TABLE OF CONTENTS
I. INTRODUCTION......................................................................................................................................2
II. FREQUENTLY ASKED QUESTIONS
.................................................................................................2
A. Who is
Eligible for Accommodations?
...........................................................................................2
B. What is a Disability?
.........................................................................................................................2
C. Why
Provide Accommodations for Students with Disabilities?
...................................................2
D. Do Faculty Members Need to Inform Students about Disability
Support Services? (Course Syllabi Statement)
.............................................................................3
E. How Does
a Student Obtain Services?
..........................................................................................3
F.
What Services/Accommodations are Available?
..........................................................................3
G. How Am I
Informed of a Need to Accommodate a Student?.......................................................
3
H. How Do I
Respond to a Critical Classroom Incident?....................................................................4
1) Seizures
..........................................................................................................................................4
2) Disruptive
Students With a Mental Disability..............................................................................
4
3)
Medical Emergency
........................................5
III. TIPS ON ACCOMMODATING DEAF/HARD-OF-HEARING STUDENTS......................................
6
A. Faculty
Responsibilities
.....
6
B. Sign
Language/Realtime Interpreter Responsibilities
.....
...7
C. Deaf/Hard-of-Hearing Student Responsibilities
.
....7
D. Use of Videos
in the Classroom
....
.. 7
IV. SPECIAL
(NON-STANDARD) TESTING
..
..9
A. Testing
.........................................................................
9
B. Test Proctoring Services for Students with Disabilities Procedures for
Faculty......................... 9
V. INFORMATION TECHNOLOGY
..
10
A.
Assistive Computer Technology on Campus
................................................................................10
VI. IMPORTANT ITEMS
.....12
A.
Coursework Modifications and Waivers
........................................................................................12
1. Modifications to
Attendance Policies
........................................................................................12
2. Alternative Format Text
Materials
..
.14
B. Note Taking
Assistance
..................................................................................................................14
C. Classroom Accessibility
.................................................................................................................15
D. Snow and Ice Removal Plan
...........................................................................................................15
E. Emergency Evacuation Procedures
..............................................................................................15
F. Dealing with Student Complaints of Unfair Treatment or
Ineffective Accommodations ...........16
G. Disclaimer
........................................................................................................................................17
HANDBOOK FOR FACULTY MEMBERS
(back to Index)
I.
INTRODUCTION
Disability
Support Services (DSS) is committed to assisting UCO faculty, staff, and
administrators in
providing
legally required accommodations to students with disabilities. These
accommodations are
designed to provide
equitable access to learning environments, technology, and educational
opportunities and
experiences. Additionally, DSS attempts to provide support to facilitate the
independence
and academic progress of students with disabilities.
If you need
this handbook in alternative format, please contact Disability Support Services
located at
the Nigh University Center, Room 309 or call
(405)
974-2549, TTY (405) 974-2516 or Fax (405) 974-3894.
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II.
FREQUENTLY ASKED QUESTIONS
A. Who is Eligible for
Accommodations?
Under federal law, any
student with impairment due to a disability and who is otherwise qualified to
enroll in a UCO class or
program is entitled to accommodations.
B. What is a Disability?
The federal legal
definition of a disability includes a person who:
Has a physical or mental impairment that substantially limits one or more major
life activity(s);
Has a record of such impairment; and
Is regarded as having such impairment.
Students must provide documentation of their disability and their need for
accommodation
to DSS before receiving accommodations.
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C. Why
Provide Accommodations for Students with Disabilities?
The American
with Disabilities Act (ADA) and related legislation obligates public entities,
including UCO, to provide disabled persons access and opportunities equivalent
to those
granted to
non-disabled persons. At UCO, DSS has been charged with the responsibility to
determine the
sorts of accommodations that faculty members must provide to their students.
Accommodations are designed to achieve the institutional goal of providing
legally required parity
between
disabled and non-disabled students in access opportunities to learning
environments,
technology, and experiences.
D. Do Faculty Members Need to Inform Students about Disability Support Services?
(Course Syllabi Statement)
Yes - all faculty members should include the following verbiage in their
Syllabi:
The
University of Central Oklahoma complies with Section 504 of the Rehabilitation
Act of 1973
and the
American with Disabilities Act of 1990. Students with disabilities who need
special
accommodations must make their requests by contacting the Coordinator of
Disability Support
Services, (insert coordinators name), at (405) 974-2549. The DSS Office is
located in the
Nigh
University Center, Room 309. Students should also notify the instructor of
special
accommodation needs by the end of the first week of class.
