Faculty Guide For Student Accommodations

Frequently Asked Questions

 

What kinds of disabilities are served by the Accessibility Services Office (AS)?

该办公室为残疾学生提供服务，包括残疾学生 hidden. Hidden disabilities may include learning, medical, physical, emotional, or psychiatric. They may be continuous, intermittent, or temporary.

Who is eligible for services?

欧宝娱乐app学院的任何有残疾记录的学生都有资格获得服务. 

What is accommodation?

合理的调整是对课程、项目、服务的修改或调整。 activity, or facility. This adjustment enables a qualified student with a disability 有平等的机会达到相同的表现水平或享受相似的服务 同等条件的无残疾学生可享受的福利和特权.

Why does Louisburg College have to provide academic accommodations?

证明住宿确保学院符合康复的第504条 《欧宝娱乐app》(ADA)和《欧宝娱乐app》 of 2008. It is also part of our central purpose as a small college committed to offering an individualized approach to higher education.

《欧宝娱乐app》规定，“没有其他合格的残疾人 在美国，仅因其残疾而被排除在外 从参与，被剥夺的利益，或受到歧视 under any program or activity receiving Federal financial assistance...” With the 通过《欧宝娱乐app》后，政府将这一授权扩大到任何公共或私人机构 institution.  Subpart E of the Rehabilitation Act requires an institution to be prepared 为残疾学生提供合理的学习便利 获得与非残疾学生相同的课程和活动.

如果教师对执行请求有顾虑，他们应该怎么做 accommodation?

如果教职员工有问题或认为他们很难提供住宿， the first step they should take is to contact the Accessibility Services Office. The AS办公室将澄清信息并协助提供所需的资源 accommodations.

Why does the Accessibility Office so often recommend ‘extended time for tests’ ?

延长考试时间是最常见的建议，因为许多残疾 affect processing time. Therefore, students may need additional time to rephrase questions to understand them and provide answers.  A student with a disability affecting motor control may require extra time to write the answers.  Accommodations allow students 用残疾来展示他们的能力，而不是残疾的局限.

Can faculty members know specific information about a student’s disability?

无障碍服务办公室不能发布有关学生的信息，除非 they sign a release to exchange information.

如果教师怀疑学生会从住宿中受益，他们应该怎么做 并且不确定该学生是否在无障碍服务办公室工作?

无障碍服务办公室收到许多教职员工的推荐 have noticed students having difficulty in class.  If you see a student struggling 并怀疑他们可能有残疾，我们鼓励你与AS办公室联系. 办公室将帮助制定一个适当的策略来接近学生 discuss their difficulty.

             Adapted from Meredith College’s Disability Services Handbook

在彻底检查了所需的文档之后，可访问性服务 (AS) determines appropriate accommodation, which may include the following:  

 

Extended Time -time and a half: 

Faculty members privately arrange with the student to implement options. These may 包括要求学生尽早开始测试或测验，在测试期结束后留下来 结束时，或在部门内预留一个单独的空间，如会议室 or office.

Note Taker: 

教师可以直接向学生提供他们的笔记，也可以选择一个志愿者 note-taker for the class. To maintain confidentiality, faculty do not identify the student with disabilities to the student note-taker. The student note-taker should 把笔记交给无障碍服务办公室的行政助理 in Taft room 107. The student with disabilities can pick up their copy of the class notes there.

Separate Setting: 

教职员工可能会提供一个安静的空间，比如教室、办公室或会议室 room - free from distractions such as phones or conversations.

Read Aloud: 

教师可以阅读或允许辅助技术阅读学生的测试 aloud.

Scribe: 

教师可以转录或允许辅助技术，如语音到文本 to transcribe student test answers.  

Electronic Textbooks: 

The Office of Accessibility Services may provide electronic textbooks.

Digital Recorder:  

教师可以允许使用手机或其他录音设备对课堂进行录音 instruction for future reference.

Preferential Seating: 

教师可能会允许学生坐在一个区域，通常在前面，在那里 there are potentially fewer distractions and more focused attention.

