Assisting Students with Disabilities

A Faculty & Staff Guide Book

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ALLEGANY COLLEGE OF MARYLAND • 12401 WILLOWBROOK ROAD, SE • CUMBERLAND, MARYLAND 21502-2596

www.allegany.edu

Dear ACM Faculty/Staff: As many of you are aware, the number of students living with disabilities is increasing as previous barriers to their participation in post-secondary education are being overcome.

Allegany College of Maryland is committed to working toward the goal of creating an accessible and accommodating environment for disabled students. Ongoing efforts are being made to improve the physical accessibility of the campus in alterations of existing facilities and new construction. Accessibility also means program access to which ACM endeavors to make the learning environment a rewarding and enriching one for all of our students.

Developed by the Student Success Center, this guidebook will help you understand the instructional strategies and accommodations that may be appropriate, the relevant laws with which ACM must comply, and how the SSC, along with faculty and other College staff, may assist in accommodating students appropriately. Additionally, this guide serves as a tool that will assist you as you provide accommodations to our students. Each person with a disability is an individual with his/her own requirements and needs, and accommodations must be tailored to the individual and his/her specific situation. The Student Success Center appreciates your cooperation and advice in the provision of these support services. Thank you for your commitment to excellence in promoting the achievement of academic goals and life long learning experiences for all of our students.

Bruce Exstrom, Ph.D. Vice President Instructional Affairs

Bill Devlin, Director Student Success Center

Carol Davis, Coordinator Special Student Services

Table of Contents INTRODUCTION TO FACULTY AND STAFF RESPONSIBILITY ....................................................2 THE LAW AND STUDENTS WITH DISABILITIES: RIGHTS AND RESPONSIBILITIES • PUBLIC LAW 94-142 ................................................................................................................................................3 • SECTION 504 ............................................................................................................................................................ 3 • AMERICAN COUNCIL OF EDUCATION ........................................................................................................ 4 • AMERICAN WITH DISABILITIES ACT ................................................................................................................ 5 INSTRUCTIONAL GUIDELINES • IDENTIFICATION OF DISABILITY .................................................................................................................... • ACCOMMODATION SUGGESTIONS .............................................................................................................. • GENERAL GUIDELINES ........................................................................................................................................ • DETERMINING ESSENTIAL REQUIREMENTS ................................................................................................ • REASONABLE ACCOMMODATIONS ..............................................................................................................

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DISABILITIES • VISUAL IMPAIRMENTS ............................................................................................................................................ 9 • HEARING IMPAIRMENTS .................................................................................................................................... 12 • ORTHOPEDIC AND MOBILITY IMPAIRMENTS .......................................................................................... 15 • MAKING TECHNOLOGY ACCESSIBLE .......................................................................................................... 16 • LEARNING DISABILITIES .................................................................................................................................... 17 • PSYCHOLOGICAL DISABILITIES ...................................................................................................................... 19 STUDENT SUCCESS CENTER ............................................................................................................................ 21 OPTIMIZE STUDENT LEARNING .................................................................................................................. 24 NOTABLE FAILURES ................................................................................................................................................ 25 WHO IS RESPONSIBLE .......................................................................................................................................... 26 HELPFUL WEBSITES ................................................................................................................................................ 27

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Introduction to Faculty and Staff Responsibility Effective communication is often the key to a successful experience in the college environment. Faculty & Staff in communication with students fulfill a vital role in shaping their post-secondary experience. This handbook has been written as a practical guide to assist faculty and staff in providing accommodations, which enable disabled students at ACM to meet and maintain the academic standards of their program. Often, of course, these accommodations benefit not just students with a disability, but also all students. The instructional strategies and accommodations suggested are subject to the test of application. The most effective approach depends on the particular context and the individuals involved. Often the person who is the most expert about his or her needs is the person with the disability; therefore, student accommodations are approached on a case-by-case basis.

The first section of the guidebook briefly discusses legislation regarding disability, which impacts high education. Summaries of the Individuals with Disabilities Act (PL 94-142), Section 504 of the Rehabilitation Act of 1973, and the American with Disabilities Act of 1990 are included. In the next section, general instructional guidelines for providing accommodations are included.The following section covers several major categories of disabilities, including visual impairments, hearing impairments, orthopedic/mobility impairments, learning disabilities, and psychological disabilities. This section has been organized to cover general information regarding the disability, suggestions for communication, and academic considerations.The last section is comprised of policies, procedures, and appropriate applications for some of the academic accommodations suggested. The services available through the SSC to assist students with their academic program are outlined in this section.These include note taking, tutoring, and other tasks, specialized equipment, and exam accommodation.The student will become an independent self advocate.

