Faculty Resources
In order to comply with federal laws and to ensure our students receive their approved accommodations, we count on faculty to implement some of the students' accommodations which are outlined in the accommodation letter. Many accommodation letters are sent during the first few weeks of classes, but you can receive them any time throughout the semester. In accordance with ADA and Section 504 law, a cut-off date for accommodation implementation cannot be set. Students can request new accommodations or changes to existing accommodations, and accommodations are not retroactive.
Please note that students are encouraged to arrange a time to meet with their professors to discuss how the approved accommodations will be implemented. Should the accommodations included in the accommodation letter need to be reviewed please contact DSS immediately to avoid any unnecessary delays in ensuring that the student receives the needed accommodation(s). The student must adhere to all course requirements as well as the Student Code of Conduct. Please note, all information related to a student’s disability status is strictly confidential and we remind you to use discretion with this information.
- Characterized by persistent, severe difficulties due to inattention, hyperactivity, and/or impulsiveness
- Have many problems in an academic setting, similar to students with Learning Disabilities. Examples are: slow or inefficient reading, slow essay writing, frequent errors in math calculation and the mechanics of writing. Specific to ADD/ADHD are serious problems with time management, task completion organization and memory.
- Students with ADD/ADHD generally perform better if given a syllabus with clear expectations of tasks and specific due dates.
- Start each lecture with a summary of the material that will be covered that day. Conclude with a review of major points.
- Students with ADD/ADHD can "drift" during lectures. Keep materials stimulating and the format varied. If the class period is several hours, allow for breaks.
- Student should sit away from distractions (doors, windows and noisy heaters or air conditioners.)
- Students may miss assignments that are only given orally. When possible, give assignments in writing or in the form of handouts, Moodle, etc.
- For large projects or long papers, the student may need help breaking down the task into parts.
- A reduced distraction environment may be needed for the student during exams or quizzes.
Some AS students may have a sophisticated and impressive vocabulary and excellent rote memory but may have difficulty with high-level thinking and comprehension skills. They can give the impression that they understand, when in reality they may be repeating what they have heard or read. Many individuals with Asperger Syndrome are visual learners. Pictures and graphs may be helpful to them.
The following characteristics are typical in an individual with Asperger Syndrome. Due to the diversity and complexity of this disability, you may not see all of these characteristics in a given student. It is important to understand these characteristics, because they can result in behaviors that are easy to misinterpret. Often behaviors that seem odd or unusual or even rude are in fact unintentional symptoms of Asperger Syndrome.
- Frequent errors in interpreting others' body language, intentions or facial expressions.
- Difficulty understanding the motives and perceptions of others
- Problems asking for help
- Motor clumsiness, unusual body movements and/or repetitive behavior
- Difficulty with the big picture, perseverate on the details (can't see the forest for the trees)
- Difficulties with transitions and changes in schedule
- Wants things "just so"
- Problems with organization (including initiating, planning, carrying out, and finishing tasks)
- Deficits in abstract thinking (concrete, focuses on irrelevant details, difficulty generalizing)
- Unusual sensitivity to touch, sounds, and visual details, may experience sensory overload
- Communication and Social Skills
- Difficulty in initiating and sustaining connected relationships
- Poor or unusual eye contact
- Problems understanding social rules (such as personal space)
- Impairment of two-way interaction (May seem to talk "at you" rather than "with you")
- Conversation and questions may be tangential or repetitive
- Restricted interests that may be unusual and sometimes become a rigid topic for social conversation
- Unusual speech intonation, volume, rhythm, and/or rate
- Literal understanding of language (difficulty interpreting words with double meaning, confused by metaphors and sarcasm)
- Don't use absolute words such as "always" or "never" unless that is exactly what you mean.
- Supplement oral with written instructions when revising assignments, dates, etc.
- Use clear and detailed directives when referring to revisions that need to be made
- Listing or numbering changes on the paper will provide guidelines for the student when working
- If modeling writing rules, write them on a separate sheet for future reference
- Keep directions simple and declarative
- Ask student to repeat directions in their own words to check comprehension
- Clearly define course requirements, the dates of exams and when assignments are due. Provide advance notice of any changes.
