The Rehabilitation Act

The Rehabilitation Act of 1973, recently reaffirmed by the 1992 Americans with Disabilities Act (ADA), was created to protect the rights of the population who have disabilities. Section 504 of the Rehabilitation Act specifically applies to colleges and universities and can have a direct impact on our day-to-day activities.

It is every faculty member's responsibility to become familiar with the law and make reasonable accommodations. More importantly, we want to continue to do everything reasonable to assist our many talented and skilled persons with disabilities in reaching their potential.

What is Section 504?

In 1973 the Rehabilitation Act was passed; Section 504 of this act states that "no otherwise qualified handicapped individual in the United States...shall solely by reason of his/her handicap be denied the benefits, or be subjected to discrimination under any program or activity receiving Federal financial assistance." Subpart E of Section 504 is applicable to all post secondary educational programs and activities which receive federal financial assistance. Colleges and universities must be free from discrimination in their recruitment, admissions and treatment of students.

An "otherwise qualified handicapped person" is defined as one who meets the academic and technical standards requisite to admission or participation in the Institute's programs and activities. This may include students with a hearing impairment, orthopedic or speech problems, dyslexia, cancer, cerebral palsy, diabetes, blindness, multiple sclerosis, muscular dystrophy, AIDS, mental illness, drug or alcohol addiction, heart disease or epilepsy.

How Does This Law Impact The Classroom?

For college students with disabilities, academic adjustments may be needed to insure maximal participation. These adjustments may include adaptation of the manner in which specific courses are conducted, the use of auxiliary equipment and support staff, and modification in academic requirements. These students may need support services or programs that can provide them with sufficient flexibility to meet the demands of a post secondary institution.

Faculty members may need to modify teaching methods and examinations to meet the needs of students with disabilities.

How Can Faculty Members Modify Their Classrooms to Respond to Section 504?

Students with disabilities may request modifications in the classroom that allow for their maximal participation. Examples of reasonable and timely accommodations that faculty can implement include the following options:

• Permit examinations to be proctored, read orally, dictated or typed.
• Allow extra time for the completion of the examinations. Increase the frequency of exams or quizzes. Use alternative methods for students to demonstrate course mastery.
• Permit basic four function calculators and standard desk dictionaries during examinations. Utilize computer software programs to assist in test-taking and study skills development.
• Permit tape recorders to be used in the classroom.
• Secure removal of structural or architectural barriers or disturbances.

Where Are The Resources For Faculty On Section 504?

Faculty members with questions about program modifications and accommodations for students with disabilities can receive information and support from Ms. Pamela Lloyd, Disabilities Coordinator at 475-6988 tty.

The above information is excerpted from a publication on Section 504 published by AHEAD, Association of Higher Education and Disability. Faculty members wishing more information about Section 504 and their classroom may also want to contact AHEAD directly at Box 21192, Columbus, Ohio 43221 (614) 488-4972 (V/TTY).

Approved September 1992