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Policies: Student Rights: ADA:
Definitions, Considerations and Possible In-Class and Out-of-Class
Modifications or Strategies
(to be applied on a case-by-case basis)
(Based upon a student's documented disability, the following are
possible modifications and strategies listed in order of common
usage. They are provided as examples only).
Blind/Partially Sighted Students
Definition: disorders in the function of the eye as manifested
by at lease one of the following: 1) visual acuity of 20-200--the
legally blind person can see at 20 feet what the average-sighted
person can see at 200; 2) low vision--limited or diminished vision
that cannot be corrected with standard lenses; and 3) partial sight--the
field of vision is impaired because of illness, a degenerative syndrome,
or trauma.
Considerations: some students may use aids such as guide
dogs or white canes. These dogs are highly trained for the work
that they do and are well disciplined in group settings--they are
at work and should not be petted. White canes are another mobility
aid and are distinctive in their white coloring to be noted as such
for the seeing population.
Modifications or strategies in class could include:
- Advance reading of lists or syllabi in advance to allow time
for arrangements for alternative formats, i.e., Braille, large
print, tape
- use of tape recorders in class
- alternative testing formats (oral tests, large print, Braille,
or tape)
- team student with sighted classmate or lab partner
- reserve front seats for low vision students
- verbalize the content printed on transparencies or chalkboard
- face the class when speaking
- deadline flexibility for assignments for document conversion
and processing
- extended time for tests
Deaf/Hard of Hearing Students
Definition: hearing loss attributed to two causes: 1) sensorineural
(nerve deafness which involves impairment of the auditory nerve
and affects the inner ear) or 2) conductive loss (a dysfunction
of part of the ear mechanism affecting the outer and middle ear).
Some students may have both type of hearing loss.
Considerations: the age of the student at the time of the
loss will impact on the student's ability to communicate as a hearing
person. The student may be prelingually deaf (hearing loss before
oral language acquisition) or adventitiously deaf (normal hearing
during language acquisition). Those born deaf or who become deaf
as very young children might have more limited speech development.
Some students who have residual hearing may rely on lip reading
and use hearing aids or assistive listening devices. Hearing aids
amplify all sounds and can make small noises such as air conditioners,
hissing lighting fixtures and traffic noise overwhelming. Lip reading
students usually comprehend only about 30-40% of what is said and
have difficulty understanding instructors who cover their lips,
face the chalkboard, move around or wear a mustache. Class discussions
can also be problematic.
Some students may require the use of sign or oral language interpreters
to access the information being presented in class. Sign language
interpreters use highly developed language and finger spelling skills
for several types of sign language (American Sign Language or Pidgin
Signed English as examples). Oral interpreters silently form words
on their lips for speechreading. Interpreters will interpret all
information in given situation, including instructors=
comments, class discussion and /or interpreter and environmental
sounds.
Modifications or strategies in class could include:
- notetakers to enable students to pay full attention to the instructor
and not miss important information
- face the class when speaking
- repeat questions from the class
- reserved seating for hard-of-hearing students
- written instructions as a back-up for oral instructions
- present information visually as much as possible
- recruit a hearing student to team up for in-class assignments
or labs
Guidelines for working with interpreters:
- Relax and talk normally. Allow for the time lag between the
spoken message and its interpretation
- Be sensitive to the length of time of the session if it is longer
than an hour to enable the interpreter to take a break
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Mobility Impairments
Definition: Impairments ranging in severity from limitations
on stamina to paralysis impacting on physical mobility and movement.
This includes quadriplegia, paraplegia, amputation, arthritis, back
disorders, cerebral palsy, muscular dystrophy.
Considerations: Physical disability is separate from matters
of cognition. When talking to persons in wheelchairs, talk to the
person, not the chair. Take time to understand the person if speech
is affected. Take cues from the individual if assistance is needed
with a particular task. Students should let faculty and staff know
if help is needed depending on the severity of their impairment.
Each person's physical rehabilitation level is different.
Modifications or strategies in class could include:
- leniency for occasional late arrivals, particularly in bad weather
- priority registration to group classes in building of close
proximity
- use of tape recorders and laptops in class
- extra time for tests if there are manual dexterity problems,
or provide alternative arrangements for testing, including tests
on computer, use of scribes, audio taping responses or oral tests
- extra time for assignments due to slow writing speed or medical
concerns which involve time in a doctor's office or hospital
- partners who can function as a student's hands or legs
- treat students the same as all other students who do not use
wheelchairs, scooters or other mobility devices
- move a desk to allow for seating up front if needed
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Systemic Disabilities
Definition: disabilities stemming from conditions affecting
one or more of the body's systems--respiratory, immunological, neurological
or circulatory. Examples include: cancer, chemical dependency, diabetes,
seizure disorder, HIV, Lyme disease, lupus, multiple chemical sensitivity,
severe asthma and allergies, kidney disease.
