Information")

Note: Many thanks to Disability Services for Students at the University of Montana-Missoula and the Office for Persons with Disabilities at York University in Toronto, Ontario, Canada for their assistance in compiling information for these web pages.