Handbook for Students with Disabilities

It is the purpose of this handbook to present accurate and timely information relative to University of Central Oklahoma services for students with disabilities. This handbook organizes the information available into a practical, easy-to-read reference guide. The aim of the handbook and the office of Disability Support Services (DSS) is to ensure that students with disabilities have ready access to UCO-support programs and activities. If you need this handbook in an alternative format, please contact Disability Support Services located at the Nigh University Center Room 309 or call (405) 974-2549.

UCO prides itself in providing both opportunities and challenges to all students. The University is active in shaping attitudes and the physical environment to encourage participation of students with disabilities in the various aspects of university life. The keys to success for all students include the following:

·academic ability and preparation

· desire and motivation to function in an atmosphere that requires adaptation to change

· awareness of personal strengths and limitations, and an openness to discuss them with the proper persons

· initiative and preparation to seek the considerations needed to achieve academic and personal success

· willingness to utilize all available services, resources, and opportunities appropriate to their academic needs

· willingness to invest adequate study time.

Disability Support Service Office

The Disability Support Services staff provides and coordinates a variety of support services to assist students with disabilities. Their focus is arranging academic and support services to provide access to educational programs for students with disabilities.

Kimberly Fields is UCO's Disability Support Services Assistant Director. In this capacity, Ms. Fields arranges for academic adjustments and auxiliary aids to be provided for qualified students. DSS is located on the 3rd floor of the Nigh University Center, Room 309. The telephone number is 405/974/2549 or 405/974/2516 for Telecommunication Device for the Deaf (TDD) and fax 405/974/3894.

Registering for Disability Support Services:

Enrolled students with seeking accommodations through the DSS office must complete the registration process with DSS by filling out a DSS registration form and providing the office with a copy of the proper evaluation reports

Each semester, an Accommodation Request form, available in the DSS office, should be completed by the student and the DSS Coordinator pertaining to any special needs to be addressed by the office staff. For example, hearing-impaired students who need notetakers, interpreters or scribes, and visually-impaired students who need tape recorders or readers must fill out a DSS Accommodation Request form two to three weeks prior to the beginning of each semester, if at all possible.

Confidentiality

Student information related to disabilities is confidential and protected by law.

At UCO, the DSS Office has been charged with the responsibility for collecting, storing, and controlling disability related information for students with disabilities. Disability related information will be shared only at the request of the student, and only on an “as needed” basis. Typically, disclosures are limited to the status of the student as “disabled” and the type of accommodation(s) required by the student. No other personal information will be made available.

Occasionally, administrators may have a need to collect statistical data such as the number of students served, the types of disabilities, and the specific accommodations that were provided to qualifying students. Administrators must, however, take precautions to protect the identities of students with disabilities when compiling these figures. This may include sanitizing student records by purging personally identifiable information from data sources that may circulate throughout the institutional community.

The institutional need for disability information may change with time and circumstances. For example, if a student with a disability resulting from a health-related condition moves into university housing, the residence hall staff may need to know about the condition in order to provide emergency accommodations. Or, if a student files a grievance regarding treatment by a faculty member, the administrator charged with handling the concern may need to know the specifics of the individual’s disability and history within the institution.

It is the student's right not to disclose specific information regarding his/her disability to his/her instructors. However, the Disability Support Services Office encourages students to do so when appropriate. Information disclosed to the faculty by the student or staff should NOT be disclosed to any other individual without approval by the student. The student’s disability information is covered by FERPA, the student right to privacy act. It may not be discussed even with the student’s parents without his/her written permission.

All records are kept in locked file cabinets in the DSS office, and information from the file is not released without written permission from the student. DSS student files are maintained for five (5) years from the date of last attendance or from the date of last contact, if such contact occurs after the last date of attendance. At the end of the five-year period, all records in the file are destroyed. For this reason, students are advised to retain copies of all disability documentation submitted to DSS.

After hours services

The Disability Support Services Office is open Monday through Friday from 8:00 a.m. to 5:00 p.m. Professional hours can be accommodated with a scheduled appointment. All emergencies concerning students with disabilities should contact the Department of Public Safety at (405) 974-2345.

Registering with Disability Support Services

Procedures for Prospective Students with a Disability

The Office of Disability Support Services suggests that students who plan to attend UCO should follow the procedures outlined below:

1. In order to assess the services most beneficial to individual needs, a visit to the campus and to Disability Support Services, Nigh University Center, Room 309, must be arranged early in the year prior to enrollment.

2. In order to insure admission for the desired semester, early application and completion of all admissions requirements is recommended.

