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UCI | DISABILITY SERVICES CENTER > teaching guide
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| GENERAL INFORMATION | DSC STAFF | alternative media Services |
Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990 and California State law mandate that institutions of higher education not discriminate against "otherwise qualified" individuals with disabilities. The Federal regulations implementing Section 504 and the ADA establish that reasonable and appropriate academic accommodations must be providedto studentswith disabilities to allow equal access to educational opportunities. Whiel providing accommodation, however, institutions of higher education are not required to lower academic standards or compromise the integrity of the school, department, or porgram. The Disability Services Center (DSC) recommends accommodations for students with disabilities in compliance with these Federal and State mandates.
Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990 and California State law mandate that institutions of higher education not discriminate against "otherwise qualified" individuals with disabilities. The Federal regulations implementing Section 504 and the ADA establish that reasonable and appropriate academic accommodations must be providedto studentswith disabilities to allow equal access to educational opportunities. Whiel providing accommodation, however, institutions of higher education are not required to lower academic standards or compromise the integrity of the school, department, or porgram. The Disability Services Center (DSC) recommends accommodations for students with disabilities in compliance with these Federal and State mandates. FAQs TO GUIDE FACULTY AND TEACHING ASSISTANTSWho determines the appropriate accommodations for students with disabilities? Disability Services Center (DSC) is the designated campus office to determine appropriate accommodations and auxiliary aids for students with disabilities. The determination is based on disability documentation from a qualified professional provided by the student and a collaborative assessment of the student's needs. Students must provide DSC with appropriate documentation before services are initiated. When should I provide accommodations? Students have the responsibility for making their accommodation needs known to you in a timely fashion. They are encouraged to provide you with a VERIFICATION LETTER from DSC enumerating identified accommodations, and to discuss privately with you their accommodation needs. They are not, however, required to discuss their disabilities. How do I provide test accommodations? At least 2 weeks prior to the exam, students who are eligible for testing accommodations (e.g., extended test time, quiet room, reader, scribe, etc.) will ask you to sign a DSC Test Accommodation Form on which you will indicate time and place for test pickup and return, as well as specific testing instructions. If you are able to provide the appropriate accommodations for the student in the classroom, you are encouraged to do so. If not, DSC provides test accommodation services Monday through Friday, 8 a.m. to 7 p.m. What is my role in providing students with
course materials? Syllabus statement? Students have the responsibility for making their disability-related accommodation needs known to you in a timely fashion. You can facilitate this process by including a statement on your syllabus that invites students with disabilities to meet with you to discuss their needs. Here is an example of a syllabus statement: How is confidentiality maintained? Students with disabilities have the right to meet with you privately regarding disability matters, and their confidentiality must be maintained. Treat all disability related information as confidential medical information. It is important to refrain from making direct reference to the verification letter or to your knowledge of the student's disability during class. The interactive process is essential in providing accommodations. Please contact DSC to arrange a three-way meeting between you, DSC, and the student to work out any issues and to collaborate on the best instructional strategies for the student. Do accommodations vary from student to student? Individual accommodation needs vary from student to student because a disability, even the same disability, may result in different functional limitations. Compensations skills and strategies vary from one student to another, just as instructional methods vary from one instructor to another. Do I need to alter my course or evaluation criteria? When providing accommodations, institutions of higher education are not required to lower admissions and academic standards or compromise the integrity of the school, department or program. According to Federal Law, you are not required to provide an accommodation that "fundamentally alters" the course itself, nor are you expected to alther your grading scale or evaluation criteria. Although students with disabilities may receive accommodations, they should be expected to perform at a level commensurate with their peers. What are some teaching strategies I might use? Universal Instructional Design: an approach to designing course instruction, materials, and content to benefit students with all learning styles without adaptation or retrofitting. For more information use or see:
What about inappropriate student behavior? Students with disabilities are subject to the same code of conduct required by any student at UC Irvine. If there are incidences of inappropriate behavior that prevent you from effectively teaching your course, contact the Student Judicial Affairs Office at (949) 824-6325. You are always welcome to consult with DSC as well. What if I disagree with the DSC accommodations? If you disagree with the DSC accommodations or are aware of course-specific factors that have bearing on the accommodation, please consult with the DSC staff member who authored the accommodation letter or with the Director of DSC. The Disability Services Center provides and coordinates support services and programs that enable students with disabilities to maximize their educational potential.
STUDENTS WITH VISUAL DISABILITIES are
constantly challenged by classroom instructional
strategies because a large part of traditional
learning is visual. Persons are considered legally
blind when visual acuity is 20/200 or less in
the better eye with the use of corrective lenses.
Most persons who are legally blind have some vision. Possible Accommodations (Students with Low Vision):
Possible accommodations (Total Blindness):
STUDENTS WITH HEARING DISABILITIES face
major challenges with communication. Most students
who are deaf or hard of hearing have experience
communicating with the hearing population. Let
the student be the guide as to how best to communicate.
STUDENTS WITH MOBILITY DISABILITIES have a wide variety of characteristics depending upon their functional limitations. Physical access is one of the major concerns of students with mobility disabilities. Students may have trouble getting to or from class, performing in class, and managing out of class assignments and tests. Possible accommodations:
STUDENTS WITH MEDICAL DISABILITIES (often hidden disabilities) may experience conditions such as arthritis, asthma, cancer, diabetes, orthopedic limitations, heart disease, HIV/AIDS, post surgery, chronic fatigue syndrome, or seizure disorder. The student may have limited energy or other functional limitations. Possible accommodations:
STUDENTS WITH LEARNING DISABILITIES have difficulty processing information. DSC requires extensive diagnostic assessments to verify the disability and accommodation needs. Persons diagnosed with learning disabilities have at least average or higher intelligence but exhibit significant discrepancies in one or more areas of achievement, aptitude or information processing. Possible accommodations:
STUDENTS WITH ATTENTION DEFICIT / HYPERACTIVITY DISORDER exhibit a consistent pattern of inattention and/or hyperactivity that is more frequent and severe than is typically observed in individuals at a comparable level of development. Students may have difficulty with concentration, organization, following directions, completing tasks, and secondary tasks like reading. Possible accommodations:
STUDENTS WITH PSYCHIATRIC DISABILITIES exhibit persistent psychological disorders that adversely affects their educational access, their academic performance, and daily functioning. Although a psychiatric disability may not be apparent, it can have a dramatic impact on interpersonal and school behavior so that learning is more difficult. Functional limitations of a psychiatric disorder may include cognitive, behavioraVphysical, perceptual, psychosocial, and side effects of medication. Possible Accommodations:
The UCI Disability Services Center's mission is to empower students to reach their potential in every aspect of their lives by moving beyond success to significance.
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