Allegany College of Maryland Faculty & Staff supports the belief that all “otherwise qualified” citizens should have access to higher education and that individuals should not be excluded from this pursuit solely by reason of handicap.The College is committed to the integration of students with handicaps into all areas of college life. Support services are intended to maximize the independence of special students and to empower them to take responsibility for their own education.When working to promote a sense of self-advocacy, independence, and responsibility, there are several premises that underlie SSC’s mission and goals:

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• • • • • •

Discrimination at Allegany College of Maryland will not be tolerated. Students must be academically “otherwise qualified.” Students must initiate specific requests for services. Students are active participants in all aspects of their accommodations. Students take responsibility for their share of the outcome, i.e., learning. Students will be met at their current level of independence and supported in expanding their skills.

THE LAW AND STUDENTS WITH DISABILITIES: Rights and Responsibilities

In providing accommodations for students with disabilities, ACM is guided by Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990 as well as its own commitment to equity.

PUBLIC LAW 94-142, The Education of All Handicapped Children Act

(renamed the Individuals with Disabilities Education Act in 1990) This legislation, enacted in 1975, mandated that all children, regardless of handicap, are entitled to a free and adequate education (public) through graduation from high school or age 21, whichever comes first.The effect of PL 94-142 on higher education is increasing numbers of students with more varied and complex disabilities.

Section 504 of the Rehabilitation Act of 1973

Subpart E of Section 504 specifically addresses equal rights and higher education. It is relevant and critical legislation for America’s colleges to understand when assessing accessibility. In part it states: “No otherwise qualified handicapped individual in the United States...shall, solely by reason of his/her handicap, be excluded from the participation in, be denied the benefits of or be subjected to discrimination under any program or activity receiving federal financial assistance.” In determining who is covered by this segment of the law, the following definitions are offered in Section 504: “A handicapped person is a person who has a physical or mental impairment which substantially limits one or more major life activities (functions such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working), has a record of such an impairment, is regarded as having an impairment...” “A qualified handicapped person is a person who meets the academic and technical standards requisite to admission or participation in the educational program or activity.”

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American Council of Education Guidelines

Colleges and universities cannot discriminate against qualified people with disabilities in recruitment, admission, or treatment after admission. According to the American Council of Education, higher education may not: • Limit the number of students with disabilities admitted. • Make pre-admission inquiries as to whether or not an applicant is disabled. • Use admission tests or criteria that inadequately measure the academic qualifications of disabled students because special provisions were not made for them. • Exclude a qualified student with a disability from financial assistance or otherwise discriminate in administering scholarships, fellowships, internships, or assistantships on the basis of handicap. • Counsel a student with a disability toward a more restrictive career. • Measure student achievement using modes that adversely discriminate against a student with a disability. • Establish rules and policies that may diversely affect students with disabilities. Post-secondary institutions can make modifications for students with disabilities such as: • Removing architectural barriers. • Providing services such as readers, for the blind or learning disabled, interpreters and note takers for the deaf/hearing impaired and mobility impaired. • Providing modifications, substitutions, or waivers of courses, major fields of study or degree requirements on a case-by-case basis (such accommodations need not be made if the institutions can demonstrate that the changes requested would substantially alter essential elements of the course or program). • Allowing extra time to complete examinations and assignments. • Providing adapted examinations (e.g., individually proctored, read orally, dictated, or typed). • Changing test formats (e.g., from multiple choice to essay). • Using alternative forms for students to demonstrate course mastery (e.g., a narrative tape instead of a written journal). • Permitting the use of computer software programs or other technology to assist in test-taking and study skills. Students have a right to accommodations applicable to their disability ONLY if they identify themselves to the institution. Documentation of the disability from a qualified professional is prerequisite for accommodation.

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American with Disabilities Act of 1990 (ADA)

The ADA focuses on increasing accessibility for individuals with disabilities to employment, public goods and services, transportation, and telecommunications.The ADA supports and expands the requirements of the Section 504 of the Rehabilitation Act of 1973.The key to understanding an institution’s ADA obligations is the concept of “program access.” Title II of the ADA requires that all programs, services, and activities of public colleges and universities be accessible to persons with disabilities. Program access is a concept for broader than physical access and encompasses: • Barriers to entry into programs. • Discriminatory policies and procedures in the administration of programs. • Communication barriers that prevent full participation in programs or receipt of services.

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Instructional Guidelines Identification of a Disability

Students are urged to self-identify their disability for services and program accommodations. It is the responsibility of students with disabilities who require accommodation to make initial contact and requests with faculty and with the Student Success Center. However, it would also be helpful for faculty members and staff to make an announcement to this effect at the beginning of the class and to advise students to contact the SSC. Faculty may wish to include a statement to this effect in their course syllabus. Documentation of disability is required to receive services and accommodations.

