Faculty/Staff newsletter 2007
Volume 1 Issue 1
This first newsletter gives background information on the Disability Services Office and academic accommodations procedures.

By Federal law, a “person with a disability” is someone who has a physical or mental impairment that substantially limits one or more major life activities. The RIT Disability Services Office is currently serving about 800 students for the 2007-08 academic year. This includes students requiring academic accommodations as well as dietary or residential arrangements. The types of disabilities students here at RIT have include:

1. Specific learning disabilities in areas such as reading, math, written language, auditory or visual processing, or memory
2. Attention-deficit / hyperactivity disorder
3. Hearing disabilities
4. Vision disabilities
5. Asperger’s disorder and other Autism spectrum disorders
6. Psychological or psychiatric disabilities such as mood, anxiety and depressive disorders, and bipolar disorder
7. Chronic health disabilities such as Crohn’s disease, hemophilia, narcolepsy, mitochondrial disorder, types of arthritis, fibromyalgia, cancer, epilepsy, diabetes, and migraine headaches.

Although faculty and staff do not necessarily have access to the names/labels of disabilities that their students have, information is provided here about some of the types of disabilities RIT and NTID students have and the classroom modifications and accommodations that may be effective in allowing these students to gain equal access to the programs and opportunities available. It’s important to note that some of our students have multiple disabilities. Many of the ideas listed could be considered guidelines of good pedagogy and beneficial to any student.

Students with specific learning disabilities
Learning disabilities are generally identified when the student’s achievement, as measured on individually administered standardized tests, is substantially below that expected given the individual’s chronological age, measured intelligence, and age-appropriate education.

Students with learning disabilities may exhibit characteristics such as

• marked difficulty in reading, writing, spelling, and/or using numerical concepts
• poor handwriting
• disorganization
• trouble understanding or following directions

Suggested classroom modifications

1. Provide a syllabus with clear explanations of tasks and specific due dates.
2. Identify your textbooks early so students have time to order them in alternate format as needed.
3. Remind students of deadlines.
4. When possible start each lecture with an oral or written summary or outline of material to be covered.
5. Provide assignment information in written and oral format.
6. For large projects or long papers help the student breakdown the task into component parts. Set deadlines for each part.
7. Provide prompt, explicit feedback, both in written and oral format.
8. Vary the class format; alternate lecture with presentations and class discussion.
9. If someone does not understand a concept, try explaining it in a different way.
10. Structure opportunities for students to apply concepts and information.
11. Practice flexibility in requiring students to read out loud or perform calculations at the board.
12. Be open to suggestions from the student about how to best accommodate their needs.

Possible approved academic accommodations

1. Extended time for tests and/or assignments, projects, labs
2. Use of a note-taker
3. Use of texts in alternate format
4. Use of the word processor or spell check
5. Use of a basic, 4 function calculator
6. Use of a reader for exams
7. Use of a scribe for exams
8. Ability to tape record lectures

Online Resources:
Enhancing Learning of Students with LD Without Compromising Standards: Tips for Teaching
http://www.ldonline.org/ld_indepth/postsecondary/facultytips.html

This site offers some simulations – look for the “Experience Firsthand” section at the top of the page.
Reading: http://www.pbs.org/wgbh/misunderstoodminds/reading.html
Writing: http://www.pbs.org/wgbh/misunderstoodminds/writing.html
Math: http://www.pbs.org/wgbh/misunderstoodminds/math.html

Learning despite learning disabilities
“This is the story of how I graduated from college despite serious learning disabilities…” By Dale S. Brown
http://www.ldanatl.org/aboutld/adults/post_secondary/despite.asp

Students with Attention-deficit / hyperactivity disorder
There are three types of attention-deficit/hyperactive disorder:

• Type 1 - predominantly inattentive
• Type 2 - predominantly hyperactive/impulsive
• Type 3 - a combination of inattentive and hyperactive/impulsive

Type 1 - Attention-deficit / hyperactivity disorder, predominantly inattentive
Symptoms may include

• often fails to give close attention to details or makes careless mistakes in school work
• often has difficulty sustaining attention in tasks
• often does not seem to listen when spoken to directly
• often does not follow through on instructions and fails to finish schoolwork or duties in the workplace (not failure to understand instructions)
• often has difficulty organizing tasks and activities
• often avoids, dislikes or is reluctant to keep engaged in tasks that require sustained mental effort
• often loses things necessary for tasks or activities
• is often easily distracted by extraneous stimuli
• is often forgetful and daily activities