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E. How Does a Student
Obtain Services?
Students must complete and submit a Service Request Form (SRF), and provide
appropriate medical documentation to the DSS office prior to or at the beginning
of the semester for which they are requesting services. The DSS Coordinator then
determines appropriate accommodations (based on the
students disability(s) and need(s)).
F. What
Services/Accommodations are Available?
Academic accommodations are determined by individual need on a case-by-case
basis.
Examples of accommodations include:
Note taking assistance
Alternative testing accommodations
Assistance in obtaining texts in alternative formats
Interpreter Services
Classroom accessibility issues
Adaptive Equipment / Assistive Technology
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G. How am I
Informed of a Need to Accommodate a Student?
To aid
students in securing appropriate accommodations from faculty, the DSS office
provides students with an Accommodation Letter, or a written verification of a
disability
and
need for academic accommodations. The student is responsible for making sure
that
each
instructor receives a copy of the Accommodation Letter. Students must also
identify
themselves to their instructor(s) for implementation of the recommended
classroom
accommodations.
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H. How Do I
Respond to a Critical Classroom Incident?
1) Seizures
It is in the best interest of the student to disclose information to the
professor about
their seizures; however, students are not required to disclose this information.
There are
many kinds of seizure disorders and professors should be informed of the extent
of the
seizure and what to do in case of a seizure.
First aid for a seizure is basically very simple. Clear the area around the
person of anything
hard or sharp. Loosen ties or anything around the neck that may make breathing
difficult. Put
something flat and soft, like a folded jacket, under the head. Turn him/her
gently onto his or
her side. This will keep the airway clear. DO NOT try to force his or her mouth
open with any
hard instrument or with fingers. It is not true that a person having a seizure
can swallow his
tongue. Efforts to hold the tongue down can injure teeth or jaw. Do not hold the
person down
or try to stop his movements. Dont attempt CPR except in the unlikely event
that a person
does not start breathing again after the seizure has stopped. Stay with the
person until the seizure
ends naturally. Be friendly and reassuring as consciousness returns.
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In the event of a seizure, please contact UCO Department of Public Safety at
(405) 974-2345.
Immediate action is not necessary if a person has brief periods of staring or
shaking of the
limbs. The best thing to do when someone has a seizure involving a dazed state
and automatic
behavior is:
1. Watch the person carefully and explain to others what is happening. Often
people who dont
recognize this kind of behavior as a seizure will think that the dazed person is
drunk or on drugs
2. Speak quietly and calmly in a friendly way.
3. Guide the person gently away from any danger, such as a steep flight of
steps. Dont grab hold
unless some immediate danger threatens
4. Stay with the person until full consciousness returns, and offer help in
returning home by calling
a taxi, friend, or relative to help the person get home if he or she seems
confused or unable to
get home alone.
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2) Disruptive Students
With a Mental Disability
Some disruptive students may have emotional or mental disorders. Although such
students are
considered disabled and protected under the Rehabilitation Act of 1973 and the
Americans with
Disabilities Act of 1992, they are expected to meet the same standards of
conduct as any student.
It is important that an instructor establishes the standards for his or her
classroom and enforces
them for all students, in conformance with the principles of academic freedom.
Some students
behavior may seem bizarre but not threatening. The instructor may prefer to
discuss the students
behavior with professionals, such as a member of the counseling staff or the
Disability Support
Services Coordinator. UCO is committed to providing equal educational
opportunity and full
participation in college programs for persons with disabilities in accordance
with state and
federal laws. The University supports the anti-discrimination policies expressed
in state and
federal legislation for persons with disabilities. It is UCO's intent that no
person is subject to
discrimination with regard to any University program or activity.
Colleges and universities are not required to retain or readmit a student with a
disability whose
behavior poses a direct threat to the safety of others. A student code of
conduct which prohibits
disruptive or other inappropriate behaviors may be enforced. Several
administrative
law decisions addressing this issue have held:
(back to Index)
If an individual's handicap cannot be accommodated in a way that assures
a safe environment
when he or she participates in a program, the program provider is justified in
excluding
him or her from participation;
If a student is suspended because of observed behaviors and opinion of
psychiatric
professionals that student could not abide by student code of conduct, but
he/she
can seek re-enrollment with appropriate medical documentation regarding
emotional stability;
A college's expulsion of student was upheld when it was not based on
perceived mental
illness but rather on the student's actions of stalking and harassing a
professor -- student
posed a threat to the faculty and students; and
A college suspension decision was not based on traumatic brain injury
disability but that the
student threatened the professor after being informed of ineligibility to enroll
in a specified class
because of a deficiency in a prerequisite course.