Accommodation Suggestions

Instructors are faced with the challenge of fulfilling their teaching responsibilities for all of their students and students with disabilities are part of that population. Students with disabilities may experience difficulty related to methods of receiving and conveying information.Thus, accommodations to remove barriers of communication and to facilitate academic participation can make a difference in the student’s ability to fulfill course requirements. The American Council on Education contends “students who are successful in post-secondary education and training often attribute it to professors or instructors who are willing and able to meet their needs...students with disabilities depend on these faculty strengths for access to education, training, and ultimately careers.” The first step toward providing accommodation is to talk with the student about his/her learning needs and class adaptations which have been most successful in the past.While it is understandable to feel a little uncertain in an initial contact, do not hesitate to ask questions. It is required that you suggest that the student self-identify himself or herself to the SSC. It may also be helpful to talk with colleagues who have students with disabilities in their classes and to contact the SSC. Note: Please do not move or remove tables and chairs that have been placed in your classrooms for use by students with disabilities. •• Please be advised that all disabilities must be diagnosed by an appropriate professional such as a physician or a psychologist.

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General Guidelines

Some general guidelines to consider are: • Maintain student confidentiality. Do not single out or discuss personal or accommodation issues in front of class or other students.

• Treat the student as you would any other student, recognizing the need for adjustments in classroom practices (e.g., verbalizing overhead projection information for visually impaired students). • Ask the student if he/she needs help but refrain from insisting if declined. Students vary in the extent to which they are assertive in requesting assistance and in the degree to which it is desired. • Maintain the same standards for all students but by flexible in determining how those standards are reached; tailor requirements to individual abilities. • Consider alternative assignments as a substitute for course requirements where appropriate.

• Ensure that critical information about course requirements, deadlines, scheduling, and tests is conveyed in a format accessible to all students.

Determining Essential Requirements

The critical question in providing reasonable accommodation is to determine the essential curriculum requirements and method components of a course and the extent to which modifications are appropriate for a student with a disability.To determine this, the following questions may be asked: • What is the purpose of the course or program?

• What are the outcome variables that are absolutely required of all participants?

For a program: the skills or competencies required in the field and the requirements for licensing or professional accreditation. For a course: the academic skills required, the subject area knowledge and specific knowledge or concepts, which must be learned.

• What methods of assessing outcome variables are absolutely necessary and what are acceptable levels of performance on these measures? • What methods of instruction are nonnegotiable?

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Reasonable Accommodation

With respect to providing reasonable accommodation, the following are some questions to consider which may also assist in determining the accommodation, which can be provided. • What alternative methods of instruction could be used to present essential program or course components? • What auxiliary aids (e.g., taped texts) might be beneficial to the student? • What alternate methods of evaluation could be considered for assessing essential outcome variables and how will these alternative measures be evaluated? • What are acceptable levels of performance on the alternative measures? (For example, how heavily will process and product performance be weighted?) • How will scores from alternative measures (e.g., oral versus written responses) be equated with traditional standards? • Does the student understand the restrictions on accommodating methods of instruction or means of evaluation? • Can the student meet all essential requirements in spite of his/her disability when given reasonable accommodation?

Staff may assist students by helping to complete the application and financial aid process, general information, and campus tours. Also, staff may assist with emergency evacuation, as needed.

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DISABILITIES

Visual Impairments Definition

Visual impairment refers to any condition that affects a person’s ability to see. The definition of legal blindness is fairly broad in scope, and ranges form persons having visual acuity of 20/200, 10% or ‘normal’ vision, to those who have no sight at all. Functional ability may vary from person to person, depending on the length of time one has been visually impaired/blind, training, experience and personality. Obviously the best authority on functional ability is the visually impaired student. Instructors are strongly encouraged to consult with the student to ascertain the degree and impact of the impairment.

Instructional Strategies

• Provide a list of assigned texts and support readings as far in advance of the course as possible. Students need to make arrangements to have books taped or brailled.This process may take as little as four to six weeks up to several months. Much time and effort can be saved if instructors can specify when only certain sections or chapters of books are required.

• Restrict your movement away from a tape recorder and repeat any student’s comments/questions as may be necessary to ensure these are recorded. Note: visually impaired students who wish to use a tape recorder are advised to obtain the instructor’s permission first and establish areas of content that are not appropriate to tape (e.g., review of exams). • Read aloud any written material being presented to the class, including materials onto the blackboard or flip chart.Try to verbalize briefly any other visuals such as slides or overheads. A few brief verbal ‘brush strokes’ may suffice. A classmate may supply the rest of the information or, if possible, a private consultation with the student may be in order. • Consider the student’s needs for preferential seating as students may need to sit close to the chalkboard or near an electrical plug if using a tape recorder, laptop computer, or adaptive equipment. • Use good contrast in printed material for persons who are partially sighted. Enlarged printed material may need to be provided.

• Create a noise-free environment, as unnecessary sounds can be distracting. For example, turn off the overhead projector when not in use.

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• Proceed as usual to use videos, slides, and films. A classmate may assist the visually impaired student with describing the visuals. If possible, make the material available for a private showing. • Encourage the student to get an orientation to the classroom and any laboratories prior to classes starting.The responsibility is on the student to make such arrangements.

