TABLE OF CONTENTS



Fordham University

Resource Guide for Faculty

To Assist Students with Disabilities

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Office of Disability Services

Rose Hill Campus Marymount Campus Lincoln Center

O’Hare Hall, Lower Level Marian Hall, Wellness Center Lowenstein, Room 207

718-817-0655 914-332-7455 212-636-6282

TABLE OF CONTENTS

Letter to Faculty……………………………..…………………………… 3

List of Operating Principles…………………………………………….. 4

Definitions and Applicable Laws………………………………………. 5

Identification of the Student with a Disability….……………………... 6

Documentation …………...……………………….……………………... 6

Accommodations…………..…………………………………………..… 6-7

Notification Letter to the Faculty………….…….…………………….... 8

Physical Disabilities……………………………………………………… 8-10

Learning Disabilities, Attention Deficit Disorder and Attention

Deficit Hyperactivity Disorder…………………………………………. 11-12

Psychological and Psychiatric Disabilities…………………………….. 12

General Accommodation Strategies………………………………….… 13

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Dear Faculty Member:

Fordham University is committed to providing individuals with disabilities equal access to its programs and services in accordance with Section 504 of the Vocational Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. In an effort to promote awareness of students with disabilities, and to provide faculty members with relevant information, the Office of Disability Services (ODS) has created a resource guide. This guide is intended to provide you with a framework for working with students with disabilities.

As you know, students bring a unique set of strengths, interests, abilities, and experiences to college; students with disabilities are no exception. While many students with disabilities learn in different ways, their differences do not imply inferior capabilities. There is no need to dilute curriculum or to diminish course requirements for students with disabilities. However, modifications in the way information is presented and in the way students demonstrate their mastery of course content may be necessary. Faculty will be aided in their efforts to devise reasonable and appropriate accommodations by drawing upon the student’s own prior learning experiences, using available Fordham University resources, and collaborating with the Office of Disability Services.

Hopefully, this guide will assist you in building effective working relationships with students with disabilities.

Thank you very much for your time and cooperation.

The Staff of the Office of Disability Services

O’Hare Hall, Lower Level

Lowenstein, Room 207

Marian Hall, Wellness Center

List of Operating Principles

▪ The primary responsibility for disclosing disabilities and for requesting adjustments to the learning environment rests with the student. The cooperation of the faculty, the Office of Disability Services, and other relevant professionals facilitates the handling of special needs and compliance with the ADA and Section 504.

(Section III A)

▪ Only after a student is identified with a specific disability which the student has disclosed to ODS, should faculty engage in discussions of accommodations that are both reasonable and effective. Faculty can access more specific information related to those disabilities in the Office of Disability Services.

▪ The University is not responsible for making accommodations for students who have not declared their disabilities and/or have not requested a specific accommodation for the declared disability.

(Section III A)

▪ After declarations are made to the Office of Disability Services and verified by supporting documentation, notification letters are prepared by ODS for students to deliver to faculty. These letters will identify students as having documented disabilities and will outline appropriate accommodations for those particular students.

(Section IV E)

▪ A student whose conduct constitutes an overt threat, i.e. abusive, threatening, aggressive behavior, should be reported immediately to the Dean of Students and the Academic Dean of the appropriate school.

(Section VII)

▪ ODS will help faculty design instruction to maximize learning for all students by providing examples of instructional methods that employ principles of universal design.

(Section VIII)

Definitions

A. A person with a disability is any person who (a) has a physical or mental impairment which substantially limits one or more major life activities; (b) has a record of such impairments; or (c) is regarded as having such impairment.

B. An otherwise qualified person with a disability is: an individual with a disability who meets the academic and technical standards requisite to admission and participation in the School’s educational program and activities.

Applicable Laws

C. Rehabilitation Act of 1973 (“Section 504”) 29 U.S.C. section 794: “No otherwise qualified individual with a disability in the United States…shall solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance…”

D. The Americans With Disabilities Act (“ADA”) Title II – Public Services 42 U.S.C section 12132: “Subject to the provisions of this subchapter, no qualified individual with a disability shall, 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.