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A fear of disruptive behavior may not be sufficient to deny readmission. For
example, a college
was found to have improperly denied readmission to a student after receiving
medical
documentation that the condition - bipolar disorder - had stabilized. However, a
college may be
able to set conditions for readmission.
If you believe that a student is engaging in misconduct or exhibiting behaviors
that are disruptive
to the classroom, please contact the Student Conduct officer at (405) 974-2364
to discuss the
situation and determine whether a code of conduct issue is involved.
All students regardless of disability are required to follow the code of conduct
set forth by the
University of Central Oklahoma Office of the Vice President for Student
Services.
The Code of Conduct can be found at:
http://bronze.ucok.edu/ssvp/pubs.htm.
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3) Medical Emergency
If there is a medical emergency, you should:
*Render immediately whatever aid you know
*Call 911 for qualified help or have someone call
*Notify UCO Department of Public Safety at (405) 974-2345
*If the emergency involves a student, notify UCO Student Health Center at
(405) 974-2317
III. ..............Tips on Accommodating Deaf/Hard-Of-Hearing Students Not
Defined
A. Faculty Responsibilities
Interact with the student who is deaf or hard-ofhearing as with any other
student.
Although it may be necessary to adapt some teaching methods, maintain the
same academic standards.
Provide the interpreter with copies of handouts, overheads, lecture notes, and
other related materials used in class.
Allow the interpreter and student to position themselves appropriately in the
classroom with adequate lighting so the student has a clear view of instructor,
any displayed visual information, and interpreter. The interpreter may need to
sit at the front of the classroom, stand near the chalkboard or overhead
projector,
or shadow the instructor by following as the instructor moves to different
places
in the room. Share any positioning concerns with the deaf student and
interpreter
for a collective resolution.
(back to Index)
Speak directly to the student. Instead of saying to the interpreter tell her
or ask him,
address the student personally.
Discuss accommodation needs and course progress with the student. The
interpreter
should serve as a channel for interactions and should not be asked to interject
personal
thoughts or opinions. The interpreter cannot effectively convey all information
if acting as
a participant. Further, the interpreter should not change the dynamics of the
instructor/student relationship.
Speak clearly and in a normal tone. The interpreter or the student may ask you
to slow down,
pause more frequently, or repeat a word or sentence for clarification.
Ask students to speak in turn with only one person talking at a time.
Recognize that interpreting requires processing time. There will be a slight
delay
between what is spoken or signed and the conveyed interpretations.
Allow opportunities for the deaf or hard-of-hearing student to interject
questions
and comments since delays in interpreting can make it difficult for the student
to participate.
Contact Disability Support Services (DSS) at 974-2549 and / or the Interpreter
Specialist
office at 974-2544 with any questions regarding working with an interpreter or
providing
accommodations for students who are deaf or hard-of-hearing.
(back to Index)
B. Sign
Language/Realtime Interpreter Responsibilities
Clarify the role of the interpreter to all parties involved as necessary.
Facilitate communications by interpreting everything that is spoken and
signed,
as well as extraneous noises. The interpreter is there to serve the whole class,
including the student who is deaf or hard-of-hearing, the instructor, and other
students.
Interpret as completely and accurately as possible, without editing/altering
the information
or otherwise influencing that experience so that students who are deaf or
hard-of-hearing
have educational opportunities equivalent to those of hearing peers.
Maintain a non-intrusive presence. Do not participate in class discussion or
activities.
Avoid dependence within the student/interpreter relationship. Direct the
student to
appropriate resources as necessary.
Maintain confidentiality regarding all aspects of the interpreting assignment,
as required by
the Registry of Interpreters for the Deaf Code of Ethics and the Oklahoma
Quality Assurance
Screening Code of Ethics
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C.
Deaf/Hard-of-Hearing Student Responsibilities
Contact instructors before classes start to discuss the use of an interpreter
and the students
individual accommodations.