Communication Strategies

• Talk and act naturally. Use of words such as “see” and “look” is quite appropriate. Speak at a normal volume and tone. • Provide your name and shake hands, if appropriate, when meeting a blind person. • Answer the person’s questions verbally. A nod or gesture will not be seen. • Let the blind person know when you are leaving a room.

Assignment Accommodations

• Consider alternative projects or an alternative form of the assignment (e.g., a verbal report rather than a written/drawn project).Where appropriate the student should meet with the instructor to discuss any modifications of this nature at the beginning of the semester. • Encourage and invite students to discuss with you timelines for projects and assignments as information gathering is a problem and may require additional time as well as the assistance of others. • Be prepared to give the student ample lead-time to complete assignments. • Discuss special needs for field trips or other out-of-class activities well in advance.

Examination Accommodations

The student who is blind or visually impaired may need extended time, a reader, a scribe, enlarged printed tests, access to adaptive equipment or various combinations of the above for examinations. Students are responsible for alerting instructors of their special examinations needs. The Student Success Center requires an advanced notification of one week for exams and 48 hours for quizzes when assisting with accommodations. Students are responsible for making these arrangements. Faculty are requested to fill out the Test Administration Form including time limits, aids permitted, and special arrangements when delivering exams and quizzes.

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Special Notes

Technical Support

The majority of blind individuals, especially those who become blind in later life, use other overcoming technologies such as taped books, personal readers, computers which convert print into speech, etc. rather than Braille. The majority of visually impaired students will use typing or word processing for written communication. Most may wish to use tape recorders to tape lectures for later review, while others may have access to specially adapted laptop computers or braillers for note taking.

Guiding a Blind Person

• Ask is the visually impaired student would like assistance, then, offer them your arm or elbow. The commonly used practice of taking a blind person by his or her arm is both unsafe and unsatisfactory. • Ensure that when giving directions to a blind person you are clear and accurate. Use left and right, etc. • Guide a blind person by slowing down when approaching steps or stairs are ascending or descending, and try to put the person’s free hand on the railing. State number of steps, when appropriate.When reaching a door, mention, if it opens in or out. • Place the student’s hand on the back of the chair in which he or she will sit.

Guide Dogs

Guide dogs are trained to lead a visually impaired person through daily activities. In the classroom setting, the highly trained guide dog will usually lie quietly at the owner’s feet: it should be noted that the dogs are not pets, and should not be disturbed by staff or other students.

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Hearing Impairments Definition

Hearing impairments range from mild hearing loss to total deafness. A hearing loss is an invisible disability that handicaps communication and occurs in one or both ears. Students who are deaf have a severe to profound hearing loss.While there may be a variation in degree of hearing loss, it is usually so severe that everyday speech and most environmental sounds cannot be heard or understood, even with the use of a hearing aid.Visual cues are often mandatory for communication. English/American Sign Language is frequently the main means of communications.The person’s own speech can vary, depending on the age at which the loss occurred, among other factors. Students who are hard of hearing use speech as the main means of communication.This category includes those with a mild loss who can hear and understand most speech, to those who have more limited hearing. Some will use sign language to communicate but most rely on lip-reading speech, hearing aids, and assistive listening devices, although adaptations vary with each individual. Some may have speech irregularities or difficulties.

Instructional Strategies

• Provide preferential seating.The student may want to sit at the front of the class with an unobstructed view of the instructor’s face. In small classes/seminars it may be advantageous for chairs to be arranged in a circle so that all students will be able to see everyone clearly. If an interpreter accompanies the student, a chair in front of the student may be required. • Avoid unnecessary movement so that your face is visible to the student.When writing on a chalkboard, turn to face the class when speaking. • Use a neutral background. Avoid a window or bright light; the glare may obstruct your face. • Provide, in advance as much as is possible, a copy of material to be covered and a list of highly technical words and unfamiliar proper names. • Reinforce your verbal presentation with written text as much as possible.

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• Provide, in writing, such vital information as the due date for an assignment or change in class schedule.

• Turn off the overhead projector when not in use as its hum can be distracting for hard of hearing persons. • Use captioned films and videos when available. A private showing or discussion or summary of the material may be helpful. For deaf students using an interpreter, note that sufficient light needs to be available for the interpreter to be visible. • Face the student rather than the instrument when explaining its operation.This particularly applies to laboratory situations. • Use note takers when needed as students with a hearing impairment find it close to impossible to follow a lecture through an interpreter or lip reading while taking notes. • Try to avoid referring to a class handout while lecturing as it is difficult for the deaf or hard of hearing student to focus on both the instructor and the handout at the same time.

Communication Strategies

• Ensure that you have the person’s attention before speaking; if not, tap the person’s shoulder or arm or wave your hand gently. • Maintain eye contact with the person. Don’t turn away in the middle of a sentence. • Direct your comments or questions to the person, even if a third party is present such as a sign language interpreter. • Re-phrase a word or sentence if not understood the first time, rather than repeating the same words. • Speak normally without “over enunciating” or speaking loudly unless the circumstances require it. If you tend to speak quickly, try to moderate your pace. • Repeat questions or statements from other students. • If the person’s speech is difficult to understand, ask for repetition or clarification of speech.Try not to say you understand when you actually do not. Ask the person what is the best way to communicate. Use paper and pencil when necessary.