3. In order to complete the registration process and to provide verification of disability, the following documentation must be presented to Disability Support Services:

Documentation Requirements

You must provide medical documentation of your disability as it relates to the accommodations you are requesting. This documentation can only be prepared by a person who is not a family member of the student and who is qualified by professional training and practice to diagnose and treat the impairment leading to the disability. Documentation must be typed or word-processed and printed on the letterhead of either the practitioner or the agency hosting the practice. Handwritten notes on prescription pads or handwritten treatment records will not be accepted. All documentation is confidential and is on file only at the Disability Support Services (DSS). In general, documentation of disability should include:

· A diagnostic statement identifying the disability, date of the current diagnostic evaluation, and the date of the original diagnosis;

· A description of the diagnostic criteria used;

· A description of the current functional impact of the disability;

· Treatments, medications, and assistive devices currently prescribed or in use;

· A description of the expected progression or stability of the impact of the disability over time;

· Suggestions of reasonable accommodations that might be appropriate at the postsecondary level are encouraged. These recommendations should be supported by the diagnosis. Please note that Disability Support Services will make the final determination of eligibility for accommodations.

· Name, address, phone number and title and/or credentials of the specialist.

Note: DSS reserves the right to deny services or reasonable accommodations while the receipt of appropriate documentation is pending. Students must complete the application process, submit disability documentation and bring a current detailed schedule before they can receive accommodations and services.

Note: A student’s Individualized Educational Plan (IEP) is not sufficient documentation. An IEP is the plan that the student’s high school team has developed to promote his or her academic success.

Documenting Learning Disability Conditions

The student must provide documentation of his/her disability as it relates to the accommodations he/she is requesting. This documentation can only be prepared by a person who is not a family member of the student and who is qualified by professional training and practice to diagnose and treat the impairment leading to the disability. Students applying for services and accommodations on the basis of a learning disability must submit a comprehensive report of a psychoeducational assessment performed by a qualified professional (e.g. licensed psychologist, school psychologist, neuropsychologist, learning disabilities specialist). The assessment should be based on adult comparison groups. Typically this means that the testing was conducted in the junior or senior year of high school or as an adult. All documentation is confidential and is on file only at the Disability Support Services (DSS). In accordance with the guidelines developed by the Association on Higher Education and Disability (AHEAD), the psychoeducational assessment should contain:

· Aptitude – a complete intellectual assessment with all subtests and standard scores reported. The Wechsler Adult Intelligence Scale (WAIS-3) with scaled scores and percentiles and/or the Woodcock-Johnson Psycho-Educational Battery-Revised (WJPEB-R): Part 1, Tests of Cognitive Ability with standard scores and percentiles) are the preferred instruments.

· Academic Achievement – a comprehensive academic achievement battery with all subtests and standard scores reported for those subtests administered. The battery should include current levels of academic functioning in relevant areas such as reading (decoding and comprehension), mathematics, and oral and written language. Acceptable instruments include the Wechsler Individual Achievement Test (WIAT) or specific achievement tests like the Nelson-Denny Reading Test and the Woodcock Reading Mastery Tests Revised.

· Information Processing – specific areas of information processing (e.g., short and long term memory, sequential memory, auditory and visual processing, processing, speed, executive functioning, and motor ability). Use of subtests from the WAIS-3, and /or the cognitive portion of the Woodcock-Johnson Psycho-Educational Battery-Revised is acceptable. Additional testing such as the Wechsler Memory Scale (WMS-3) designed to assist in corroborating the existence of processing disorders as identified by the WAIS-3 or the WJPEB-R Part 1 is recommended.

· Conclusions – the report should conclude with a clinical summary which brings the supported judgment of the person conducting the assessment to bear in stating a diagnosis. Suggestions of reasonable accommodations that might be appropriate at the postsecondary level are encouraged. These recommendations should be supported by the diagnosis. Please note that Disability Support Services will make the final determination of eligibility for accommodations and the type of accommodations required.

Documenting Attention-Deficit/Hyperactivity Conditions

You must provide documentation of your disability as it relates to the accommodations you are requesting. This documentation can only be prepared by a person who is not a family member of the student and who is qualified by professional training and practice to diagnose and treat the impairment leading to the disability. All documentation is confidential and is on file only at the Disability Support Services (DSS). Students applying for services and accommodations on the basis of ADD/ADHD must submit a comprehensive report of a psychoeducational assessment completed by a psychiatrist, licensed psychologist, or licensed medical doctor who has experience diagnosing and treating this condition and must address the following criteria:

· DSM-IV diagnosis and a description of supporting past and present symptoms.

· Narrative Summary of assessment procedures, including all scores used to make the diagnosis.