Be accountable for learning. Like hearing students, deaf students are
responsible for paying
attention in class and the information presented. The interpreter cannot be
responsible for
retaining or repeating information the student missed.
Make an appointment to see the instructor if not understanding the subject
matter.
Request interpreter services in a timely manner. If it is imperative to speak
briefly with an
instructor immediately before or after class, ask if the interpreter is
available. If an interpreter
is necessary for a meeting outside of class time, the student must contact
Disability Support
Services for approval and scheduling of interpreting services.
Inform the DSS office of any changes in a regularly scheduled assignment.
Communicate needs to the instructor, interpreter, other students,
and DSS office as necessary.
Direct all questions to the instructor or fellow students. The interpreter is
not a tutor or aide.
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D. Use of Videos in the Classroom
Instructors using videotapes in their classroom should select those containing
available audio
dialogue text. When a deaf or hard-of-hearing student is present, instructors
cannot use
caption less videos or films.
Please consider the following illustrative example . . .
Consider a video or film you would like to show your class. Which of the two
scenarios below would you prefer?
1) Show the video without any sound so that students see only the visual
component; all of
the narration, dialogue, music, and environmental noises are fully muted.
2) Play the video with the TV screen fully covered so that students hear only
the audio; all of
the images, settings, speakers, and action are obscured from view.
Which would you prefer? How would choosing one of these options impact student
learning?
Though this is a contrived example, students who are deaf or hard-of-hearing are
often in this
very position when instructors show videos that are not captioned. Even when a
sign language
interpreter is present in the class, the deaf/hard-of-hearing student is not
exposed to the same
material because they must watch the interpreter sign rather than the images on
the screen.
Presentations that require both auditory and visual processing must be adapted
for these
students who primarily receive information visually.
Watching a captionless video or film not only compromises the education of deaf
or
hard-of-hearing students, but the situation may also infringe upon their rights
for equal access
as established by the Americans with Disabilities Act (ADA, 1990) and Section
504 of the
Rehabilitation Act (1973).
(back to Index)
ISSUE: for equal access to videos, captioning is the optimal solution . .
.
Here is a list of things that you can do when a deaf or hard-of-hearing student
has enrolled in a
course that uses videos for instructional purposes:
Determine whether videos you plan to show your class are closed captioned by
looking
for this emblem: CC
Check whether the TV you plan to use can display captioned text (TVs built
after 1990 read
captioning). Contact your College Audio Visual Representative for technical
assistance
or use of captioning equipment.
Caption any uncaptioned videos that you plan to use.
Be aware that when recording TV programs or duplicating captioned videotapes,
the copy retains the captioning.
Note: With an alternative approach, the student who is deaf
or hard-of-hearing
is in the position of having to look at a source other than the TV screen, as in
option 2)
described in the initial hypothetical example. As a result, he or she still
misses much of the video
and does not have the benefit of having the discourse paired with the video.
Further, the
discourse style and the content presented on videos differ from that of
classroom
lecture/discussion in the density of information, rate of speech, number or
speakers at a given
time, and remoteness of the context. As a result, much of the information may be
lost in the
interpretation.
(back to Index)
IV.
....................SPECIAL (NON-STANDARD) TESTING
A. Testing
All academic activities associated with a class are the responsibility of the
faculty member
to whom the class is assigned. Consequently, decisions on what occurs in class
and any
arrangements for special tests administration for students with disabilities is
also the
responsibility of the faculty member in charge. Test administration may include
test proctoring,
measurement, evaluation, alternative testing format, or monitoring of a
student's progress and
performance. The faculty member may choose to administer an exam personally,
allow a
graduate assistant to administer the exam, or choose another viable option.
All professors are responsible for testing and accommodating their students with
disabilities.
Disability Support Services will attempt to assist faculty members with
administering special
conditions testing as DSS resources permit. Faculty members requesting a proctor
to
administer exams should complete and return the test administration form located
in the
Appendix.
(back to Index)
B. Test Proctoring Services for Students with Disabilities Procedures for
Faculty
For
For students with disabilities requiring testing modifications, a test
proctoring service has been
developed by Disability Support Services (DSS). This service is designed to
assist faculty
members with providing out-of-classroom testing accommodations for students with
disabilities.