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Assignment Accommodations

• For oral assignments, allow a student who uses a sign language interpreter to give his/her presentation in sign language with an interpreter, or if appropriate, a written assignment in place of an oral presentation. • Write down the date, time and location for assignments, as well as any other relevant information.

Examination Accommodation

• Consider that, as oral examinations are difficult for students with a hearing loss, written exams may be preferred. Deaf students may wish to use an interpreter to voice their answers.

Special Notes

Assistive Listening Devices

Many hard of hearing persons use one or two hearing aids, which help to amplify sound. In addition, many persons use an assistive listening device, which provides sound amplification.There are several types of such systems, which consist of a transmitter and a receiver. Faculty cooperation in wearing the transmitter will benefit the hearing impaired student. Sign language interpreters are also available to students through Deafnet of Maryland. Interpreters are trained to provide interpretation services in English/American Sign Language for communication between deaf and hearing person. Some interpreters also do oral interpreting.Visual and verbal communication by instructors and students should be directed to the deaf or hard of hearing person, not to the interpreter. American Sign Language is considered an independent language with its own distinct grammar.

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Orthopedic and Mobility Impairments Definition

Physical impairments include a number of disabilities that have in common the loss of function in areas of independent movement.There is a tremendous range and variety in physical impairments that vary greatly from one individual to another. Orthopedic and mobility impairments include neurological impairments (e.g., cerebral palsy, poliomyelitis, spinal cord injury, and head trauma), musculoskeletal conditions (e.g., arthritis, amputation, and clubfoot), and congenital anomalies (e.g., spinal bifida).

Instructional Strategies

Note: Most of these strategies relate to physical accessibility. • Consider a change in the location of the course or components of a course if the facility is inaccessible. • Allow sufficient space and aisle movement for those in a wheelchair or for those who use crutches. • Provide an accessible desk or workstation for the person with a disability. • Recognize that, for notes, a tape recorder or note taker may be required. • Position the student to see the instructor, chalkboard, and screen and locate needed equipment and supplies in close proximity to the student. • Provide advance notice for field trips so that adequate transportation arrangements may be made. • Course waivers or substitutions may be an appropriate accommodation for certain students with mobility or orthopedic impairments.

Communication Strategies

• Speak directly to the person who is mobility impaired. • Consider sitting down to be at eye level with the person in the wheelchair if the conversation lasts more than a few minutes. • Use language as you would otherwise, including words such as “run” or “walk”.

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Assignment Strategies

• Allow for alternative assignments for field components which are not accessible. • Provide advance notice for field assignments so the student and/or faculty can make appropriate travel arrangements. Consider any possible difficulties and discuss these with the student. • Allow for extra time if the physical disability is a factor in meeting timelines. • Consider written exams as alternatives if preferred by those whose mobility impairment affects their speech.

Examination Accommodations

• Allow for extra time to complete a test. For students who are unable to write, a tape recorder should be allowed, or use of a scribe to transcribe the answers into print.Where handwriting is used, do not evaluate the material based on the quality of the handwriting. • Arrangements for special testing accommodations and assistance may be made through the SSC.

Making Technology Accessible ADA and Section 508

Section 508 requires that federal agencies make their electronic and information technology accessible to people with disabilities, including employees and members of the public. Making technology accessible provides new opportunities for our students with disabilities to experience their education to the fullest extent.Without this technology many students will be left behind and will not reach their educational and career goals. Information regarding all aspects of assistive technologies and accessibility under Section 508 is available at the federal government’s official website, http://www.section508.gov/.

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Learning Disabilities Definition

A learning disability is a deficit in processing information. It is a disorder in one or more of the processes involved in understanding, perceiving, or using language or concepts.This disorder manifests itself in listening, thinking, speaking, writing, reading, spelling, and/or doing mathematical calculations. It is neither an intellectual impairment nor an emotional problem. Learning-disabled people with normal intelligence have difficulty integrating or producing information. Dyslexia, dysgraphia, and dyscalculia are included as learning disabilities.The learning disabled person may also experience an attention deficit and/or hyperactivity. To further operationalize the definition of learning disabilities, the learning disabled student is one who meets these criteria: • He/she manifests significant difficulties in one or more of the basic academic areas, that is, reading, written language, and/or mathematics. • The academic disability is significantly discrepant with his/her general intellectual ability.

• When the student is assessed with a battery of psychological and educational tests, the results suggest the presence of central nervous system processing difficulties. • There is no other primary handicapping condition present (for example, mental retardations, emotional disturbance, sensory handicap, or history of adverse educational opportunities or cultural disadvantage) to which the academic dysfunction can be attributed.