- Teach to generalize and consolidate information
- Go for gist, meaning, and patterns. Don't get bogged down in details.
- Use scripts and teach strategies selectively
- Make sure all expectations are direct and explicit. Don't require students to "read between the lines" to glean your intentions.
- Don't expect the student to automatically generalize instructions.
- Provide direct feedback to the student when you observe areas of academic difficulty.
- Encourage use of resources designed to help students with study skills, particularly organizational skills.
- Avoid idioms, double meaning, and sarcasm, unless you plan to explain your usage.
- If the student has poor handwriting, allow use of a computer if easier for the student
- Use the student's preoccupying interest to help focus/motivate the student. Suggest ways to integrate this interest into the course, such as related paper topics.
- Make sure the setting for taking tests into consideration any sensitivity to sound, light, touch, etc.
- Use clear directives and establish rules if student invades your space or imposes on your time, or if a student's classroom comments or conversational volume becomes inappropriate
Information in papers may be redundant, returning to the same topic focus repeatedly. The student may be able to state facts and details, but be greatly challenged by papers requiring:
- Taking another's point of view
- Synthesizing information to arrive at a larger concept
- Comparing and contrasting to arrive at the "big picture"
- Using analogies, similes, or metaphors
- Some students have chronic health conditions that may be invisible but can cause serious problems in an educational setting. Examples are: arthritis, asthma, diabetes, cancer, and seizure disorders.
- Symptoms of these conditions can be fluctuating and unpredictable and have a negative impact on cognitive functioning. Medication side effects can also cause problems with fatigue, stamina, concentration and focus.
- Students may have difficulty getting from one location to another on campus in a timely fashion. Allowing some latitude with respect to arriving late for class may be helpful.
- Preferred seating may also be helpful. The DSS Office can provide this.
- Due to problems associated with their illness, students may need extended time for exams and quizzes.
- Deaf or HOH (hard of hearing) students use several methods to communicate with others. Some include: speech reading, speech, use of residual hearing, or sign language. For many people English is a second language, while American Sign Language is their first. Because of this students may make errors in written English similar to those made by foreign students.
- Just because a student wears a hearing aid doesn't mean the student hears well. The hearing aid only amplifies the sound. They cannot normalize a hearing loss. They are most helpful for environmental noises such as alarms and sirens.
- "Reading lips" skills vary from student to student. Only 30% of all speech sounds are visible on the lips. This leaves a lot of guesswork of what is being said up to the student.
- The terms "deaf and dumb" and "deaf-mute" are considered offensive and should not be used. Many deaf people choose not to use their own voices because they feel they will not be understood.
- A variety of services can be made for these students through the DSS Office. Interpreters, FM systems, CART services(transcriptionist) are all examples.
- If you have a student using either an interpreter or CART services, here are some tips:
- Introduce yourself to the interpreter. Arrange seating positions that are good for all.
- Help the student arrange for note taking assistance.
- Provide a copy of any syllabus or handouts you might give the class to the interpreter. This will help the interpreter develop an information base for interpreting the class.
- During class speak normally and directly to the student, not the interpreter. If the speed of the discussion becomes too fast, the interpreter and/or student will let you know.
- Always ask for clarification if the student's remarks are unintelligible from the interpreter.
- Difficulties with basic reading and language skills are the most common learning disabilities.
- Learning disabilities are not the same as mental illness, autism, deafness, and blindness.
- ADD/ADHD often occurs at the same time as a learning disability. But the two disorders are not the same thing.
- Students with learning disabilities have normal or better intelligence, but they have severe "information-processing deficits" that make them perform significantly worse in one or more academic area.
- Most students with learning disabilities report some common problems: slow and inefficient reading, slow essay-writing, problems organizing their writing, and frequent errors in math calculation.
- All students, not just students with learning disabilities, benefit when course materials are presented in Universal Design. These principles take into account different learning styles and attempt to present information clearly, concisely and in many different ways.
- Students with learning disabilities are often eligible for extended time on exams.
- Students may be eligible for note taking services. These students will need help securing a fellow classmate to serve as note taker.
- Encourage students to seek clarification and additional assistance whenever necessary or appropriate.