DSS
is located in the Nigh University Center, room 309. The phone number is
974-2549
or TTY 974-2516. DSS schedules examinations for students from 8:00a.m.-5:00
p.m.,
Monday-Friday, and requires that test begin no later than 3:00p.m. and end no
later
than 5:00p.m. Examinations are proctored and timed according to the
specifications of the students
instructor and DSS. All tests are timed unless students without
disabilities are not timed. DSS also
provides scribes, readers, enlarged-print monitors, and computers as testing
accommodations,
if appropriate. The following are procedures which students and faculty members
should follow if
alternative test administration is necessary:
STUDENTS RESPONSIBILITIES:
ท
Responsible for contacting his/her instructor
regarding alternative testing in advance
of scheduled examinations, preferably at the beginning of the semester.
ท Responsible for contacting DSS to schedule a time to take each exam
o Exams should be scheduled as far in advance as possible to ensure that scheduling needs are met
o
Exams are to be scheduled 48
hours prior to an exam by the student. Failure to notify DSS in
advance may cause DSS to
refuse their request for testing services.
o
Exams should be scheduled at the
regularly scheduled class time unless the instructor has
specified that
flexibility is possible or unless a DSS conflict exists.
o All tests should be taken within 24 hours of class
PROFESSORS RESPONSIBILITIES:
ท
Upon request for test proctoring services from
the student to DSS, DSS will contact the
instructor. The instructor is requested to deliver examinations with a
completed
DSS Exam Administration form (attached) to DSS 24 hours prior to the
testing date.
On the DSS Exam Administration Form please indicate any special provisions
for testing
(e.g., use of books or other materials during the testing period) and the
time limits for exam
completion
ท
All exams must be the same exam as the class
takes unless it is a make up exam.
When a student can not take the exam at the same time as the class because of
extended
time, this does not constitute a make up exam.
WAYS TO DELIVER YOUR TEST TO DSS:
ท Fax to 974-3894 please call to confirm receipt by DSS (ext. 2516)
ท Email to kfields1@ucok.edu Kimberly Fields will email a return receipt to instructor
ท Hand deliver to NUC, room 309
ท Campus mail (Box 144) *DSS is not responsible for an exam sent through inner office mail.
DSS RESPONSIBILITIES:
ท
The Assistant Director of DSS notifies
instructors by way of Accommodation Letters given
directly to the student of DSS recommendations for special testing provisions
(i.e., scribes, extra paper, or other modifications) and time limits for
examinations
(i.e., time and one-half, double time) and this information should be used to
indicate provisions
and the time limit for testing.
ท
DSS is responsible for following specific
procedures for test administration. Once a Student
has begun an exam, he/she will not be allowed to leave and return to finish the
exam at a later
time. Exceptions to this policy can be made only if DSS receives permission
from the instructor.
Any incidence of improper test taking (e.g., use of notes when the instructor
has not specified
this provision) will be reported to the instructor.
ท
If there are questions regarding appropriate
modifications, contact the Assistant Director of
DSS at 974-2549. Exams are returned to the instructor by a DSS staff member at
DSS
convenience within 48 hours.
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V.
..................INFORMATION TECHNOLOGY
A. Assistive Computer
Technology on Campus
In
addition to the DSS Accessible Computer Technology lab located in NUC415 that
houses
seven SWD computers, several other campus locations
have computers equipped for disability
accommodations as well.
As of the Fall 2003 semester, these locations
include:
o NW corner of the Library Internet computers area. North of the Book Checkout desk
o Cyber Caf้, Nigh University Center, 2nd floor
o Liberal Arts building, Rm. 125
o Math and Science building, Rm. 126
o Education building, Rm. 110
o Campus Life Volunteer Center, Nigh University Center, Rm. 416
At least one
computer at each of these locations will be equipped with the following:
Dragon Naturally Speaking Pro:
Dragon Naturally Speakingฎ is accurate,
easy-to-use and powerful speech recognition software, enabling users to operate
a computer hands-free. Dragon Naturally Speaking accurately converts
your voice into text and dictates continuously and naturally up to 160 words per
minute.
Zoom Text Plus Screen Enhancement Software: This
system enables visually impaired
students to input written data (including information from
books, periodicals, class handouts,
and other printed sources) into the computer, where the
students can "see" and use it.
The screen-reading system then verbalizes written text or
enlarges type size as
specified by the user.