Type 2 - Attention-deficit / hyperactivity disorder, predominantly hyperactive/impulsive
Symptoms may include

Hyperactivity:

• often fidgets with hands or feet or squirms in seat
• often leaves seat in classroom or in other situations in which remaining in seat is expected
• often is “on the go”
• may talk excessively

Impulsivity:

• often blurts out answers before questions have been completed
• often has difficulty awaiting turns
• often interrupts or intrudes on others

Type 3 - Attention-deficit / hyperactivity disorder, combined - includes individuals who show significant problems with inattention, hyperactivity and impulsivity

Suggested classroom modifications

1. Provide a syllabus with clear explanations of tasks and specific due dates.
2. Remind students of deadlines.
3. When possible start each lecture with an oral or written summary or outline of material to be covered.
4. Provide assignment information in written and oral format.
5. For large projects or long papers help the student breakdown the task into component parts. Set deadlines for each part.
6. Provide prompt, explicit feedback, both in written and oral format.
7. Vary the class format; alternate lecture with presentations and class discussion.
8. Be open to suggestions from the student about how to best accommodate their needs.

Possible approved academic accommodations

1. Extended time for tests and/or assignments, projects, labs; students may require more time due to distractibility or having to read things multiple times.
2. Use of a note-taker; quite often students are unable to concentrate on listening and simultaneously taking notes.
3. Alternate location for testing; for a less distracting environment.
4. Priority seating; students may wish to sit close to instructor or away from others or noisy areas.

Online resources:
This site offers some simulations – look for the “Experience Firsthand” section at the top of the page.
http://www.pbs.org/wgbh/misunderstoodminds/attention.html

AD/HD in Adults – Fact Sheet #7 from CHADD (Children and Adults with Attention-Deficit/Hyperactive Disorder)
http://www.chadd.org/fs/fs7.htm

General information from the National Resource Center on AD/HD
http://www.help4adhd.org/en/about

Students who are deaf or hard of hearing
Students at RIT and NTID make use of a variety of visual and auditory modes of communication such as use of auditory skills, speechreading (lipreading), cued speech, American Sign Language (ASL), and “signed English”.

Suggested classroom modifications

1. Designate an area in the room from which you’ll lecture and the interpreter can stand or sit to one side of you.
2. Do not obstruct the students’ view of the interpreter.
3. If lights need to be dimmed, make sure interpreter is still in well lit area.
4. When an interpreter is used, speak to the student not the interpreter.
5. Face the class when speaking. Speak clearly and naturally.
6. Do not stand or sit in front of a window where shadows will impede speech reading and/or facial expression.
7. Use visual cues and media as much as possible in presenting course related information.
8. During class discussions encourage only one speaker at a time and point out who is speaking. Repeat the question or comment to clarify the point the speaker has made.
9. Use captioned films/videos or provide a written manuscript.
10. Be open to suggestions from the student about how to best accommodate their needs.

Possible approved academic accommodations

1. Use of an interpreter
2. Use of a note-taker
3. Use of C-Print
4. Priority seating

Online resources:
National Technical Institute for the Deaf (NTID)
http://www.ntid.rit.edu/index_flash.php

Northeast Technical Assistance Center (NETAC)
Located here at RIT/NTID, this center provides outreach and technical assistance to postsecondary programs in the Northeast serving individuals who are deaf and hard of hearing.
http://www.netac.rit.edu/about.html

Class Act
This site contains a large amount of information intended to improve existing teaching practice regarding “access” to learning for deaf and hard-of-hearing students in postsecondary classrooms.
http://www.rit.edu/classact

Teaching students who are hard-of-hearing
http://www.netac.rit.edu/publication/tipsheet/teaching.html

Career stories of individuals that are deaf or hard-of-hearing
http://www.netac.rit.edu/goals/

Students with vision disabilities
Vision is measured in terms of how much can be seen (peripheral field of vision) and how clearly it can be seen (visual acuity). In RIT and NTID we have students who are considered legally blind and also those who have low vision or are partially sighted. Some of our deaf students also have a vision disability called Usher's syndrome, in which they experience a loss of peripheral vision and have poor dark adaptation or night blindness.