Types of accommodation required depend on the student.Those with reading difficulties may benefit from the accommodations for persons with visual impairments (e.g., tape recorded readings and lectures). Students who have difficulty in processing linguistic information can benefit from the strategies for hard of hearing and deaf individuals.

Instructional Strategies

• Provide a course outline and reading list in advance to assist those students who require more time for organizing their work or who need to make arrangements to have the material taped.

• Consider use of highlighting print by varying the letter size, underlining, or changing the typeface and spacing, for those with reading difficulties. • Recognize that some students with learning disabilities may require the use of a tape recorder or note taker.

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• Organize material sequentially to increase the student’s ease in comprehending the material.The use of concrete examples and personal anecdotes will increase the student’s ability to recall the information at a later date. • Review, periodically, key concepts to ensure that these are understood.

• Minimize room distractions to concentrate the student’s attention on the lecture.This can be done by avoiding room movement, by closing the hall door, and by positioning the student at the front of the class.

Assignment Accommodations

• Consider extra allowances for assignments (e.g., extended deadlines for completion, alternative assignments such as oral or tape-recorded presentations rather than written assignments). Requirements of an assignment should be given both orally and in writing to ensure that the student is clear as to what is expected. • Recognize that proofreaders, if used, are simply assisting the student in producing a more satisfactory copy, not in completing the assignment. • Use of computer with a spellchecker on in-class papers.

Examination Accommodations

• Allow extended time to accommodate for the student’s decreased reading speed. Information input, processing, and output for students with a learning disability takes more time.

• Consider the construction of the test. Different test formats are appropriate in some cases (e.g., an essay exam could be substituted for a multiple choice test, an oral test as opposed to an essay exam). • Consider that as computer-score answer sheets may be difficult for a student with poor eyehand coordination or visual perception difficulty, the student may benefit from a scribe or from writing his/her answers on a separate sheet of paper and having the items hand-scored. • Allow for use of a reader and/or students to tape record or type answers.

• Consider that frequent examinations or tests, rather than one or two major tests, may be helpful for the student with a learning disability. • Consider that the use of word processing or calculators for the completion of exams may be required.Where handwriting is used, do not evaluate the material based on the handwriting and spelling quality.

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Each case of learning disability should be examined individually as the difficulties encountered vary with the strengths and weaknesses of the individual.The student may benefit from program modifications such as the substitution of one course for another course, part-time rather than full-time study, and an extension of time allowed to complete a program. As well, auditing of a course before actually enrolling in it may be beneficial.

Psychological Disabilities Definition

This term is used to describe people who have experienced mental health impairments or illnesses. Any disability in this category is included in the legal definition of a handicapping condition. Documentation of disability is required by the IAC. Psychological disabilities include schizophrenia, affective or mood disorders, and personality disorders. Students may report having difficulty coping with their emotions, being depressed, anxious or agitated.They may be concerned about their relationships with friends or family, about their academic performance, or about their future.

While most students seek counseling services on their own, the following signs may indicate a need for a referral for counseling: • Nervousness, agitation, unpredictable or inappropriate comments. • Excessive procrastination, poorly prepared work.

• Infrequent class attendance with little or no work completed.

• High levels of irritability including undue aggressive or abusive behavior. • Lack of energy.

• Marked change in personal hygiene. • Bizarre or strange behavior. • Sadness, fearfulness. • Sleeplessness.

• Frequent binge eating episodes or extreme loss of appetite.

• Dependency (e.g., the student who is constantly around you or makes an excessive use of appointments to see you). • Inability to make decisions.

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Instructional Strategies

• Is student is exhibiting disruptive or inappropriate behavior in the classroom, discuss specific limits of acceptable behavior with the student privately. • Feel free to consult with the SSC about situations with which you are uncomfortable or unfamiliar.

Communication Strategies

• More than likely, the student will not disclose the specific nature of the disability to each instructor. If he does, however, choose to discuss his or her condition, be willing to discuss how the disability affects him/her academically and what accommodations would be helpful.

Examination Strategies

The two most common accommodations for students with psychological disabilities are extended time for testing and a distraction free environment. Other accommodations deemed appropriate may be requested by the SSC.

Special Note

An important consideration for a student with a mental health problem is an understanding instructor, who is willing to make allowance for the student’s absence (e.g., extended time limits for assignments, rescheduling of tests and exams).

Grievance Policy

Should a student have a concern that he/she feels violates his/her rights as a student of Allegany College of Maryland, he/she may file a grievance. The complete process for filing a grievance is contained in Part IV, pages 48-49 of the Student Handbook. A copy of the Handbook may be obtained from the Admissions Office, located in the College Center.

Evacuation Policy

In case of an emergency evacuation, all staff should be aware of and check for any students who are unable to leave the building quickly.