Identification and Documentation of a Student with a Disability

E. Identification/Disclosure

Determining who has an impairment that may constitute a covered disability is sometimes a simple matter of observation: a person using a wheelchair, a cane, a service dog, or hearing aids. Other impairments are hidden, including but not limited to, diabetes, epilepsy, legal blindness, or cardiac conditions, while others are “invisible”, such as learning disabilities and psychiatric disorders.

The student who has a disability that requires accommodation should communicate their needs to the Office of Disability Services. The University is not responsible for making accommodations for students who have not declared their disabilities and/or have not requested a specific accommodation for the declared disability.

The primary responsibility for disclosing disabilities and for requesting adjustments to the learning environment rests with the student. The cooperation of the faculty, the Office of Disability Services, and other relevant professionals facilitates the handling of special needs and compliance with the ADA and Section 504.

B. Documentation

Students formally declare their disability by submitting appropriate written documentation regarding that disability to the Office of Disability Services. The documentation must be in its most current form from a licensed professional or health care provider certified and practicing in the field of the declared disability. The office will provide specific guidelines for physical, learning and psychological disabilities in order to obtain documentation that is current and necessary for verifying the student’s eligibility for an accommodation.

IV. Accommodation, Modifications, and Services

A. Accommodations

Academic accommodations ensure that students with disabilities are given an equal opportunity to acquire, retain, and demonstrate their knowledge. Based upon the materials submitted by the student and after a review by the responsible University personnel, the University will determine appropriate reasonable accommodation(s) taking into account the nature and extent of the student’s disability or disabilities, the fundamental nature of the program or activity, and whether the accommodations would impose an undue burden on the University.

An accommodation will be deemed unreasonable if a.) the accommodation would fundamentally alter the academic program or curriculum, b.) the accommodation would result in an “undue hardship” on the University, c.) if the accommodation could cause harm, or d.) the documentation provided by the student does not support the accommodation request. Also, the University is not required to modify course or degree requirements considered to be an essential requirement of the program of instruction.

B. Frequently Used Accommodations

▪ Extended time for exams

▪ Individual examination rooms

▪ Textbooks on tape

▪ Provision of note-takers, readers, transcribers, or interpreters

▪ Registration Assistance

▪ Provision of materials in alternate formats

▪ Academic course modifications

C. Testing Accommodations

Testing accommodations, such as extended time and separate location, are to be arranged by the student and the instructor. It is the instructor’s responsibility to provide testing accommodations to the students. In cases where it is not possible for the instructor to provide such accommodation, he/she must communicate this to the student. The student can obtain a Request for Proctoring Services form from the Office of Disability Services, complete it with the professor and return it to ODS no later than later than 7 days (14 days for final exams) in advance of the scheduled test date.

D. Assistive Technology

Assistive technology is available for use by students at the Office of Disability Services and/or in various locations around campus. The software that is available to students includes:

JAWS- A screen reader designed to assist users who are blind.

Kurzweil - Text to Speech and Enlargement Software for users who have a learning disability or are visually impaired.

A student can inquire about availability and location of these programs through the Office of Disability Services.

E. Notification Letter to the Faculty

Following the determination of eligibility for services, the Office of Disability Services will develop notification letters for students to deliver to faculty for the purpose of instructional planning. These letters will identify students as having documented disabilities and will outline appropriate accommodations for those particular students. Please note that a student may request accommodations, at any point during the semester, but accommodations cannot be made retroactively.

Several steps must be taken by the student prior to the development of an accommodation letter.

▪ The student must be eligible for services per the eligibility policies of ODS.

▪ The student must give the ODS written permission to send letters.

▪ The student will be responsible for picking up the letters and delivering them to their professors. This method facilitates communication between the students and the faculty and improves students’ skills in self-advocacy.

▪ The professor can then sign the letter and keep it to refer back to during the semester.

Types of Physical Disabilities and Possible Accommodations

The suggested accommodations listed below are not exclusive.

The student is generally the best source of information to determine the effective academic adjustment.

A. Students with Visual Impairments

If a person’s vision is no better than 20/200 in the best eye with correction, that person is considered legally blind. A person is considered visually impaired if his or her vision is no better than 20/70 with correction in his or her better eye. Students with visual impairments share many of the same problems as students who are blind.