Spell Check: 

教师可以允许学生在他们的电脑上使用拼写检查功能 for assignments and tests.

Word Processor: 

教授可能会允许学生在个人电脑上使用文字处理程序 computers in the classroom or provide students with one.

• 学生向无障碍服务主任提供残疾证明文件 and its impact from an appropriately licensed or certified professional.

• 在审查文件并与学生会面后，AS主任做出 an eligibility determination.

• 一旦AS主任做出资格决定，学生就签署一份豁免书， which allows the AS Director to inform instructors of the needed accommodations.

• AS主任给学生和学生的导师寄去一封信 accommodation approvals. 

• AS办公室指导学生讨论教师将如何实施 accommodations in each course.

• 教师负责监考学生，并提供 other approved accommodations.

• 学生有责任至少提前两天提出住宿要求 the test’s date.  If a student asks for accommodations after this deadline, providing them is at the instructor’s discretion.

• AC办公室建议教师为每个学生保留一个日期记录 and accommodations provided for legal purposes.

• 请记住，学生的身份和其他与残疾有关的信息是 strictly confidential.

• 如果教师需要帮助或有问题，他们应该联系主任 AS.

Distraction-free Tests & Quizzes in the Classroom: This environment includes faculty! Professors talking distracts students. 

Confidentiality: 教师在提供教师监考考试时需要询问，你是如何维护的 confidentiality within the proctoring process? Students only give their professor permission to know about their requests for disability accommodations; this permission does NOT extend to other faculty members or other students.

Assistive technology: Google Read & Write is available to all Louisburg College students and faculty. R&W is a useful resource for instruction and for providing test accommodations.

Tracking the process: 

• 教师需要一种方法来保存所有的住宿信在一起 quickly determine which students need accommodations.
• 教师们需要问自己，“我是否记录了我做了什么，什么时候做的，为什么做的。 whom?” 

Is the environment welcoming for students? 

• Faculty should have a welcoming statement on their syllabi.
• 教师应该做一个口头声明，欢迎学生并邀请他们见面 with you privately if they have specific learning needs.

如果这是学生住宿的一部分，你如何帮助他们记笔记? Are you keeping confidentiality in mind during the process?

当学生将电脑列为住宿时，你如何允许他们使用电脑 for in-class assignments and tests?

当学生需要额外的时间进行测验，包括突击测验时，你是如何处理的?

无障碍服务办事处会在人手充足的情况下安排最佳服务 time for planning and problem-solving.  However, because of the stigma associated 有残疾的学生经常发现提出住宿的话题是很有挑战性的.  作为一名课程讲师，你可以通过鼓励学生来促进早期计划 有残疾的人透露他们的情况，并开始讨论什么样的住宿 they might need.  A beneficial way of encouraging such dialogue is to include a statement 在你的教学大纲中表明你愿意和 students who may need them.  The Accessibility Services Office encourages including the following information in your syllabus:

Louisburg College is an equal opportunity provider. If you have a documented disability ——身体上的，心理上的，或者学习上的——你可能有资格得到合理的 college accommodations. Students requesting accommodations should contact the Accessibility 塔夫脱大厦服务办公室，107室或111室，开学前两周内 semester. Please note that using accommodations can significantly influence your success in college. 

这样的声明有助于确立接受分歧和意愿的基调 to make your course accessible to everyone.  Reinforcing this information verbally during class time will provide additional emphasis and reassurance to students.

残疾学生必须提供适当的残疾文件才能收到 accommodations. Students give this documentation to the Accessibility Services Office (AS), and it remains confidential until the student permits the office to release information.  An instructor asked to make disability-related accommodations is entitled 了解学生提供的数据和所涉及的功能限制. 除非学生提出要求，否则办公室不会透露有关诊断的细节. 如果要求住宿的学生没有使用我们的办公室，请鼓励他们 to do so.  Contact the Accessibility Services Office at any time to consult about needs.

Assistive Technology

无障碍服务(AS)提供辅助技术，以支援学生的 learning with various needs.

