ADA Tips for Faculty

Helpful Attitudes & Etiquette
Students with disabilities are much more like us than unlike us, but they differ in one major aspect. They have suffered the psychological impact of disability and have adjusted, or are in the process of adjusting, to this impact, which has interfered with their ability to participate in the basic life functions of education and work. For a person who is not disabled, it can be difficult to appreciate the complexity of the student's situation. Attitudinal barriers, as well as academic and architectural barriers, interfere with a student's access to education. The following suggestions will help raise your awareness and facilitate the academic participation of students with disabilities.

- Ask the Student
While we encourage students to discuss their needs with their instructors, this conversation does not always take place. If you have questions about whether or not a student needs an accommodation, the first person to ask is the student.

- Be aware of your language
Using terms such as "student with a disability" rather than "disabled student" puts the emphasis on the person rather than his/her disability.

- Relax
Don't be afraid to approach a person with a disability, or use words such as "walk" when talking with a person using a wheelchair. As with anyone else, just treat them, as you would like to be treated --- with respect.

- Speak directly to the student
Don't consider a companion to be a conversation go-between. Even if the student has an interpreter present, speak directly to the student.

- Give your full attention
Be considerate of the extra time it might take for a person with a disability to get things said or done. Don't talk for the person who has difficulty speaking, but give help when needed. Keep your manner encouraging rather than correcting.

- Speak slowly and distinctly
When talking to a person who is hard of hearing or has difficulty understanding, speak slowly without exaggerating your lip movement. Stand in front of the person and use gestures to aid communication. Many students who are deaf or hard of hearing rely on being able to read your lips. When full understanding is doubtful, write notes.

- Appreciate abilities
Students with disabilities, like those without disabilities, do some things well and others not as well. By focusing on what they can do, instead of what they can't, you will help build their confidence.

- Use common sense
Although some students with disabilities may require significant adaptation and modification in the classroom, more often common sense approaches can be applied to ensure that students have access to course content.

- Wheelchair etiquette
A wheelchair is part of a person's "personal space". No one should lean on a chair, touch it, or push it unless asked. When pushing a wheelchair, ask the person how he/she wants you to proceed. Whenever you are talking with a student in a wheelchair, be seated so the student does not have to peer upward at you.

- Architectural barriers
Be alert to possible architectural barriers in places you want to enter with a person who has a disability. If the person is on crutches or in a wheelchair, opening a door is appreciated. Also, watch for poor lighting, which impairs communication for persons with hearing and visual impairments.

- Service dog etiquette
Companion and guide dogs work for their owners and should not be played with or petted.

Confidentiality and Legal Requirements
The information a student shares with faculty about his or her disability is confidential and must be treated as such, according to DeVry's policy. Recognizing that discrimination often occurs as a result of attitudinal barriers and misconceptions regarding the potential of people with disabilities, government mandates for nondiscrimination carry within them rules regarding the confidential treatment of disability related information. These mandates include Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. The Department of Justice has indicated that a faculty member generally does not have a need to know what the disability is, only that it has been appropriately verified by the individual or office, Student Services, assigned this responsibility on behalf of the institution.

Here are some guidelines on preserving student confidentiality:
* Avoid discussing disability issues in front of the class or in the presence of other students. Arrange to meet with the student privately in your office or in a private classroom where the student can explain his/her need for accommodations.

* Some students may have hidden disabilities, which they may not choose to reveal. Disclosure of the specific disability can only be made by the student, or with the student's permission. However, the student must self-disclose that he/she has a disability and provide medical documentation to the Student Services before accommodations can be approved. If the student does not have a approved accommodations from Student Services, refer the student to our office.

* It is recommended that you ask the student to describe his/her functional limitations imposed by the disability and the accommodations that are necessary to improve the student's access to the required activities, exams, and assignments for your class. Examples of functional limitations might include: difficulty concentrating or remembering, inability to see or hear, difficulty sitting or standing for longer than 30 minutes, difficulty breathing when sitting near someone wearing perfume. Do not inquire about the medical diagnosis of the student's disability.

* Information about the student's disability should not be shared with other faculty member or staff, unless the student has signed a release giving you permission to do so. Avoid sending e-mail messages with specific information about the student's name and disability.

* When leaving a message at the student's home, office, or dorm, do not refer to the student's disability, or accommodations that are arranged. The student may not have disclosed his/her disability to roommates, co-workers, or relatives. Simply leave your name and phone number and best times to reach you.

FAQ's About Test Accommodations
The following are questions that are often asked about test accommodations:

Q. Is it fair to give extra time to students with disabilities, when other students have to work under time constraints?
A. Yes, it is fair, as long as the accommodation for the student with a disability does not fundamentally alter the nature of the curriculum. The accommodation should be viewed as leveling the field for the student with a disability and not as a means to disadvantage the able-bodied students.

Q. If a student with a disability really understands the material thoroughly, why take extra time to write answers?
A. Students with visual impairments, mobility impairments, or specific learning disabilities often need more time to take examination because they may use adaptive devices, readers, scribes or simply because their disability affects the process of writing. They are protected under the law, which specifically mandates auxiliary aids and services during examinations. These auxiliary aids and services, by their very nature, require more time.

Q. What about cheating on exams?
A. Students with disabilities exhibit the same range of moral integrity as able-bodied students. You may wish to ensure the integrity of your exam by accommodating the exam yourself. If you cannot monitor the extended time in your office; you can have the student take the exam in an adjacent empty room, leaving books and backpack with you or have someone else in your department proctor the exam for you. Cheating on exams by students with disabilities should never be excused or tolerated.

Q. When we provide all these accommodations, are we preparing students with disabilities for the real world where they have to meet deadlines and write reports in a hurry?
A. The Americans With Disabilities Act (ADA) requires that employers make the workplace accessible, and that accommodations be provided. All private and public businesses must comply with the ADA and provide reasonable accommodations. In addition, certifying and licensing examinations of all kinds, employment entrance tests, and promotion exams must be accommodated.

Q. Why do students with disabilities make test accommodations requests in the middle of a quarter?
A. Legally, there is no obligation for a student to identify his or her disability at any particular time. Keep in mind that talking about a disability may be uncomfortable for the student. Also, some students use accommodations only after they discover that they are having problems. Nevertheless, the SDRC encourages each student to self-identity and make his or her needs known at the beginning of each quarter. However, students who identify in the middle of the semester must do so far enough in advance of the exam to allow faculty or the SDRC to arrange for the accommodation(s).

If you have questions, please call us at 574-1210.