(back to Index)
Open Book:
OpenBook 7.0 converts written material into electronic text. The text appears on
a
customizable screen and a voice synthesizer reads the text
aloud. Open Book provides a
choice of scanning engines, including Fine Reader 6 and
converts text that is imbedded in
graphics for unbeatable accessibility. There are
user-defined settings for magnification, character
spacing, color and contrast as well as exclusive reading
enhancement features that are easy to
use and flexible for both the novice and advanced user.
JAWS Professional: JAWS for Windows Pro is a screen
reader that works with your Windows
operating system to provide access to today's popular
software applications and the Internet.
Draft Builder: Draft Builder software is an
organizational tool that gets to the core of the writing
process. Draft Builder leads students through the three
key steps in creating a first draft:
organizing ideas, taking notes and writing the draft.
Word Prediction: Word prediction technology is used
to assist with text entry. The software
packages predict the word you are typing and the next word
based on word frequency and
context. Common features for this prediction include spell
checking as you type,
speech synthesis, and hotkeys for frequently used words.
Word prediction is particularly useful
for slow typists, probe or pen users, and people with
minor visual impairments or dyslexia.
WYNN: A
literacy software tool, WYNN Wizard/Reader was designed for individuals with
reading and writing difficulties. WYNN Wizard has the ability to scan, edit,
bookmark, highlight
and read a printed document with clear speech, and create custom documents. Its
user friendly
interface shortens the usability learning curve and permits oral test reading.
EZ Keys:
Useful in providing internet and computer application access for individuals
with severe
limited mobility complications by employing mouse emulation and word prediction
in the Windows
environment. (NUC415 LOCATION ONLY)
Trackball for switch input: Trackball
reduces hand movement and strain and allows for
comfortable and precise navigation with a slow, small
movement
of the hand.
Headphones/Speakers: Headphones to block outside
noise for superior sound at
lower listening levels.
Scanner: This equipment scans documents for
placement on the computer or works with
compatible software to be audibly read.
Large Screen Monitor: This monitor is used with
Zoom Text software to display
larger print on the screen for the visually impaired.
Braille Printer: This printer is capable of
printing in Braille for the blind.
(LOCATED ON THE FIRST FLOOR OF THE LIBRARY
ONLY.)
Check with DSS regarding changes/additions to these
lists.
(back to Index)
VI.
..................IMPORTANT ITEMS
A. Coursework
Modifications and Waivers
UCO will make every effort to reasonably accommodate students with disabilities
in an effort
to achieve parity with non-disabled students in teaching and evaluation methods,
access to
learning environments, and technology. Please note, however, that neither UCO
nor an individual
faculty member is required to waive an essential or fundamental academic
requirement of a
course, regardless of the nature of the students disability.
Determination of eligibility for a disability-related exception to a course
requirement is made by
Disability Support Services Coordinator in consultation with the instructor of
the course for which
the exception is sought and, if necessary, with the department chair or other
appropriate
administrator.
1. Modifications to
Attendance Policies
The academic department identifies and defines the essential or fundamental
academic
requirements for its courses, and instructors may establish grading policies in
light of
these requirements. The requirements for each course, sometimes including
attendance,
are usually stated on the course syllabus. In most cases, class attendance is
critical to a
students mastery of the knowledge and/or skills that are taught in a specific
course. As
such, many instructors elect to base a portion of a students grade on
attendance. UCO
recognizes, however, that modifications to such a policy is required to prevent
an unjust
grading method when a qualified student with a disability cannot attend class
because of
disability-related reasons.
The following questions will be considered when determining the extent to which
attendance is an essential requirement of a course and whether an exception to
the
attendance policy may be appropriate:
a. Is there classroom interaction between the instructor and students and among
the
students themselves?
b. Do student contributions in class constitute a significant component of the
learning
process?
c. Does the fundamental nature of the course rely on student participation as an
essential method of learning?
d. To what degree does a students failure to attend class constitute a
significant
loss to the educational experience of other students in the class?
e. What does the course description and syllabus say regarding attendance? Each
instructor may have different requirements regarding attendance.
f. By what method is the final grade calculated?
As with all disability accommodations, exceptions to the attendance policy will
be
determined on an individual, case-by-case basis depending on:
a. the extent to which the supporting medical or psychological documentation
from
a licensed professional qualified to diagnose and treat the disability in
question
supports the need for an exception to an attendance policy; and
b. the rationale of this accommodation in each requested class as determined by
discussions between the Disability Support Services Office and the course
instructor
based upon the above criteria. In questionable cases, the academic department
head and/or other appropriate academic administrator will be included in these
discussions.