Modifications or strategies in class could include:
- notetakers
- priority registration to arrange for classes in buildings in
close proximity
- extended time to complete tasks, exams
- flexible deadlines
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Psychiatric/Psychological Disabilities
Definition: Chronic conditions affecting emotions that
have documented medical and psychological intervention. Examples
include depression, bipolar (manic-depressive) disorder, anxiety
disorders, schizophrenia. With appropriate treatment, a vast majority
of individuals with these disabilities can function effectively.
Considerations: If disruptive behaviors persist or a code
of conduct is violated, this should not be dealt with as a health
issue. It should be dealt with as disruptive conduct and subject
to disciplinary action as outlined in the ACC Student Handbook.
Modifications or strategies in class could include:
- extended time for exams
- notetakers, tape recorders in class
- flexibility for attendance requirement in case of hospitalization/crises
- consider incompletes or late withdrawals rather than failures
in the event of prolonged
- illness-related absences
- consider allowing beverages in class to accommodate side effect
of medication
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Learning Disabilities
Definition: From the National Joint Committee on Learning
Disabilities:
Learning disabilities is a general term that refers to a heterogeneous
group of disorders manifested by significant difficulties in the
acquisition and use of listening, speaking, reading, writing, reasoning,
or mathematical abilities. These disorders are intrinsic to the
individual, presumed to be due to central nervous system dysfunction,
and may occur across the life span. Problems in self-regulatory
behaviors, social perception, and social interaction may exist with
learning disabilities but do not by themselves constitute a learning
disability. Although learning disabilities may occur concomitantly
with other disabling condition, (for example, sensory impairment,
mental retardation, serious emotional disturbance), or with extrinsic
influences (such as cultural differences, insufficient or inappropriate
instruction), they are not the result of those conditions or influences.
Considerations:
- Students with learning disabilities usually have average or
above-average intelligence. Learning disabilities are not the
same as mental retardation or emotional disorders
- Learning disabilities must be documented through a series of
intellectual, cognitive and achievement skills testing
The testing indicates that there is a learning disability when
there is a discrepancy between the student's achievement skills
and intellectual capacity.
Common LD problems/deficits exhibited:
Modifications or strategies in class could include:
- extended time to complete a course, in-class assignments, tests
- alternate testing arrangements--quiet environments with minimal
distractions, orally respond to exam questions, essay vs. multiple
choice or vice verse, alternatives to computer grid- scored sheets
- taped textbooks
- word processor in class, use of spell or grammar checkers
- copies of transparencies or overheads
- study guides or review sheets for exams
- multiple teaching modalities
- advance syllabus prior to the start of classes
- tape recorder in class
- scribes
- calculators in class
- notetaker
- priority registration
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Attention Deficit/Hyperactivity Disorder
(ADD/ADHD)
Definition: a neurobiological condition that is manifested
in a persistent pattern of inattention, impulsivity or hyperactivity.
It arises during childhood and is attributed neither to gross sensory,
language or motor impairment nor to mental retardation or severe
emotional disturbance.
Considerations:
- ADD/ADHD is documented through a comprehensive evaluation that
establishes a diagnosis, rules out other causes and determines
the presence or absence of other conditions. This evaluation will
often include intelligence testing plus the assessment of academic,
social, and emotional functioning and developmental abilities.
Measures of attention span and impulsivity will also be used.
A medical exam by a physician is also important.
- Students with ADD/ADHD may have accompanying learning disabilities
or other disabilities such as anxiety or depression that can impact
on their college learning experience. Accommodations for students
with learning disabilities may be appropriate for students with
ADD/ADHD. One major difference between ADD/ADHD and learning disabilities
is that some symptoms of ADD/ADHD respond to medication. There
is no know medical treatment for learning disabilities.
Common ADD/ADHD problems/deficits exhibited:
- underachievement
- lack of organization
- chronic procrastination
- easy distractibility
- impulsivity
- high volume of activity with poor follow-through on task completion
- frequent search for high stimulation
- intolerance of boredom
- high level of creativity and intelligence
- difficulty in following procedures
- low tolerance of frustration
- tendency to worry needlessly
- sense of insecurity
- mood swings
- chronic low self-esteem
- inaccurate self-observation
Modifications or strategies in class could include:
- extended time to complete a course, in-class assignments, tests.
- alternate testing arrangements such as quiet environments with
minimal distraction, oral response to exam questions, essay vs,
multiple choice or vice versa, alternatives to computer grid-scored
sheets
- notetakers
- tape recorder in class
- multiple teaching modalities
- study guides or review sheets for exams
- taped textbooks
- advance syllabus prior to the start of classes
- word processor in class
- calculators in class
- priority registration
- course substitutions
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Head Injury
Definition: Head injuries are not visible and are very
complex. They result from either external or internal trauma. They
can result in seizures, loss of balance or coordination, difficulty
with speech, limited concentration, memory loss, loss of organizational
and reasoning skills, loss of ability to quickly process information,
loss of language functions, changes in behavior.
Modifications or strategies in class could include:
- exam modifications
- time extensions for assignments
- assistance with structure, study skills, time management
- flexibility in expectations, demands
- taped lectures
- multiple teaching modalities
- documents in large print
- course substitutions
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