Modifications which may be effective:

▪ Providing reading lists and syllabi for students who need audio tapes or Braille translation

▪ If possible, seating low vision students close to blackboard, screen, or other visual display

▪ Providing sufficient space for service dogs

▪ Facing the class when speaking

▪ Reading what has been written on the board or screen and describe other visual materials used

▪ Allowing lectures to be audio-taped

▪ Providing copies of lecture outlines, and notes where appropriate

▪ Being flexible about deadlines

▪ Considering alternate assignments, in consultation with the student

B. Students with Hearing Impairments

Hearing loss is the most frequent chronic physical impairment in the United States. The losses range from mild to total. The age of onset often significantly impacts on the severity of the impairment, and those who lost their hearing prior to the development of speech generally are the most impaired. Because they have never heard language, these students are likely to have speech and reading deficits.

Some, but not all, students with hearing impairments are able to lip read, but even when highly skilled, the lip reader misses more than half of what is said. Sign language is the primary form of communication for the severely and profoundly hearing impaired.

Suggested Accommodations for Students with Hearing Impairments:

▪ Permitting the student to sit close to the speaker, or to the qualified interpreter

▪ Writing key points on the blackboard and provide written copies of the materials used

▪ Providing the student with copies of outlines, lecture notes, supporting documentation, and other devices that replace the auditory classroom information

C. Students with Mobility and Manual Dexterity Impairments

Students with gross motor deficits, those who ambulate slowly, use canes, crutches, wheelchairs, braces, prostheses, may find getting around campus challenging. Most of our buildings, sidewalks, and facilities pre-date the ADA and have been “retro-fitted” as required. Because of these challenges, the Office of Disability Services tries to arrange classrooms in close proximity for students with mobility impairments to minimize problems of going from one class to another. Occasional lateness may occur, but if a student with a disability is frequently late, faculty should consult with the student to determine the problem and then seek an appropriate solution.

In the classroom problems may include incorrect table heights, and inaccessible aisles, for which faculty can seek assistance from Office of Disability Services and Facilities Management.

Possible accommodations/modifications for Students with Mobility and Manual Dexterity Impairments include, but are not limited to:

▪ Note taker

▪ Audiotape of lectures

▪ A student-partner

▪ Oral examinations

▪ Extended test time

▪ Library and research assistants

▪ Flexible deadlines

▪ Relocation of meeting rooms

D. Other Medical Conditions

There are numerous medical disorders that are chronic or permanent, that may be disabling. Those disorders include, but are not limited to, cerebral palsy (“CP”), traumatic brain injury (“TBI”), multiple sclerosis (“MS”), and epilepsy. Depending on the expression and severity of these conditions, accommodations may be required.

Possible accommodations/modifications for Students with Medical Conditions include, but are not limited to:

▪ Extended time of tests and assignments

▪ Tape recorded lectures and/or copies of notes

▪ Flexible deadlines

▪ Leniency in attendance requirements

▪ Registration assistance

2 Learning Disabilities, Attention Deficit Disorder, and Attention Deficit Hyperactivity Disorder

A. Learning Disabilities (“LD”)

The term Learning Disability is used to refer to a collective but diverse group of conditions, presumably neurological in origin, that cause significant impairments to perception and/or processing of auditory, visual, and/or spatial information. The expression of these conditions widely varies. The most common learning disabilities are dyslexia (reading), dysgraphia (writing), and dyscalculia (mathematics).

Persons with LD are likely to have average to superior intelligence. One of the ways that LD is diagnosed is the discrepancy between intellectual capacity and achievement.

In general, the student with a learning disability can succeed academically through the use of adaptive teaching and learning strategies, but it is crucial that the specific disability is identified, and that information gleaned from professional psychological assessment and the student’s own experiences are part of the process of determining accommodations and modifications.