- Common classroom behaviors: spells incorrectly, difficulty reading, difficulty listening to a lecture and taking notes at the same time, trouble following directions, difficulty with open ended questions on exams, weak memory skills, poor grasp of abstract concepts, misreads information, trouble with math computation, demonstrates delayed processing speed.
- Visual impairments come in varied states of impairment. Ranging from total blindness, inability to read standard print, poor navigation without guide dog or a cane. These students may also experience significant fluctuations in their day to day activities.
- Largest barrier is access to the written word - on the blackboard, textbooks, feedback on homework and tests. Written information should be provided in an alternative format.
- Examples of accommodations are extended time for tests/quizzes, large print, audio texts or braille. Audiotape recordings of lectures, note takers, and talking calculators are also accommodations frequently used. It is important to discuss the students preference as a format one student uses may not be appropriate for another student.
- Most visually impaired students use some form of assistive technology.
- Identify yourself when beginning an interaction with a student with a visual impairment. Make sure the student knows when you are leaving. Use your normal tone and volume of voice.
- In group discussions, establish rules which will help student follow the discussion flow. Have students identify themselves before speaking.
- Students with visual impairments may feel it difficult to contribute to class because the lack of information about facial expression and body language makes it hard to judge when to speak.
- If a student uses a guide dog, do not interact with the dog. The dog is working. It may become distracted and excited at the attention when it needs to be calm and focused on its work.
- If it is ever appropriate to guide a visually impaired person, ask first. Offer your arm so that the person can follow you, rather than pushing the person in front of you.
- Allow preferred seating so the student can hear clearly what is being presented and see as much as possible.
- Provide course materials, including text books, in advance - so the student has time to prepare the materials for their use. Converting a textbook to an electronic version takes time.
- Use verbal descriptions of concepts and specific language rather than words like "this" or "here" which require visual information. Slow your pace when referencing a handbook or textbook as it gives the student time to find the information.
- With DSS support, allow tape recordings of lectures, note takers, or computers during lectures.
- Talk with the student about how they would like feedback on their work. Comments on work are an important part of the learning process - you could discuss verbally or in an accessible written form their performance.
- TBI's may produce a diminished or altered state of consciousness, which results in an impairment of cognitive abilities or physical functioning. Can also affect communication skills, perceptual reasoning, psychosocial issues, and behavioral and/or emotional concerns.
- Characteristics include: emotional, behavioral and/or social problems, difficulty with generalizing and integrating information, varying levels of memory, physical impacts, inconsistent patterns of performance and uneven cognitive deficits, and a shifting neurological profile.
- Every Traumatic Brain Injury is different, with different effects on the individual.
- Common academic supports for an individual with A TBI are:
- Tutoring
- Computers
- Calculators
- Possible alternative assignments
- Note takers
- Detailed syllabus
- Preferred seating in the classroom
- Tape recording of lectures
- Alternate testing environment
- Lower class load
- Some students have psychological disabilities such as depression, bi polar disorder, or severe anxiety.
- Every case is different, but, there are some commonalities in the academic experiences of students with psychological disabilities. These students report difficulties with focusing, concentrating and needing more time for exams.
- The ability to function effectively on a daily basis may fluctuate. Some days students may experience an increase of their symptoms.
- Medications can help, but may have side effects that can contribute to a student's academic problems.
- Please make every effort to make students feel comfortable if they choose to disclose their psychological disabilities to you.
- Some psychological disabilities may cause students to become disoriented or lack physical stamina.
- Because of side effects of medications, as well as general symptoms, students with psychological disabilities may need extended time for exams or note taking services.
- For disability relates reasons, these students may sometimes have to miss class, or even leave the room in the middle of a class. The student will be responsible for the content of any lecture missed, but they will appreciate your helping them fill in the gaps.
- Students with mobility impairments may not be able to raise their hands to participate in class discussions. Make eye contact frequently with these students to see if they wish to contribute to the discussion
- A wheelchair is part of a person's personal space. No one should lean on it, touch it, or push it. If possible, be seated when talking to a person in a wheel chair, so the student does not have to look up at you. This also lessens the likelihood of the student feeling intimidated with you above them looking down.