· Description of present symptoms, fluctuating conditions, and prognosis.

· Medication Needs and side effects of how the medication will affect the student’s academic performance.

Documenting Psychiatric Disabilities

You must provide documentation of your disability as it relates to the accommodations you are requesting. This documentation can only be prepared by a person who is not a family member of the student and who is qualified by professional training and practice to diagnose and treat the impairment leading to the disability. All documentation is confidential and is on file only at the Disability Support Services (DSS). Students applying for services and accommodations on the basis of psychiatric disabilities must submit documentation completed by a psychiatrist or licensed psychologist who has experience diagnosing and treating this condition and must address the following criteria:

· DSM-IV diagnosis

· Psychological Test used to make the diagnosis and all scores to support the diagnosis

· Medications – Current medications, side effects, and compliance with medication plan

· Therapeutic Interventions and compliance with such to ensure that accommodations do not jeopardize successful therapeutic interventions

Documenting Head Injury/Traumatic Brain Injury

You must provide documentation of your disability as it relates to the accommodations you are requesting. This documentation can only be prepared by a person who is not a family member of the student and who is qualified by professional training and practice to diagnose and treat the impairment leading to the disability. Head injury and traumatic brain injury are considered medical or clinical diagnoses. Individuals qualified to render a diagnosis for these disorders are practitioners who have been trained in the assessment of head injury or traumatic brain injury. Recommended practitioners may include physicians; neurologists; licensed clinical, rehabilitation, and school psychologists; neuropsychologists; and psychiatrists.

Documentation serves as the foundation that legitimizes a student’s request for appropriate accommodations. Documentation for eligibility should be current (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student, and the student’s request for accommodations). All documentation is confidential and is on file only at the Disability Support Services (DSS). The following guidelines are provided to assist the service provider in collaborating with each student to determine appropriate accommodations.

Documentation should include:

· A clear statement of the head injury or traumatic brain injury. In clear, direct language, the report must identify the substantial limitation of a major life activity presented by the injury;

· A summary of cognitive and achievement measures used and evaluation results, including all scores, used to make the diagnosis;

· A summary of present residual symptoms which meet the criteria for diagnosis;

· Medical information relating to the student’s needs including the impact of medication on the student’s ability to meet the demands of the postsecondary environment;

· Suggestions of reasonable accommodations that might be appropriate at the postsecondary level. These recommendations should be based on significant functional limitations and should be supported by the diagnosis.

Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated.

Documenting Deaf/Hard of Hearing Conditions

You must provide medical documentation of your disability as it relates to the accommodations you are requesting. This documentation can only be prepared by a person who is not a family member of the student and who is qualified by professional training and practice to diagnose and treat the impairment leading to the disability. Your documentation needs to be current (in order to reflect present functioning) and from a qualified professional (e.g. medical doctor). The medical report should be specific about your diagnosis and functional limitations, and signed by the professional who is making the diagnosis. All documentation is confidential and is on file only at the Disability Support Services (DSS).

If your disability is progressive, or if you experience any change in the severity that would affect your accommodations, you must provide updated documentation that reflects the change in status.

An audiologist can provide information regarding diagnosis and treatment of those individuals who are deaf or hearing impaired. Recommended documentation should be current (within 3 years). If the condition involves a progressive loss, a more current diagnosis is required. Documentation should include:

· A detailed summary of audiometric procedures and/or audiological testing indicating the nature and the degree of hearing loss, and any speech recognition/discrimination evaluations if appropriate.

· A summary of assessment procedures used to make the evaluation and a narrative summary of results.

· A current diagnosis of hearing impairment. Include level of severity and date and age of onset of hearing loss.

· Pertinent history.

· Narrative of whether the hearing loss is stable or progressive.

· Whether assistive devices such as hearing aids or FM systems are used and how effective they are.

· A description of the student's functional limitations in an educational setting and how the hearing loss may affect class participation.

· Name, address, phone number and title and/or credentials of the specialist.

Documenting Visual Impairments/Blind Conditions

You must provide documentation of your disability as it relates to the accommodations you are

requesting. This documentation can only be prepared by a person who is not a family member of the student and who is qualified by professional training and practice to diagnose and treat the impairment leading to the disability. Your documentation needs to be current (in order to reflect present functioning) and from a qualified professional (e.g. medical doctor). The medical report should be specific about your diagnosis and functional limitations, and signed by the professional who is making the diagnosis. All documentation is confidential and is on file only at the Disability Support Services (DSS).

If your disability is progressive, or if you experience any change in the severity that would affect your accommodations, you must provide updated documentation that reflects the change in status.