Possible accommodations for learning disabilities include, but are not limited to, the following:

▪ Providing the course syllabus and book list in advance

▪ Providing outlines or notes of lectures

▪ Allowing extended time for reading texts and written assignments

▪ Permitting the student to tape record class lectures and discussions

▪ Permitting the student to be evaluated in a format that allows him/her to demonstrate knowledge of the subject without undue interference from the learning disability

F. Attention Deficit Disorder (“ADD”)/Attention Deficit Hyperactivity Disorder (“ADHD”)

ADD and ADHD are neurologically based conditions that impair the student’s ability to attend and focus. The typical symptoms are distractibility, restlessness, lack of focus or concentration, disorganization, and lack of follow through for tasks. As with LD, intelligence is typically average to superior, but the student may be a chronic underachiever. Accommodations for ADD/ADHD are similar to those utilized for students with LD, but, as always, the reasonable and effective accommodation is determined by professional assessment and in consultation with the student.

Possible accommodations for ADD/ADHD include, but are not limited to, the following:

▪ Separate testing location

▪ Priority seating

▪ Reduced course load

▪ Copies of class notes

▪ Time management and study skills assistance

VII. Psychological and Psychiatric Disabilities

Psychological or psychiatric disabilities may manifest themselves in various ways, some of which interfere with the student’s ability to think, learn, and/or effectively communicate. To accommodate a student with an emotional or mental illness, one must know what the present effect of the disability will be on the student’s functioning in class, what behaviors may be exhibited, and what side effects from any medication may impact on the student’s learning. Faculty and student should discuss strategies and academic adjustments that will accommodate the disability without altering the core requirements of the course.

A student with a psychological disability is subject to the same student code of conduct as non-disabled students. A student whose conduct constitutes an overt threat, i.e. abusive, threatening, aggressive behavior, should be reported immediately to the Dean of Students and the Academic Dean of the appropriate school.

Suggested Accommodations for Students with Psychological and Psychiatric Disabilities include, but are not limited to, the following:

▪ Assistance with choosing class schedule

▪ Extended time for exams

▪ Separate location for exams

▪ Note takers, readers, tape recorders

▪ Modification in seating arrangements (near door for frequent breaks)

▪ Extension of time for projects

▪ Time management and study skills assistance

▪ Reduced course load

VIII. General Accommodation Strategies

Fordham University wants to create a classroom environment that respects and values diversity. By developing creative ways to work with students as individuals, we can promote an inclusive community. Below are examples of instructional methods that employ principles of universal design. Applying these strategies can make course content accessible to people with a wide range of abilities and disabilities, language skills, and learning styles.

▪ Delivery Methods. Consider using multiple modes to deliver content. Alternate delivery methods may include lecture, discussion, hands-on activities, internet-based interaction, and fieldwork. Providing printed materials that summarize content from the lecture is another method of delivery. Providing printed materials early allows the student to prepare ahead of time.

▪ Interaction. Encouraging different ways for students to interact with each other and with professors can serve as another delivery method. These methods may include in-class questions and discussion, group work,

and internet-based communications. A statement on the syllabus inviting students to discuss disability-related accommodations and other special learning needs may also help to foster this kind of environment.

▪ Physical Access. Assuring that classrooms, labs, and fieldwork are accessible to individuals with a wide range of physical abilities and disabilities is another way to increase inclusiveness.

▪ Web Pages. Web-based materials in simple, intuitive, and consistent formats, accommodates students with a wide range of abilities and disabilities. For example, text descriptions of graphics presented on Web pages can assist students with visual impairments. Resources to assist in making a Web site more accessible and usable can be found at the Office of Disability Services.

*Employing universal design principles in instruction does not necessarily eliminate the need for specific accommodations for students with disabilities.

If you have any questions about these strategies or would like to know more about the objectives of “inclusion through universal design,” please do not hesitate to contact our office.

SOURCES

A Guide to Accommodating Students with Disabilities. Boston College,

Chestnut Hill, MA.

Faculty Guidelines on Policy and Procedures for Students with Disabilities. Central Connecticut State University, New Britain, Connecticut.

Understanding Learning Disabilities: Guide for Faculty. Georgetown University, Washington, D.C.

Universal Design of Instruction. The Faculty Room, washington.edu/doit/Faculty/

Working Together: Faculty and Students with Disabilities. University of Washington, Seattle, WA.

February 3, 2004

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