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STUDENT SUCCESS CENTER

One mission of the SSC is to facilitate academic and non-academic accommodations for students with disabilities.The SSC works cooperatively with the college to foster the full and self-directed participation of persons with disabilities in post-secondary education.This mission is accomplished by fostering an accessible and supportive learning and working environment; eliminating physical, systematic, and attitudinal barriers to higher education; and providing leadership and facilitating change in post-secondary education in partnership with others. The SSC has established a number of programs, policies, and procedures related to academic accommodations and assistance.The following section profiles these services. If further clarification and/or assistance is needed, please contact the SSC, ext. 5355.

Procedures and Policies

Students with disabilities are responsible for initiating requests for accommodations. Disabled students are requested to self-identify themselves to the Student Success Center as soon as possible to insure time to provide accommodations. Documentation of disability is required. The SSC reviews the documentation of the student’s disability and consults with the student, and when necessary the instructor, to determine what accommodations are appropriate based upon the student’s needs. Accommodations are determined on a case-by-case basis. The disabled student should inform the professor or instructor of his/her disability and the accommodations needed. Specific arrangements for accommodations are the responsibility of the student. The following are examples of services available.

Examination Accommodations

Exam accommodations include arrangements such as extended time, alternative format, distractive free environment, and the use of a scribe, computer or adaptive technology. Questions regarding appropriate accommodations and documentation may be directed to the Student Success Center. • For exam accommodations through the SSC, students are responsible to discuss and arrange their specific exam accommodations at least one week prior to scheduled exam. A 48-hour notification time is requested for quizzes. • It is the student’s responsibility to remind the instructor to deliver the test to the SSC prior to the scheduled time.

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• It is the instructor’s responsibility to deliver exams to the Testing Lab component of the SSC and to complete the Test Administration Form including time limits, aids permitted, and special arrangements. • Once the student has completed the exam or quiz, the exam will be placed in the instructor’s completed test file in the Testing Lab.

Adaptive Technology

Students who have a visual impairment/blind, learning disability, or any disability that impairs the ability to read printed material can benefit from adaptive technology. • JAWS/Magic for Windows • Perkins Brailler • TDD (Telephone for the Deaf Device)

Recorded Course Materials and Readers

Students who have a visual impairment/blind or learning disability may benefit from recorded materials. Books and textbooks on tape are available through Recordings for the Blind and Dyslexia (RFB&D) and Library of Congress (L of C). Students need to make arrangements to have books taped well in advance of the beginning of class.This process may take as little as four to six weeks or up to several months.Textbooks not available through RFB&D or L of C can be recorded by the IAC. Handouts and other printed materials may also need recorded. To obtain class notes, some students will need to record lectures. Instructors uncomfortable with this arrangement may ask the student to sign a form of intent stipulating the intended use of recording. Some areas of content may not be appropriate to tape (e.g., review of exams). Please negotiate these terms with the disabled student. As mentioned under examination accommodations, readers are available for tests when prior arrangements have been made with the professor and SSC.

Enlarged Printed Materials

Visually impaired students may require enlarged printed classroom materials and examinations. If the document has been typed in a word processing program, there may be features for enlarging print. Another option is to use the enlarge function on the copy machine available in the Print Shop.The student is the best resource for determining the degree to which printed materials need to be enlarged.

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Note Takers

Note takers are provided as required for those students with disabilities identified as requiring note taking assistance in class. The Student Success Center recommends that the instructor and/or student identify a classmate who would be willing to provide this service. Note takers can use “NCR” or carbon note taking paper or photocopy their notes.The SSC can provide paper or can assist with the photocopying.

Interpreters, Scribes, Tutors

The Student Success Center can assist in the provision of interpreters, scribes, and tutors. Students with disabilities must identify themselves and request these accommodations to the SSC.

Physical Accessibility (Tables, Desks, Chairs, Stools)

The Student Success Center can assist with classroom accessibility in terms of adaptive seating. ACM has adjustable tables and chairs available for student use in most classrooms. If classroom location is not physically accessible, the SSC will make arrangements to change location of class to accessible room.

Other Resources

The Student Success Center may be able to assist both student and faculty with concerns or questions. In addition, the SSC may be able to provide additional information concerning agencies and organizations available to assist specific disabilities. Allegany College of Maryland is an institutional member of the Association of Higher Education and Disabilities (AHEAD). AHEAD is a faculty and student with disabilities resource committed to full participation of disabled students in higher education. The Maryland Technical Assistance Program (TAP) is a telephone help-line for questions concerning ADA and disabilities issues.To receive answers to your questions call toll-free 1-800-949-4232.

Vote

Voter registration applications are available in the Admissions Office “It is the mark of an educated mind to be able to entertain a thought without accepting it.”

