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Faculty Guide to Working with Students with Disabilities

Central Oregon Community College is committed to providing equal opportunity to higher education for academically qualified students without regard to disability.  Students and Faculty at COCC are encouraged to become familiar with their rights and responsibilities.  

The Faculty of COCC is committed to the retention of students while promoting academic success.  Students are recruited to the college with the understanding that the Faculty is responsive to their needs and will provide reasonable accommodations.  Providing reasonable accommodations is a cooperative effort between COCC Faculty and Services for Students with Disabilities (SSD).

Services for Students with Disabilities (SSD) 

SSD has the responsibility for administering, reviewing, maintaining, and supervising a variety of support procedures and services for students in accordance with state and federal laws.  When appropriate, SSD provides sign language interpreters, note takers, alternate format textbooks, assistance in working with instructors, and *equipment loans.  Faculty and SSD staff work cooperatively to decide when adjustments to academic requirements, testing formats and substitution of classes may be necessary.

*limited

Non-discrimination policy

Federal and state laws prohibit discrimination on the basis on disability.  For a copy of university policy and guidelines, contact the Affirmative Action and Equal Opportunity Officer, Dianne Capozzola, 541-383-7218.  It is the recommendation of the office of Services for Students with Disabilities that where appropriate, Faculty of COCC go beyond legal requirements in fostering an atmosphere of enhanced learning.

Strategies for Optimizing Learning

Many teaching strategies that assist students with disabilities are also known to benefit students without disabilities.  Instruction provided in an array of approaches will reach more students than instruction using one method.  The following suggestions are designed to assist you in meeting the growing diversity of student needs in the classroom, particularly those related to disabilities.  Please let us know if there are other strategies that you have found to be effective.

TWO IMPORTANT POINTS:

  • The needs of and necessary accommodations for students with disabilities can vary dramatically even within the same disability type.  Always talk with the student about   his/her specific needs and consult with SSD as needed.
  • Most disabilities are not obvious.  NEVER assume that you do not have a student with a disability in your class.

General Strategies for Teaching and Presentation 

  • Begin class with a review of the previous lecture and an overview of topics to be covered that day; give questions the students should be able to answer by the end of the lecture. At the conclusion of the lecture, summarize key points.
  • Highlight major concepts and terminology both orally and visually. Be alert for opportunities to provide information in more than one sensory mode.
  • Emphasize main ideas and key concepts during lecture and highlight them on the blackboard, overhead, or ppt.
  • Speak directly to students; use gestures and natural expressions to convey further meaning.
  • Diminish or eliminate auditory and visual distractions.
  • Present new or technical vocabulary on the blackboard, overhead or ppt, or use a handout. Make available handouts in alternative formats if needed (i.e., photo copy instead of ditto, 18 pt. font instead of 12 pt.).      Use visual aides such as diagrams, charts, and graphs; use color to enhance the message.
  • Give assignments both orally and in written form; be available for clarification.
  • Provide adequate opportunities for participation, questions and/or discussion.
  • Provide timelines for long-range assignments.
  • Use sequential steps for long-range assignments; for example, for a lengthy paper, 1) select a topic, 2) write an outline, 3) submit a rough draft, 4) make necessary corrections with approval, 5) turn in a final draft.
  • All materials handed out in class must be in an accessible format. Give feedback on early drafts of papers so there is adequate time for clarification, rewrites, and refinements.
  • Provide study questions and review sessions to aid in mastering material and preparing for exams.
  • Give sample test questions; explain what constitutes a good answer and why.
  • To test knowledge of material rather than test-taking savvy, phrase test items clearly and economically.
  • Be concise and avoid double negatives.
  • Facilitate the formation of study groups for students who wish to participate.
  • Encourage students to seek assistance during your office hours and to use campus support services.

Before the term~

  • Class Syllabus:  Please be sure that your syllabi contain this statement (or similar ADA statement): "Students with documented disabilities who may need accommodations, who have any emergency medical information the instructor should know of, or who need special arrangements in the event of evacuation, should make an appointment with the instructor as early as possible, no later than the first week of the term. Students may also wish to contact the COCC Disability Services Office in the Boyle Education Center, (541) 383-7583".
  • Review of letter from SSD:  When a student has registered with SSD, they will be given a letter to bring to your attention outlining the accommodations for which they are eligible.  Please review the letter and consider accommodations in the contexts of your class.  Discuss any questions or concerns you have with the SSD Coordinator.  