- Be compassionate. For reasons, many times, not under their control, these students may be late to class. It can be difficult to move from one location to another due to architectural barriers, poor public transportation, or campus issues.
- Classroom furniture and equipment may need to be changed for a student with mobility impairment. Special chairs, lower tables, are examples.
- Not all mobility impairments are constant and un-changing. Some students experience flare ups or relapses requiring bed rest or hospitalization. In most cases, students are able to make up missed work, but they may need extra time.
- For students with limited manual dexterity, they may need extra time on exams and quizzes. Using a computer, scribe or handwriting may be necessary.
Fundamental Alterations/Essential Functions of a Course
Pursuant to the Federal Rehabilitation Act, Oakland University will make reasonable modifications to its academic requirements as are necessary to ensure that such requirements do not discriminate or have the effect of discriminating, on the basis of disability, against a qualified disabled applicant or student; provided however, that no modifications will be made to requirements essential to the instruction being pursued by such student or to any directly related licensing requirement. Reasonable modifications may include changes in the length of time permitted for the completion of degree requirements, substitution of specific courses required for the completion of degree requirements, and adaptation of the manner in which specific courses are conducted. Similarly, pursuant to the Federal Americans with Disabilities Act, Oakland University will make reasonable modifications in polices, practices, or procedures when the modifications are necessary to avoid discrimination on the basis of disability; provided however, no modifications will be made that will fundamentally alter the nature of the services, program, or activity.
Fundamental Alteration
What does fundamental alteration mean within the context of higher education and disability?
A "fundamental alteration" is a change that is so significant it alters the essential nature of a course or a program of instruction.
- A major change in the nature of the program.
- Lowering an academic standard.
- Removing or waiving acquisition of a skill that is essential.
- Removing or waiving acquisition of a skill that is directly related to the health and safety of others.
- Removing or waiving requirements that are directly related to qualifying for that license.
Whether accommodations “would fundamentally alter the nature of its service, program, or activity” must be reviewed on a case-by-case basis (Title II, Americans with Disabilities Act). The goal is to distinguish the nature of how the course has always been taught from the truly essential objectives and requirements of the course or academic program. Through this process, methods of instruction and assessment may be examined to determine how the course or program information is taught and whether there are opportunities for alternate format of materials, alternative teaching and learning methods, additional skills or strategies, etc.
- Universities are not required to modify academic requirements that are essential to the instruction being pursued or directly related to a licensing requirement. However, flexibility in instructional methods, assignments, or assessment may be appropriate as a reasonable accommodation depending on the nature of the course and its requirements. Often alternative opportunities are available for teaching and learning the information, the format of materials, skills etc.
If it is determined that a requested academic adjustment would result in a fundamental alteration, the University must then consider whether there are alternative academic adjustments that could accommodate a student without fundamentally altering the course.
Essential Requirements
Essential course and program objectives are identified as the core learning outcomes (such as skills, knowledge, or licensure requirements) that all students must demonstrate, with or without accommodations, which are part of the interconnected curriculum requirements of the degree or academic program.
Established essential objectives and requirements:
- Clearly articulate the overall purpose of the course/program
- Identify required mastery of specific skills, knowledge, principles, and concepts
- Convey the framework used to set academic and program standards
- Ensure a fair deliberation with qualified campus professionals when determining if a requested accommodation would be a fundamental alteration
To determine the essential requirements for a course or program, the following questions should be considered:
- What fundamental course objective does this accommodation alter?
- What practical function does this fundamental objective serve in the academic program?
- Can the department provide documentation of the fundamental course objective (e.g. syllabus, professional association certification requirement, technical standard, etc.)?
- How does the requested accommodation alter this fundamental course objective?
- Has this accommodation been approved to students without disabilities or for any other situation or reason in your class in the current semester or in the past? If so, Why?
- Is there any alternate way the student could demonstrate competence without undermining the essential course objectives? For example, an alternate accommodation that would not alter the essential objective of the course/program.
- Has the program or professor ever made modifications to the standard, learning outcome, or expectations in other student situations? If yes, how is the current situation different?
- Programs or degrees
- What skills or competencies will be needed within the field after graduation?