Students approved for an exception to the attendance policy based on disability
are
required to provide a memo from Disability Support Services to each instructor
confirming the accommodation.
Accommodations are not retroactive. All accommodations, including an exception
to the attendance policy, become effective when the student delivers the
notification
memo from Disability Support Services to the instructor.
An exception to the attendance policy does not mean that unlimited absences will
be permitted. The number of additional absences a student may receive as a
reasonable accommodation will be determined on a case-by-case basis for each
class, depending on the students individual disability, the nature of the
course, and
the degree to which class attendance is an essential requirement of the specific
course.
Exception to the attendance policy does not mean exception to any of the other
academic requirements of the course. Students are required to fulfill all course
requirements and will be held to the same evaluation standards as specified in
the course syllabus.
Students who are approved for an exception to the attendance policy are expected
to contact instructors in advance of an anticipated absence. This is
particularly
important if the anticipated absence will result in the student missing a quiz
or exam
or a deadline for turning in an assignment. For emergencies or unexpected
disability-related absences, faculty should be contacted as soon as possible to
verify
the reason for the absence and to discuss make-up work. The student and
instructor
should come to a clear agreement about the nature of the make-up work and
deadlines
for completing it. This agreement should be written and signed by both the
student and
the instructor. The instructor should forward a copy of the signed agreement to
the Office
of Disability Support Services.
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It is the individual students responsibility to obtain copies of lecture notes
and/or materials from missed classes. Students who are likely to be absent
from
class should plan responsibly ahead of time to get lecture notes from a
classmate.
Phone numbers should be exchanged in advance. Disability Support Services cannot
provide note takers for students who are absent from class.
Students should understand that even though an exception to the attendance
policy
has been made for them, absences are likely to have a negative impact on their
academic performance simply because of the content and experiential learning
they
may have missed by not being in class. For this reason, they should make every
attempt
to attend class. Students should make special effort to attend class for quizzes
and
exams and to meet assignment deadlines.
Students should be aware that exception to the attendance policy will not be
possible
in all courses because class attendance is an essential, integral part of some
courses.
Some academic programs or majors may not be amenable. Students aware of an
ongoing attendance issue should consult with the academic department regarding
the
feasibility of attendance exceptions in the specific program of their interest.
All students who request an exception to the attendance policy for disability
reasons
will be given a copy of these policies and procedures by Disability Support
Services
staff. Students are required to sign a statement that they have read and
understand
the policies and procedures and they agree to abide by them. A copy of this
signed
statement/agreement will be maintained in his or her Disability Support Services
file.
2. Alternative Format Text
Materials
Disability Support Services encourages instructors select textbooks from
publishers
who make the textbooks available in a word processed format over the Internet or
on
CD, and to make all required reading material available in an alternative format
for
those persons with visual impairments. The DSS office provides assistance to
instructors who have students needing to obtain texts in alternative formats
(i.e., recorded, large print, Braille). If a student is eligible to obtain
recorded
textbooks and equipment, Disability Support Services will assist the student in
processing application(s) to Recordings for the Blind and Dyslexic (RFB&D)
and/or Oklahoma Library for the Blind if necessary. Instructors are encouraged
to
identify and post the required texts for their courses as soon as possible so
that the
DSS office may assist them in making their required text available in an
alternative
format. If audio is the reasonable alternative to text format, the DSS office
will attempt to
assist the student in obtaining an audio version of the text. If the text is not
readily
available in audio format, it may take four months to a year to have a reader
service
render the text to audio format. More technical books, such as foreign
languages,
science, math, computer science, etc., may take longer. Sometimes earlier
editions
of textbooks can be obtained by the SWD from RFB&D; faculty members are
encouraged to be understanding until the current edition can be obtained.
Students with disabilities may request assistance in obtaining text materials in
a
large-print format if this is determined to be the most effective reasonable
accommodation. Disability Support Services has a computer lab that will scan
and /or provide large print copies of the required text materials. This lab is
located
in the Chambers Library, first floor. Use of Assistive Technology is expected to
provide access to printed material. Other assistive labs are located in the
following
buildings: Education, Nigh University Center, Liberal Arts, and Math/Science.