Google Read & Write 

Read & 为谷歌浏览器写作提供了一系列强大的支持工具来帮助学生 gain confidence with reading, writing, studying, and research, including:

• 用易于跟随的双色大声朗读单词、段落或整个文件 highlighting.
• See the meaning of words explained with text and picture dictionaries.
• Hear text translated into other languages.
• Get suggestions for the current or next word as you type.
• Turn words into the text as you speak.
• 突出显示文档或网络中的文本，并收集这些文本以其他形式使用.
• Create and listen to voice notes directly inside of Google documents.
• Simplify and summarize text on web pages.

Read & Write for Google Chrome is a user-friendly chrome extension for PCs, Macs, and Chromebooks. It works with web pages and common file types in Google Drive.  The toolbar is available for all students with a chippyirvine.com account.

Download the toolbar

Electronic Textbooks

欧宝娱乐app学院为有阅读障碍的学生提供电子教科书. Students may request them through the AS administrative assistant.  

Digital Recorders

Louisburg College makes recorders available to students to check out.

Learning Partners

根据联邦和州立法，欧宝娱乐app学院提供免费通道 services to students with a documented disability. The college also serves students in the Learning Partners program through accessibility services. These students also participate in a fee-based academic coaching program.

Similarities:  

• Disability documentation required
• Accommodations provided 

Differences:

• LP学生有一个学习专家，他们每周见两次面 coaching and advising.
• LP students may take their tests with accommodations in the LP Test Center. 
• LP学生有一个学习实验室，为他们的学习时间和学术支持 in the Taft Building rooms 108 and 110.

欧宝娱乐app欢迎学习专家和学生之间的合作 instructors. Learning Partners works to support the classroom instructional process.

Learning Partners Test Center:

• 学生与LP管理人员一起完成电子考试监考表格 助教在预定考试前两天在塔夫脱大楼107室，允许 the assistant and the instructor to coordinate test materials.  Failing to do so, 学生可以像任何已经批准的学生一样，在导师的帮助下进行测试 accommodations through Accessibility Services.
• 一旦教师收到在欧宝娱乐app测试中心进行测试的请求， 它们表明批准所要求的时间和日期，任何特殊指示， delivery method, and the test return method.
• A proctor schedules testing for the same time as the class is taking the exam. There are two exceptions to this policy:
• The test proctor is unavailable to proctor the exam at that time.
• 学生在考试之前或之后有另一节课 not allow the student to use the appropriate accommodations (e.g., extended time for testing).
• 讲师将试卷交给塔夫脱大楼的行政助理， room 107, no later than 8:30 a.m. on the day of the test. The administrative assistant keeps the exam until the scheduled proctoring time, maintaining test security.
• 在考试当天，学生应准时到达塔夫脱大楼107室. 如果学生在预定时间的15分钟内没有来，助教 will return the test to the instructor. 
• 考试时，学生只能携带允许的材料进入考场. 学校不允许携带手机、笔记本、书包、钱包和超大号的夹克. 学生应将个人物品放在学习专家或行政人员的办公室 assistant.
• 如果教师对所有学生都提供这种服务，他们可能会提供“尽可能多的时间”. Instructors provide extended time as noted on the accommodations letter.
• Assistive technology typically provides the read-aloud accommodation.
• 当学生完成测试或他们的时间不在时，他们将归还所有材料 to the proctor.
• 行政助理将根据试卷内容将试卷退还给指导老师 preferred method of return stated in the accommodation.  The instructor will delete any tests sent electronically. 

Learning Partners’ Mission: 

欧宝娱乐app的使命是为学生提供个性化的支持 他们需要教练来发展他们的学习技能，实现他们的学术目标， and become successful independent learners.

Learning Outcomes: 

• Realize Educational or Career Objectives
• Become Proactive Self-advocates 
• Achieve Personal Learning Goals
• Develop Personally and Engage Socially

Attention-Deficit/Hyperactivity Disorder:

被诊断为注意力缺陷/多动障碍(AD/HD)的人有困难 with inattention and hyperactivity. There are three types of AD/HD: combined type, predominantly inattentive, and hyperactive-impulsive type. Experts characterize AD/HD 注意力不集中，注意力不集中，在过度活跃和冲动的情况下 type, restlessness or an increased energy level. These individuals experience learning similar to simultaneously conversing, watching TV, and listening to the radio.  It 患有AD/HD的人需要很大的精力和决心才能坚持下去 专注的，尤指在需要持续的精神努力或缺乏新鲜感的情况下. Treatment may include medication.

