Disability Services - A

Report
ASU Disability Services
Student Union, Room 2181
Dean B. Ellis Library, Room 242
http://disability.astate.edu
870-972-3964
TDD: 870-972-3458
DISABILITY SERVICES STAFF
Jane Coburn – Administrative Specialist
 Christina Laurentia – Adaptive Technology
Computer Specialist
 Sondra Sims – Learning Disability Specialist
 Corlisha Presley – Note-taking Specialist
 Vaneta Harvey – Physical Accommodations
Specialist

WHAT IS A DISABILITY?
 Definition
A person with a disability is an
individual who has a physical or mental
impairment that substantially limits one
or more of his/her major life activities.
 Changes
 While the definition of disability
remains unchanged, the new
regulations have changed the way
federal courts are required to
interpret the term “disability”.

MAJOR LIFE ACTIVITIES
Major life activities are those that an
average person can perform with little or
no difficulty
 The term “major bodily functions” has been
included within the term “major life
activities”
 Examples of major life activities and major
bodily function are in the following slides.

MAJOR LIFE ACTIVITIES INCLUDE
(BUT ARE NOT LIMITED TO):
–
–
–
–
–
–
–
–
–
Walking
Speaking
Breathing
Performing manual
tasks
Seeing
Hearing
Learning
Caring for oneself
Working
Sleeping
- Standing
- Lifting
- Bending
- Reading
- Concentrating
- Thinking
- Communicating
- Eating
-
In the EOCC’s final ruling it added:
sitting, reaching, and interacting with others
MAJOR BODILY FUNCTIONS
INCLUDES FUNCTIONS OF:

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




Immune system
Special sense organs
Skin
Normal cell growth
Digestive
Genitourinary
Bowel
Bladder
Neurological

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Brain
Respiratory
Circulatory
Cardiovascular
Endocrine
Hemic
Lymphatic
Musculoskeletal &
Reproductive systems
This also includes the operation of an individual organ with a
body system (e.g. the operation of the kidney, liver or
pancreas)
NEW REGULATIONS
 The
regulations no longer call for:
An evaluation of the nature and severity of
the impairment
 The duration or expected duration of the
impairment
 The actual or expected impact of the
impairment

EEOC EXPLAINS FURTHER


The “condition, manner or duration” analysis
may be useful in some circumstances, but is not
required to prove or disprove a disability.
It may be useful in appropriate cases to consider,
as compared to most people in the general
population, the condition and manner in which
the individual performs the major life activity
and/or the duration of time it takes to perform
the major life activity.
(29 C.F.R. 1630.2 (j)(4))
EPISODIC OR IN REMISSION

As required by the Amendments Act, the new
regulations state that an “impairment that is
episodic or in remission is a disability if it would
substantially limit a major life activity when
active”
(29 C.F.R. 1630.2 (j)(1)(vii))
* *This
provision was added to ensure that
disabilities such as diabetes and posttraumatic stress disorder would be
covered.
TOTAL STUDENT POPULATION SERVED
ADD 11%
25%
Cognitive 2%
Dyslexia 8%
Hearing 7%
20%
15%
Learning Disability 15%
Physical Mobility 23%
10%
Psychological 10%
5%
Visual 8%
Physical Dexterity 6%
Other 14%
0%
ASU DEGREE CENTERS/REGIONAL SITES
ASU Paragould
 ASU Beebe
 ASU Technical Center – Marked Tree
 ASU Mountain Home
 ASU Newport
 East Arkansas Community College – Forrest City
 Mid-South Community College – West Memphis
 Arkansas Northeastern College – Blytheville
 Ozarka College - Melbourne

ASU’S COMMITMENT
 ASU
is committed to achieving equal
educational opportunity and full
participation for persons with disabilities.