Aristotle 384BC-322BC

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To Optimize Student Learning Provide external structure: Make frequent use of: Lists

Color-coding

Written Reminders Rituals/repetition Files

Charts

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• Set definite deadlines • Break large tasks into small ones • Prioritize • Avoid procrastination • Notice how and where you work best • Do what you are good at doing • Leave time between activities to gather your thoughts before going on to another task • Keep a notebook with you at all times to keep track of the important ideas you want to remember • Read with a pen in hand to jot down additional thoughts, questions • Read with a dictionary near by to find the meanings of words you do not know • Emphasize organizational skills • Play white noise to cover distractions • Seating in front of the classroom • Calculators for math tests (after the student has learned the formula or process) • Audio-taped/enlarged materials • Alternate test forms • Word processor/PC for written assignments • Readers/scribes for tests • Note cards for tests • Oral/written instructions • Close supervision • Flexible schedule for assignments

REMEMBER, you could be teaching a notable failure. Humbling Cases for Career Counselors by Milton E. Larson from Phi Delta Kappan, Volume LIV, No. 6, p.374. Creative and imaginative people are often not recognized by their contemporaries. Even more often, they are not recognized in school by their teachers. History is full of examples. • Einstein was four years old before he could speak and seven before he could read. • Isaac Newton did poorly in grade school.

• Beethoven’s music teacher once said of him, “As a composer he is hopeless.”

• When Thomas Edison was a boy, his teachers told him he was too stupid to learn anything.

• F.W.Woolworth got a job in a dry goods store when he was 21, but his employers would not let him wait on a customer because he “didn’t have enough sense.”

• A newspaper editor fired Walt Disney because he had “no good ideas.” • Leo Tolstoy flunked out of college.

• Wernher von Braun flunked ninth-grade algebra.

• Louis Pasteur was rated as “mediocre” in chemistry when he attended the Royal College.

• Abraham Lincoln entered the Black Hawk War as a captain and came out as a private.

• Louisa May Alcott was told by an editor that she could never write anything that would have popular appeal.

• Winston Churchill failed the sixth grade. “From adversity comes greatness.”

“If you would become wise, surround yourself with smart people and read good books.” Will Rogers

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Who is Responsible? Students have a responsibility to: • • • • •

Self identify and advocate for their needs Provide appropriate documentation of the disability Make sure they understand the procedure for services Follow through to ensure that the requested accommodations are in place Be aware of the procedure for filing a grievance

Post-secondary institution has a responsibility to: • • • •

Establish and post procedures for individuals with disabilities to access services Identify the location and office responsible for disability support Ensure that information and documentation is held in confidence Provide reasonable accommodations and equal access that do not change the fundamental nature of the courses, curricula, programs, or services • Ensure grievance protections to resolve issues that may arise regarding accommodations, documentation, or services • Determine, based on the functional limitation of the disability, whether students are "otherwise" qualified to participate in a program or service • Ensure that all facilities and contracted sites are in compliance with the Americans with Disabilities Act • Inform students of their rights and responsibilities and of the institution’s rights and responsibilities Post-secondary institution is not responsible for: • Testing and assessment of any disability • Providing personal services of any kind • Providing personal or private tutors; students have access to tutorial services that are available to all students • Substituting or waiving any requirement that is essential to a course or program of study

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Allegany College of Maryland Student Success Services Disabilities Support HELPFUL WEB SITES

www.ahead.org ...............................................................................................................Assoc./Higher Ed & Dis www.chadd.org ................................ Children and Adults with Attention-Deficit/Hyperactivity Disorder www.adainfo.org .........................................................................................................ADA Information Center www.icdi.wvu.edu/others.htm .......................................................................................... Disability Resources www.canisius.edu/canhp/departments/dss/dss.htm .............................................. Links to Additional Sites www.pepperdine.edu/studentaffairs/disabilityserv/home.htm ............................ Study Skills Information www.acinet.org ..........................................................................................................America’s Career InfoNet www.eop.com ............................................................................................................. Careers and the Disabled www.marylandmentor.org ...................................................................................................... Maryland Mentor www.bls.gov ..................................................................................................................... Bureau/Labor Statistics www.careernet.state.md.us ........................................................................................... Maryland’s CareerNet www.usdoj.gov/crt/ada/pubs/ada.txt .........................................................American/Disabilities Act (ADA) www.neads.ca/main.html ...................................... National Educational Association of Disabled Students www.disrights.org ......................................................................................................... Disability Rights Activist www.aph.org ........................................................................................American Printing House for the Blind

located in room 58 of the Humanities Building of the Cumberland Campus 301-784-5355 or 301-784-5551 TDD 301-784-5001 Allegany College of Maryland does not discriminate against students or prospective students for reasons of race, sex, color, religion, national or ethnic origin, age, veterans status, conditions of disability, or sexual orientation in admission, educational programs and activities, scholarship and loan programs, or any terms and conditions of enrollment. The College complies with applicable state and federal laws and regulations prohibiting discrimination.

Allegany College of Maryland CUMBERLAND CAMPUS 12401 Willowbrook Road • Cumberland, MD 21502-2596 BEDFORD COUNTY CAMPUS 18 North River Lane • Everett, PA 15537-1403 SOMERSET COUNTY CAMPUS 6022 Glades Pike, Suite 100 • Somerset, PA 15501-4300