AD/HD学生的住宿可能包括但不限于 following:

• Preferential seating location
• Use of note-taker or digital recorder
• Extended testing time
• Separate setting
• Written and oral directions and deadlines

Suggestions for working with students:

• A student with AD/HD benefits from structure and organization. When possible, before each lecture, instructors should provide outlines of major topics covered.  A detailed syllabus can help these students. 
• Provide directions for assignments in writing.
• Provide a copy of your lecture notes or a classmate’s notes
• Allow the student to take a photo of notes written on the board.
• Provide students feedback about their level of participation in the class.
• Visual aids and demonstrations may help keep the student’s attention.
• 患有AD/HD的学生可能需要帮助来为大型项目设定小期限.

Learning Disorders:

特殊学习障碍是一种影响学龄儿童的神经发育障碍 children, although one may not fully recognize its effect until adulthood. Learning 残疾指的是在阅读、写作或数学这三个领域之一的持续问题， which are foundational to one’s ability to learn.

据估计，有5%到15%的学龄儿童患有学习障碍. Around 80 percent of those have a reading disorder. Data shows one-third of the people 有学习障碍的人也有注意力缺陷多动障碍(ADHD).

有学习障碍的人士可能在以下方面有困难:

• Reading accurately, with reasonable speed, and without much effort.
• Understanding the meaning of what they have read
• Spelling correctly
• 用文字表达自己，用清晰的思路证明问题， grammar, punctuation, or organization
• Understanding number concepts, number facts, or calculation
• Mathematical reasoning, applying math concepts, or solving math problems
   

                                                                                                     American Psychiatric Association

How Learning Disabilities May Affect Students in College:

Study Skills: 

• Inability to effectively organize and budget time 
• Inability to beneficially take notes or outline class material 
• Inability to functionally understand or follow directions 
• Inability to timely complete assignments 

Writing Skills: 

• Frequent spelling errors
• Incorrect grammar
• Poor penmanship
• Poor sentence structure
• Inability to take notes effectively while listening to class lectures
• Problems with organization, development of ideas, and transition words

Oral Language: 

• 当演讲者语速很快时，不能有效地理解口语
• Inability to pay attention during long lectures
• Poor vocabulary and word recall
• Problems with correctly using grammar
• Inability to functionally remember a series of events in sequence
• Inability to pronounce multisyllabic words

Reading Skills: 

• Slow reading rate
• Inaccurate comprehension
• Poor retention
• 糟糕的跟踪技能导致单词的跳过，文本的缺失，或丢失 one’s place on printed materials. 
• Difficulty with complex syntax 
• Incomplete mastery of phonics

Math Skills: 

• Difficulty with computational skills
• Difficulty with reasoning
• Difficulty with basic math operations
• Number reversals/confusion of symbols
• Difficulty copying problems
• Difficulty with concepts of time and money

Social Skills: 

• Spatial disorientation    
• Low frustration level
• Difficulty with delaying problem resolution
• Impulsivity
• Disorientation in time 
• Low self-esteem

Psychological Disability Conditions: 

残疾人，包括患有焦虑症和其他疾病的人 psychological disorders, are eligible for accommodations. Licensed psychologists and 精神科医生在确定学生有心理障碍后可能会建议 accommodations. The AS Office will work with the student and faculty to provide accommodations for the classroom student as appropriate.   

Hearing Impairments:

听力障碍通常是隐性残疾，包括轻度听力损失 to deafness. Students with severe hearing loss may use American Sign Language interpreters or Cued Speech Transliterators. Some students read lips and rely on seeing the speaker. 助听器可以帮助一些人听到和理解讲话，但听力 aid will never restore hearing to normal. Certain kinds of hearing losses may create sound distortions as well as a reduction in volume. Classrooms typically have considerable 背景噪音增加了听力障碍学生的困难.

