Working Together: Faculty & Students with Disabilities
Legal Issues
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 prohibit discrimination against individuals with disabilities.
According to these laws, no otherwise qualified individual with a disability shall, solely by reason of his/her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity.
"Qualified" with respect to post secondary educational services, means "a person who meets the academic and technical standards requisite to admission or participation in the education program or activity, with or without reasonable modification to rules, policies or practices; the removal of architectural, communication or transportation barriers; or the provision of auxiliary aids and services."
"Person with a disability" means "any person" who:
- has a physical or mental impairment which substantially limits one or more major activities [including walking, seeing, breathing, learning, and working],
- has a record of such an impairment, or
- is regarded as having such an impairment.
Disabilities covered by legislation include (but are not limited to) AIDS, Cancer, Cerebral Palsy,
Diabetes, Epilepsy, head injuries, hearing impairments, specific learning disabilities, loss of limbs,
Multiple Sclerosis, Muscular Dystrophy, psychiatric disorders, speech impairments, spinal cord injuries,
and visual impairments.
Suggestions for the Classroom and Examinations:
The student with a disability is the best source of information regarding accommodations. Each
student will provide their instructors with a letter from the Disability Resource Center (DRC) stating
the appropriate accommodations for each of their courses. In post secondary settings it is the student's
responsibility to request special accommodation if desired, but a faculty member can make a student
comfortable by inquiring about special needs.
Classroom
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Include a statement on the class syllabus inviting the student to discuss academic needs with you.
For example, "If you have a documented disability and wish to discuss academic accommodations, please
contact me as soon as possible."
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When talking with the student, inquire about special needs in the classroom, in the lab, in
fieldwork, and on field trips. Work with the student and the DRC to determine and provide appropriate
accommodations.
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Select course materials early. Distribute syllabi (including exam dates), assignments, and reading
lists in advance and in electronic format to facilitate translation to audio tape, Braille, and large
print.
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Face the class when speaking. Repeat discussion questions, and write key phrases on the blackboard.
Hand out assignments in writing. Provide written summaries of demonstrations in advance, and use
captioned films if you have a hearing impaired student in class.
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Verbally describe aids if there is a student with a visual impairment in class. For example, you
might say, "The 3 inch long steel rod," rather than "this."
Examinations
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Measure knowledge and comprehension rather than physical knowledge of a task when testing a
student's understanding of materials.
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Allow extra time to complete exams. If you give double time for a two-hour exam, consider giving
the student two days with which to take the exam, administering half the test each day.
- Prepare exams in a timely manner and when appropriate, in electronic format.
Examples of Academic Accommodations:
Low Vision:
- Class assignments made available in electronic format;
- Computer equipped to enlarge screen characters and images.
Blindness:
- Audio-taped, electronic or Brailed lecture notes, handouts, and texts;
- Raised-line drawings and tactile models of graphic materials;
- Class assignments made available in electronic format;
- Computer with optical character reader, voice output, Braille screen display and printer output.
Deaf/Hard of Hearing:
- Interpreter, "real-time" captioner, TypeWell transcriber, FM system, note taker;
- Face turned toward student when speaking; use of visual aids;
- Written assignments;
- Use of electronic mail for class;
- Private discussions.
Learning Disability:
- Note takers and/or audio-taped class sessions;
- Extra exam time, alternative testing arrangements;
- Audio-taped or electronic texts;
- Visual, aural, and tactile demonstrations incorporated into instruction;
- Computer with voice output, input, spell checker, and grammar checker.
Mobility:
- Note takers and/or lab assistants; group lab assignments;
- Classrooms, labs, and field trips in accessible locations only;
- Adjustable tables; lab equipment located within reach;
- Class assignments made available in electronic format;
- Computer equipped with special input device (e.g., voice input, alternative keyboard).
Health:
- Note takers;
- Flexible attendance requirements and extra exam time;
- Assignments made available in electronic format.
Possible Disability Statements for Faculty Syllabi:
(Word DOC version)
For Traditional and Seated Classrooms:
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If you have a disability and will be requiring assistance, please contact me or the Disability Resource Center (Thompson Building Suite 101) as soon as possible to arrange for appropriate accommodations.
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Any student with a disability needing academic adjustments or accommodations is requested to speak with me or the Disability Resource Center (Thompson Building Suite 101) as soon as possible to arrange for appropriate accommodations.
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I encourage any student needing to request accommodations for a specific disability to please meet with me at you earliest convenience to ensure timely and appropriate accommodations.
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The (College, Dept.) supports providing equal access for students with disabilities. I am available to discuss appropriate academic accommodations that students may require. Please meet with me at your earliest convenience to ensure timely and appropriate accommodations.
For Online Courses:
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If you are a student who would normally seek accommodations in a traditional classroom, please contact me as soon as possible. You may also contact the Disability Resource Center for services for online courses by emailing maryac@unr.edu or calling 775-784-6000. Academic accommodations for online courses may be different than those for seated classrooms; it is important that you contact us as soon as possible to discuss services. The University of Nevada, Reno supports equal access for students with disabilities. For more information visit: http://www.unr.edu/stsv/slservices/drc/
PLEASE DO NOT USE THE FOLLOWING:
"UNR policy states that it is the responsibility of students with documented disabilities to contact instructors during the first week of each semester to discuss appropriate accommodations to ensure equity in grading, classroom experience, and outside assignments."
There is no such policy and we cannot legally require students to disclose during the first week. Much thanks!