Suggested classroom modifications

1. Identify your textbooks early so students have time to order them in alternate format as needed.
2. Try to keep a clear path from the door into the room.
3. Encourage students to keep personal items out of pathways between desks
4. Make sure the classroom has adequate lighting.
5. Assist as needed with allowing space for a service animal.
6. Face the class when speaking.
7. Pace presentation of material; if referring to a textbook or handout, allow time for students to find the information.
8. Use dark markers on the whiteboard.
9. Read aloud what you write on the whiteboard or present in PowerPoint.
10. Verbally describe objects and processes whenever possible.
11. During class discussions, ask speakers to identify themselves by name.
12. Consider offering alternate methods for taking written tests.
13. Inform students about field trips in advance so they can make transportation arrangements.
14. Be open to suggestions from the student about how to best accommodate their needs.

Possible approved academic accommodations

1. Provide syllabus and other written items in enlarged font
2. Priority seating
3. Use of texts in alternate format
4. Allow tape recording of lecture

Online resources
Considerations when teaching students who are deaf-blind
http://www.netac.rit.edu/publication/tipsheet/deaf-blind.html

Students with Asperger's disorder or other Autism spectrum disorders
The essential features of Asperger's disorder are severe and sustained impairment in social interaction and the development of restricted, repetitive patterns of behavior, interests, and activities.

Symptoms may include
Impairment in social interaction

• marked impairment in the use of multiple nonverbal behaviors such as eye to eye gaze, facial expression, body postures, and gestures to regulate social interaction
• failure to develop pure relationships appropriate to developmental level
• a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people
• lack of social or emotional reciprocity

Restricted repetitive and stereotyped patterns of behavior, interests, and activities

• encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
• apparently inflexible adherence to specific, none functional routines or rituals
• stereotyped and repetitive motor mannerisms
• persistent preoccupation with parts of objects

Suggested classroom modifications

1. Provide a syllabus with clear explanations of tasks and specific due dates.
2. Let students know in advance about changes in routine or expectations.
3. Try to be creative/flexible in requiring or assigning group work.
4. Be aware that students may avoid eye contact.
5. Be aware that students may need to retreat from class or activity if it becomes too overwhelming.
6. Be aware that students may prefer email to in-person interactions.
7. Be open to suggestions from the student about how to best accommodate their needs.

Possible approved academic accommodations
This really varies according to individual students due to the wide range of ability levels, strengths, weaknesses, and if other disabilities also are present.

Online resources:
Fact sheet from the American Academy of Child and Adolescent Psychiatry
http://www.aacap.org/publications/factsfam/69.htm 

Article written by Stephen Bauer, M.D., M.P.H., Director Pediatric Developmental Unit, Unity Health System, Rochester NY
http://homepage.mac.com/sbauer/FileSharing2.html

Students with psychological or psychiatric disabilities
Quite often the existence of these types of disabilities is not apparent in a student sitting in the classroom. The number of students with psychological or psychiatric disabilities is increasing on college campuses. This continues to be an area that is not well understood or accepted by society.

Suggested classroom modifications

1. Provide a syllabus with clear explanations of tasks and specific due dates.
2. Try to be creative/flexible in requiring or assigning group work.
3. Discuss inappropriate classroom and interactive behavior with the student in a private and respectful manner, delineating if necessary the limits of acceptable conduct.
4. Be open to suggestions from the student about how to best accommodate their needs.

Possible approved academic accommodations

1. Extended time for tests and /or assignments or projects; students may need extended time for a variety of reasons concerning their condition or medication.
2. Ability to make up work due to medical absence; students may be absent due to treatment sessions or hospitalization.

Students with chronic health disabilities
Students with disabilities in this category present with a variety of characteristics and needs. Instructors are requested to work individually with students who present their “disability services agreement” to arrive at mutually agreeable solutions on how their accommodations can be worked out.

Suggested modifications

1. Allow flexibility in class starting time if students have made it known that they may be a few minutes late to class.
2. Be open to suggestions from the student about how to best accommodate their needs.

Possible approved academic accommodations

1. Extended time for tests and /or assignments or projects; students may need extended time for a variety of reasons concerning their condition or medication.
2. Ability to make up work due to medical absence; students may be absent due to treatment sessions or hospitalization