住宿的学生有听力障碍可能包括，但不限于 to the following:

• Sign language interpreter or Cued Speech Transliterator
• Note-taker
• Digitally recorded lectures 
• 指导员使用翻领麦克风作为辅助听力设备(例如， an FM system)
• Preferential seating
• Handout identifying “new” terms
• Visual aids
• Lectures with written outlines or notes on the board

The Classroom:

• 口译员应该坐在学生能看到口译员和被口译员的地方 instructor simultaneously.
• 学生需要坐在教室前面，以便看到老师、董事会、 and screen.
• 对于读唇的学生，老师应该面对着全班同学，讲清楚 and in the typical fashion.  
• 有听力障碍的学生可以更好地参与小组讨论，如果 the class sits in a circle.
• Avoid turning your back to the student when speaking.
• 不要背对着窗户或其他光源站着，这样会暴露你的脸 in a shadow and makes lip reading difficult.
• When showing a video, ensure that it has captions. 
• Repeat questions or comments made by others in the room.
• Do not block your mouth with your hands or other objects.
• Keep background noise to a minimum.  Environmental and background sounds tend to mask speech.
• Use visual aids whenever possible.
• When referring to items on the board, try to be specific about the word or phrase you are referring to by pointing directly to it.

Visual Impairments:

有视力障碍的学生的视力可能从失明到弱视不等.  A student with low vision may need large print reading materials.  A student who is 盲人没有功能性视力，可能要依靠拐杖等辅助设备才能行动 or guide dog. Students with visual impairments may use paid or volunteer readers or assistive technology devices.

为视障学生提供的住宿可能包括但不限于 the following: 

• Preferential seating
• Recorded lectures
• Recorded texts
• Large print materials
• Alternate test format: oral, Braille, or large print
• Use of voice dictation or a computer for enlarging text
• Use of scribe or note taker
• Extended time and alternate locations for exams
• Extended time for research requirements

The Classroom:

• Some students use a service animal. Guide dogs are highly trained and disciplined workers, not pets, and should not be distracted from their duties.  
• Clear pathways of obstructions.
• Inform the student if the staff or students rearrange the furniture
• 当给学生让座时，把学生的手放在椅背上或椅背上 arm and allow the student to seat himself or herself.
• Clearly and precisely, read aloud anything written on the board.
• Use precise, descriptive language.  Do not use “this and that” phrases.  For example, “the lungs are located here and diaphragm there.” 
• 确保教师提供的文件，无论是打印的还是在线的，格式一致 that is accessible to a screen reader.  Document accessibility includes several factors such as font type and size, format, and color contrast.  The AS Office can assist with understanding and providing accommodations.
• 提供放大的材料或与AS办公室合作提供盲文材料 when appropriate.  
• 在与学生交谈时，要表明自己的身份，并让对方知道你在做什么 have finished the conversation.  A student with visual impairments cannot depend on 识别一个声音，知道他或她在和谁说话，并不总是 realize when a person has walked away and ended a conversation.

Mobility Impairments:

美国残疾人协会将活动能力或运动障碍定义为身体的部分或全部丧失 part’s function, usually a limb or limbs. These impairments may result in weakness, decreased stamina, lack of muscle control, or total paralysis. A mobility-impaired student may use a wheelchair, cane, crutches, or simply walk at a slower pace. Motor 损伤的范围从明显的到不太明显的，比如慢性的 back disorder.

The need for adaptation varies among students with mobility impairments.  Therefore, 学院工作人员必须就修改的范围和程度咨询学生 needed. Some general considerations apply to most students with mobility impairments.