Beginning of the Term~

  • First Class:  Bring the syllabus statement to the attention of students at the first class meeting.  This approach preserves students' privacy and also indicates your willingness to provide    accommodations as needed.
  • Assignments:  Because many students with disabilities need additional time to process and complete assignments, convey expectations at the beginning of the course (e.g., grading, material to be covered, due dates) in written and in oral format.  Announce reading assignments well in advance to assist students using taped materials or other alternate formats.
  • First meeting with the student with a disability:  Students should make arrangements to meet with you to present the letter they received from SSD and to discuss the implementation of the eligible accommodations.
  • Assistance with identifying a note-taker:  SSD asks for your assistance in identifying a note taker for the class.  If you know of a qualified student, please make the appropriate recommendation.  If you do not know of anyone, please read the announcement of the need for a note taker in class as soon as possible.  If you need assistance, please contact SSD.
  • Alternative Testing:  Providing alternative testing is a collaborative effort between SSD and Faculty.  Via the Testing and Tutoring Center, SSD provides proctoring of exams for students with documented disabilities.  The proctoring service is designed to ensure that appropriate accommodations are provided and to assist the Faculty in administering required exams and quizzes. If using the Testing Center, please complete the testing contract provided by Testing and Tutoring, which covers how you would like the exam to be administered.   Faculty are not required to utilize the specific services of the Testing and Tutoring Center as long as the necessary accommodations are provided (i.e. distraction-free environment) 
  • Timing of requests for alternative testing format:  Requests for alternative testing formats (i.e. recorded or scribed) made too close to the exam time may impose undue administrative burden.  SSD generally requires 3 days notice to arrange alternative testing unless there are exceptional circumstances beyond the control of the student.  If you are approached for accommodations by a student and they do not have a letter from SSD, please refer them to our office.  You may wish to indicate that you need to review a letter from SSD to assist in determining appropriate accommodations.
  • Alternative Formats:  Faculty should communicate with SSD staff to coordinate production of tests and course materials in alternative formats.  SSD will alert you via the SSD letter if these accommodations are needed (i.e. tests in audio format).  If a student makes a request directly to you and you have not received notification from SSD, please have them contact our offices. 

Student Responsibilities 

From their initial contact with COCC, students with disabilities who need accommodation should contact the SSD office.  It is the student's responsibility to acquire information concerning classroom accommodations, technological accommodations, resources on campus for parking, shuttle service and housing.  Students are responsible for providing documentation, making timely requests for services and communicating with their professors regarding accommodations specific to the course.  Accommodations are not automatically put in place without the request by the student to the Faculty member. 

If a student requests an accommodation without providing notification from SSD of such eligibility, please refer the student to our office.  If the student is already on file with SSD, a letter will be supplied.  If the student is new to SSD, the process of documentation review and meeting with the student may take some time.

Shared Responsibilities  

It is the student's responsibility to report disability-related needs to the Faculty through SSD in a timely manner.  You are not required to anticipate individual needs.  It is important to state that students with disabilities must inform you of any specific needs as soon as possible to ensure a timely response.  For example, if a student waits until the day of an exam to ask for extended time or a separate testing area, the student has failed to make the request in a timely manner.  If the students fails to ask for extended time until late in the quarter, you are only required to provide accommodations from the time the request is made (if supported by SSD).  You do not need to offer make up exams, or provide retroactive accommodations to students who have delayed notification to you.

When a student discloses a disability, it is important to ask what you can do to facilitate learning.  It may be as simple as allowing the student to sit in the front of the class, or quite complicated if the student does not have a clear sense of  their particular needs.  Remember, a student need not disclose the nature of the disability, and you are prohibited by law to inquire as to specifics.

In advising or mentoring relationships it is important not to discourage students from specific fields of study based on assumptions you may have about a disability.  If the student meets the admission requirements, maintains the appropriate grades, and is otherwise qualified he/she should not be treated differently from a student without a disability.  Your responsibility is to provide an education and the student must meet and maintain academic standards.

Documentation of Disability  

Assistance is available to students whose disabilities have been documented by the appropriate professional and in accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973.  Disability verification is the responsibility of the SSD office, solely.  The student is responsible for providing appropriate documentation.  Faculty should not be involved in the process of documenting a disability.  As a Faculty member, you can assist students by directing them to SSD resources thereby easing the student's adjustment and assuring a more positive college experience.

Reasonable and Unreasonable Accommodations

Reasonable accommodations are modifications of the learning environment that eliminate as much as possible, physical or instructional barriers to learning encountered by the student with a disability.  Accommodations are individualized and dependent on the nature of the specific disability or disabilities.  A student's physical accessibility to the classroom as well as the student's ability to fully participate in all course activities are both considered in providing reasonable accommodations.  Examples of accessibility aids and course adaptations are provided in the "Guide for Students with Disabilities" available on the SSD website (http://disability.cocc.edu). 

Unreasonable accommodations alter requirements that are essential to the program of instruction or to meet licensing prerequisites; cause fundamental alteration in the nature of the program; impose undue financial or administrative burden; or pose an appreciable threat to personnel or public safety.  If you believe the requested accommodation is unreasonable, discuss these factors with your department supervisor and SSD Coordinator. 

Confidentiality

Information concerning a student's disability should be disclosed only to those with a legitimate "need to know".  Sharing of information with other faculty and staff needs to be balanced with the student's interest while maintaining their privacy.  SSD will take steps to notify an instructor of a potential danger when the office has evidence of ongoing (either episodic or continuous) loss of control, when such loss of control would, in the circumstances, reasonably appear to present an appreciable risk of harm.  The student will also be advised of any need to notify others.  Further disclosure should only be made with the express permission of the student or in consultation with appropriate SSD staff.  Please do not discuss or refer to a student's disability or need for accommodations in front of other students or staff. 

**A student does not need to disclose the nature of disability to Faculty or staff unless by choice.

**These guidelines are abbreviated and not intended to be comprehensive.  For detailed information, please consult the "Guidebook for Students with Disabilities" on the SSD website, or contact the appropriate support service.  We have a commitment to meeting student and faculty needs, in a collaborative effort to provide an enhanced learning environment at COCC.

 

Services

Services for Students with Disabilities (SSD)
  Boyle Education Center 123-125
  383-7743 or 383-7583 

Office of Affirmative Action and Equal Opportunity
   Chandler Lab
   9th St.
   Bend,OR
   541-318-3766   

Campus Services
  ADA Coordinator of Facilities
  541-383-7776