Faculty Guide to Student Accommodations

  • Faculty Role in Accommodations
  • Procedures for Testing Accommodations
  • Disability Law Definitions and Information
  • Universal Design for Learning (UDL)
  • Learning Disabilities
  • Autism and Asperger's Disorder
  • Psychiatric Disabilities

When students are registered for accommodations with CSA you will receive an accommodation letter stating the approved accommodations the student receives. You may be asked to:

  • Assist the student in finding effective peer note-takers from the Alternatively, you could provide the student with a copy of your lecture notes or outline.
  • Allow the student to record lectures
  • Allow the student extended time on exams
  • Allow the student to take the exam in a distraction reduced location
  • Allow the student to use a calculator for exams

If you have questions or concerns regarding a student's accommodations stated on their letter please talk with the student or contact the coordinator of the Center for Student Accommodations.

  • Discuss accommodations stated on the accommodation letter with the student
  • Complete and return the Exam Request Form to the student upon receiving one to fill out. Keep a copy for your
  • At least 24 hours prior to the scheduled exam time, send exams via email to csa@pittstate.edu or hand deliver the exams to CSA in 218 Russ.

Section 504 of the Rehabilitation Act and American with Disabilities Act, including its many amendments prohibits discrimination against otherwise qualified students with disabilities.

  • Discrimination means excluding a student with a disability from any University course, program, service or employment because of the student's disability.
  • Qualified means that the student has met the admission requirements of the University with or without accommodations. Students with disabilities must meet all relevant academic and conduct standards at Pittsburg State University, just as other students, to remain
  • Accommodations provide equal access to students with disabilities to the facilities, activities and academics on Pittsburg State University's campus who are registered with our
  • A Reasonable accommodation does not fundamentally alter a course or reduce the academic standards of a course or
    • If you think an accommodation suggested by CSA will fundamentally alter your course please let us know immediately.

Americans with Disabilities Act – www.ada.gov

Universal Design for Learning reduces barriers within instruction and provides flexibility in ways class material is presented and how students respond and demonstrate knowledge. UDL gives all individuals equal opportunities to learn.

Students diagnosed with a learning disability (LD) are of average or above average intelligence with a significant discrepancy between their academic achievement and their intellectual ability.

Learning Disabilities often impact student abilities in one or more of the following categories:

  • Spoken Language - listening and speaking
  • Written Language - reading, writing and spelling
  • Arithmetic - calculation, mathematical concepts
  • Reasoning - organization and integration of ideas and thoughts

National Center for Learning Disabilities (NCLD) - www.ncld.org

A developmental disorder that is commonly diagnosed is Autism and Asperger's Disorder.

Autism and Asperger's Disorder are referred to as Autism spectrum disorder (ASD).

Individuals with ASD are characterized by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. Each individual with this diagnosis is impacted differently at varying degrees.

Autism Speaks - www.autismspeaks.org

Autism Society - www.autism-society.org

 

Strengths and Challenges of College Students with ASD:

Strengths

* Cognitive abilities similar to neurotypical or gifted individuals

  • Excellent vocabulary, strong verbal skills
  • Focused, diligent
  • Honest to a fault

* Strong desire to excel

* Creative, unique ways of thinking

* Passionate about unique interests

* Concrete, literal

Challenges

  • Difficulty with change, transitions
  • Poor ability to read/learn unwritten rules & procedures
  • Frequent anxiety

* Difficult with communication, relationships, reciprocal social interaction (e.g. classmates, group assignments, class presentations)

  • Presence of stereotyped behavior, interests or activities
  • Sensory processing disorders
  • Concrete, literal

 

Video:

Understanding Asperger Syndrome: A Professor's Guide  

 

Webpages and Online Articles:

 

Books:

  • Palmer, A. (2005). Realizing the college dream with autism or Asperger syndrome: A parent's guide to student success. Philadelphia: Jessica Kingsley Publishing,
  • Vermeulen, P. (2013). Autism as context blindness. Shawnee Mission, KS: AAPC Publishing.
  • Wolf, L. E., Brown, T., & Bork, R. (2009). Students with Asperger syndrome: A guide for college personnel. Shawnee Mission, KS: AAPC Publishing.
  • Zager, , Alpern, C. S., McKeon, B., Mulvey, J. D., & Maxam, S. (2012). Educating college students with autism spectrum disorders. NY: Routledge.

"Mental Illness" is a medical condition that disrupts a person's thinking, feeling, relating and daily functioning. It often results in a diminished capacity for coping with the demands of life. A mental illness is rarely apparent to others. However, students may experience symptoms that interfere with their educational goals and that create a "psychiatric disability."

The following are some of the psychiatric diagnoses:

  • Bipolar Disorder
  • Obsessive Compulsive Disorder {OCD)
  • Generalized Anxiety Disorder
  • Post-Traumatic Stress Disorder (PTSD)
  • Social Phobia
  • Dissociative Identity Disorder

National Institute of Mental Health (NIMH) - www.nimh.nih.gov

Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) - www.chadd.org

A great video to watch: http://www.youtube.com/watch?v=SH3vt-XrkEs

Great Resource developed by the University of Nebraska - Lincoln: http://solutions.unl.edu/wiki/