为有行动障碍的学生提供的住宿可能包括，但不限于 to the following: 

• Relocating classes to accessible locations
• 在桌子之间为轮椅或轮椅可及的桌子提供空间 table
• Accommodating seating arrangements as needed 
• Providing advance notice if the instructor changes the class location
• 通过使用讲义、笔记本或电子设备来减少写作负担 recorder
• 考虑到由于教室位置困难而导致的迟到 or schedule
• Extending the time for test-taking
• Using a computer for written work
• Using a scribe or assistive technology for tests
• Allowing recorded test responses 
• 在适当的时候提供讲师的笔记和幻灯片的副本以减少 the need for writing

Suggestions: 

• 不要认为有运动障碍的学生不能参加某项活动; always consult with the student regarding limitations.
• Incorporate the student into group activities. This inclusion may require adaptive equipment or pairing the student with another classmate.
• Keep aisles free of obstacles.
• 提前与AS办公室和设施服务部就修改事宜进行沟通 equipment or furniture (e.g., lab counters, sinks, storage shelves).
• 在计划实地考察、实地工作和其他类型时，考虑可访问性需求 of activities.

Acquiring Information: 

• 提供详细的课程大纲，明确的课程要求和考试/作业 dates
• Provide clear materials
• Provide illustrations, handouts, and visual aids
• Team a skilled reader with a less capable reader
• Vary instruction modes; use more than one method to demonstrate or explain information.
• Allow students to record lectures.

Expressing Information: 

• 为学生提供完成任务的替代方法，如口头报告
• 在给即兴写作评分时，强调组织和思想而不是机械 assignments
• Allow use of word processing, spell check, and grammar check software.
• 为写作修改做好准备，并给予反馈，使学生能够继续写作 in a better direction.
• 让学生将想法以艺术作品的形式表现出来，比如素描、绘画、雕塑、 or collage
• Stimulate ideas by presenting photos, artwork, film, and video

Applying Information: 

• 如果在一节课中教授许多新任务，将信息分成小步骤，并包括 objectives, review of the previous class, and a summary
• 留出时间进行反馈、澄清和解释方向和要点 information.
• 当教授一个新任务时，将这个概念与一个类似的想法或过程联系起来 learned.
• Repeat or give additional examples of instructions
• Provide advance notice of changes in assignments or test dates
• Provide additional time  for tests and assignments when necessary
• Provide study guides or review sheets for exams

        Adapted from “From Screening to Accommodation:  Providing Services to Adults with Learning Disabilities”

DO:

• 如果你不明白或不确定如何进行，就问问题.
• Hold up your end concerning accommodations.  
• 对待有残疾的学生，要像对待其他学生一样礼貌 students.
• Respect the privacy of students with disabilities. They need not disclose their disability to fellow students. While they must disclose their disability to the AS Office to access accommodations, this does not include disclosure to everyone.
• Raise appropriate questions. Questions may lead to the college addressing specific requests more consistently and more thoroughly in the future.
• Assist students in the following procedure for requesting accommodations. The student must work through the AS Office and not individual faculty members.  This process 保护学生，教师和机构，确保一致性和采取 much of the burden off individual faculty members.

DO NOT:

• 参与欧宝娱乐app对其他非残疾学生的“公平”的哲学辩论 whether providing accommodations somehow violates your academic freedom. As a society, 国会已经决定了我们应该如何通过建立 保护残疾人权利的联邦民权法规 adversely affecting those without disabilities. Most state legislatures have joined Congress in this effort. Secondly, academic freedom is not preemptive of federal civil rights statutes.  
• Decide to ignore the academic accommodations that the AS Office has approved. You may subject the college and yourself to liability.
• Leave a student adrift without accommodations. For example, if no volunteers are willing 在课堂上做笔记，确保AS主任知道谁能找到能做笔记的人 assist.
• Refuse to permit students to digitally record lectures as an accommodation. Any general 这一政策可能会允许教师拒绝使用数字记录仪 providing for students with disabilities is legally insufficient.  
• 以错误的假设拒绝延长测试时间 so would require you to provide additional time to all students.
• 拒绝提供住宿，直到你亲自评估学生的文件 of disability. Eligibility for services under the ADA is the job of the disability services personnel, not the faculty.  
• Make assumptions about a student’s ability to work in a particular field. Often, society 基于对学生无法在恐惧和预设的基础上掌握一门专业的担忧， not facts.
• Provide unrequested or unauthorized accommodations. Direct students with unauthorized accommodations requests to the AS Office.