It is the University’s policy that no qualified
person be excluded from participating in any
University program or activity, be denied the
benefits of any University program or activity,
or otherwise be subjected to discrimination
with regard to any University program or
activity.
COMMITMENT (CONT.)
A
person with a disability must
be ensured the same access
to
programs, opportunities, and
activities at the University as all others.
 Existing
barriers, whether physical,
programmatic or attitudinal must be
removed.
RESPONSIBILITIES OF FACULTY
 Discuss
with the DS contact person any
concerns related to the accommodations or
arrangements requested by the student.
 Provide appropriate accommodations,
either personally or by making
arrangements with DS.
 Ensure the confidentiality of
information regarding students with
disabilities.
TIPS FOR FACULTY
 If
a student with a disability does
not contact you, contact the student to
find out what accommodations will be
helpful.
 Talk to students about possible course
concerns during the term and encourage
them to stay in touch.
 Do not discourage students from taking
your course. If you foresee problems,
discuss them, but let students make their
own decisions.
TIPS FOR FACULTY (CONT.)
 When
speaking to a deaf student
with an interpreter, talk directly to
the student, not the interpreter.
 Do not delve into the student’s medical
history or inquire about his/her
diagnosis.
 Treat the student with a disability as you
would all other students in situations
where disability is not an issue.
 Do not overcompensate by doing things
for students with disabilities.
ADDITIONAL INFORMATION
FOR FACULTY
The faculty member’s action towards the
student should not change with the
knowledge about the disability;


Faculty does not need to know what type of
disability the student has been diagnosed
with.
Faculty will only be informed that
appropriate documentation has been
provided to DS and that accommodation is
necessary to fulfill the mandate for equal
access under ADA/504.
SHOULD A STUDENT WITH A
DISABILITY SELF-IDENTIFY?

If students choose not to self-identify and/or
request protection, he/she is not considered a
person with a disability.

This is the only federal civil rights law that
acknowledges the right of the individual
not to be included within the protected
class.
STUDENT’S RIGHTS
 Every
student with a documented
disability has the following rights:



Equal access to courses, programs, services,
jobs, activities, and facilities available
through the University.
Reasonable and/or auxiliary aids
determined on a case-by-case basis.
Appropriate confidentiality of all
information pertaining to his/her disability
with the choice of to whom to disclose their
disability, except as required by law.
STUDENT’S RESPONSIBILITIES
 Every
student with a disability has the
responsibility to:




Meet the University’s qualifications and
essential technical, academic and
institutional standards
Register with Disability Services
Self-identify in a timely manner
Provide appropriate documentation to
Disability Services
WHAT IS THE DS PROCESS?
 Students
must have documentation from
a licensed professional that verifies
their disability
Student completes DS registration form
 Conference with DS Counselor
 Documentation is reviewed
 Discussion on appropriate accommodations
 Student meets DS support staff
 Accommodation card given to student

PROGRAMS/SERVICES OFFERED
 Testing
 Note-taking
 Reader
Services
 Transcription
 Technology
Assistance
 Accommodations
 Physical
Accommodations
ACCOMMODATIONS
DS also provides accommodations for
computerized tests such as algebra.
 In Introductory, Intermediate, and College
Algebra, students can take their computerized
test in our testing lab as required.
 Accommodations may vary based on disability.
 Accessible workstations are currently available
in thirteen locations across the ASU campus.
SERVICE ANIMALS

What is a service animal?
The ADA defines a service animal
as any guide dog, signal dog, or other
animal individually trained to provide assistance to an
individual with a disability.
Please note:
- If they meet this definition, animals are considered
service animals under the ADA regardless of whether they
have been licensed or certified by a state or local
government.

WHAT IF A SERVICE ANIMAL BARKS OR GROWLS
AT OTHER PEOPLE OR ACTS OUT OF CONTROL?
You may exclude an animal,
including a service animal, from
your facility when that animal’s
behavior poses a direct threat to
the health and safety of others.
 Please note:
- You may not make assumptions, however, about
how a particular animal is likely to behave based on
your past experience. Each situation must be
considered individually.

THANK YOU!
 Dr.
Jenifer Rice-Mason,
Director of Disability
Services

This drawing was done by a
student with a disability as
he sat in the Director’s
office.
We appreciate your willingness to
work with students with disabilities and to
provide accommodations to students in the
classroom!
REFERENCES

New ADA Regulations Take Effect; Employers
Should Revise Procedures. (May 2011). No. 390.
Section 504 Compliance Handbook. Washington,
DC: Thompson Publishing Group.

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