- What are the requirements for licensing or professional accreditation?
Oakland University permits a qualified student with a disability to record class lectures as a reasonable accommodation. This is an accommodation to assist students in the note-taking process while still allowing students agency over their own note-taking. Students with various disabilities might utilize this accommodation to retrieve missed information or further clarification on concepts discussed in class.
The recording of lectures of one of the accommodations specifically mentioned in Section 504 of the Rehabilitation Act of 1973. The issue of copyright as a concern is referenced at this link: https://www2.ed.gov/
According to the regulations:
- Students with disabilities who are unable to take or read notes have the right to record class;
- Lectures recorded for personal study may not be shared with other people without the consent of the lecturer;
- Information contained in the audio-recorded lecture is protected under federal copyright laws and may not be published or quoted without the express consent of the lecturer and without giving proper identity and credit to the lecturer.
Instructor's right to privacy / protect copyright
If an instructor objects to the use of a recording device, it is typically because they maintain that their right to privacy of information discussed in the classroom is being violated or because there is a concern about a breach of copyright. The instructor’s right to privacy or concern over copyright does not override the student’s right to accommodation. It is the responsibility of the Disability Support Services Office (DSS) to see that the instructor’s concern for privacy and protection of copyright is respected and addressed while still assuring the availability of accommodation for the student. Students with DSS accommodations must abide by the DSS recording agreement. It is the student’s responsibility to provide a signed copy of the recording contract to each instructor each semester along with their Accommodation letter. Students who are granted this accommodation understand these recordings are for personal use and are not to be shared with others. If recordings are used inappropriately, instructors could refer the matter to the Student Conduct System for review.
Classes involving self-disclosure from students
Occasionally, instructors object to the use of a recording device in classes that involve a great deal of self-disclosure from students as part of the class, fearing that the use of a recording device will inhibit students from freely sharing. The use of a recording device is to replace the student’s note-taking ability. If these open discussions are not appropriate subject matter for any student to be taking notes, it would be appropriate to issue a general announcement to the class to request that any students who are using a recording device turn it off. In general, you do not need to inform the class that someone is recording.
A professor who believes that a recording accommodation would constitute a fundamental alteration to course content should contact the director of the DSS office to discuss those concerns.
- Should introduce themselves to faculty during the first weeks of classes and deliver Accommodation Letters.
- Should visit their instructors regularly, if needed, for help with school work.
- Are entitled to confidentiality always, in front of peers and faculty.
- Must provide DSS current documentation in order to receive accommodations.
- May be eligible for a range of academic accommodations.
- Are guaranteed certain rights under federal law.
- Should try to solve conflicts with professors first, before all else.
Faculty
- Could encourage early disclosure by including friendly language in syllabi.
- Are the students biggest resource and should project an approachable demeanor.
- Should never reveal a student’s disability to anyone, at any time.
- Should direct any students (not registered with the DSS Office) to the DSS Office
- Must accommodate those students who are approved by the DSS Office.
- Should contact DSS if mediation assistance is needed or desired or if they have any questions or concerns.
Many students have disabilities that are not readily noticeable so it is important to encourage students to identify their needs at the beginning of a semester. A statement on the syllabus and an announcement in class normalize the accommodation process by treating it as a part of the course.
Students already registered with DSS will have current accommodation letters that support their requests for accommodations and verify their eligibility. Faculty should refer students to DSS if they request accommodations without possessing a current accommodation letter signed by DSS staff.
In collaboration with CETL, the following syllabus statement has been created and is encouraged to be added to the syllabus:
Oakland University is committed to providing everyone the support and services needed to participate in their courses. Students with disabilities who may require special accommodations should make an appointment with campus Disability Support Services (DSS). If you qualify for accommodations because of a disability, please give me a letter from Disability Support Services as soon as possible (for exam accommodations provide your letter at least one week prior to the exam) so that I can prepare accordingly. DSS determines accommodations based on documented disabilities.
Disability Support Services
371 Wilson Boulevard
Rochester, MI 48309-4454
(location map)
(248) 370-3266
Fax: (248) 370-4327
[email protected]
Office Hours:
Mon-Fri: 8 a.m.-5 p.m.