Ophthalmologists or Optometrists can provide information regarding diagnosis and treatment of those individuals who are blind or visually impaired. Recommended documentation should include:

· A detailed summary of vision-related disability.

· A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of evaluation results including standardized scores.

· Present symptoms that meet the criteria for diagnosis e.g. visual acuity as well as tracking and fusion difficulties including but not limited to eye movement disorders, inefficiency in using both eyes together, misalignment of the eyes, lazy eye, focusing problems, visual sensory disorders, and motor integration.

· Medical information relating to the student's needs and the status of the individual's vision (static or changing) and its impact on the demands of the academic program.

· A summary of appropriate treatment e.g. corrective lenses or ongoing visual therapy.

· Name, address, phone number and title and/or credentials of the specialist.

Documenting Other Disabilities, Injuries, and Conditions

You must provide documentation of your disability as it relates to the accommodations you are requesting. This documentation can only be prepared by a person who is not a family member of the student and who is qualified by professional training and practice to diagnose and treat the impairment leading to the disability. Your documentation needs to be current (in order to reflect present functioning) and from a qualified professional (e.g. medical doctor). The medical report should be specific about your diagnosis and functional limitations, and signed by the professional who is making the diagnosis. All documentation is confidential and is on file only at the Disability Support Services (DSS).

If your disability is progressive, or if you experience any change in the severity that would affect your accommodations, you must provide updated documentation that reflects the change in status.

Nonspecific disabling injuries include but are not limited to all chronic health conditions (asthma, diabetes, sickle cell anemia, etc.), orthopedic injuries or impairments (recovery from ankle surgery, broken hand, etc.), or any other condition, which substantially limits a student’s participation academically.

Students requesting accommodations on the basis of other nonspecific disabling injuries and conditions must provide documentation including the following:

· A medical or other licensed professional’s description of the nature of the condition including information pertaining to the history, expected course of treatment, and limitations resulting from the condition or treatments.

· Recent documentation in order to assess the current impact on academic functioning. The recency of documentation needed is assessed on a case by case basis.

· Documentation must be comprehensive, establishing clear evidence of a significant impact on academic functioning.

· Documentation must be relevant to requested accommodations. Suggestions of reasonable accommodations that might be appropriate at the postsecondary level are encouraged. These recommendations should be supported by the diagnosis. Please note that Disability Support Services will make the final determination of eligibility for accommodations.

· Name, address, phone number and title and/or credentials of the specialist.

Creating Favorable Academic Conditions

Specialized Orientation to Campus Facilities.

For persons with disabilities wishing to enroll at UCO, a pre-admission visit to the campus provides the best time and method of determining the degree of campus accessibility and need for requesting certain modifications. Students with a visual disability should consider similar steps to determine any special problems that exist for them. Students currently enrolled at UCO should take advantage of this service at the beginning of a new semester to familiarize themselves with any new problems that may arise.

Academic Accommodations

If a student’s disability impairs their ability to perform specific academic tasks, reasonable accommodations are provided to allow alternative methods of meeting academic requirements. The arrangement of reasonable accommodations is based on individual needs. Reasonable accommodations may include increased time allowances to complete degree requirements, substitution of equivalent courses for those that cannot be modified for students with disabilities, changes in testing methods and in the manner of test accommodation. Course examinations and other methods of evaluating a student's academic achievement are conducted in a way that will reflect the student's achievement rather than his impaired sensory, manual or speaking skills (except when such skills are the factors which are being measured).

Auxiliary aids may be appropriate, and when they are, they can be obtained through Disability Support Services. These aids may include taped texts, interpreters, or other effective methods of making orally-delivered materials available to students with hearing impairments, screen readers for students with visual impairments, and other similar services or actions. However, UCO does not provide attendants, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature.

Attendance Policy

In most cases, class attendance is critical to a student’s mastery of the knowledge and/or skills that are taught in a specific course. Students are expected to follow the attendance policy established by the instructor in each class. UCO recognizes, however, that there may be times when a qualified student with a disability cannot attend class because of disability-related reasons.

If such a student believes it may not be possible to abide by the attendance policy because of medical issues related to a disability, the student should contact the appropriate Disability Support Services coordinator prior to the beginning of the semester, or as soon as possible after the need for an exception arises, to discuss the matter of a possible accommodation. Determination of eligibility for a disability-related exception to the attendance policy 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.

Essential Course Requirements: UCO will make every effort to reasonably accommodate a student’s disability-related academic needs. 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 student’s disability.

The department identifies and defines the essential or fundamental academic requirements for its course,s and instructors may establish an acceptable number of excused absences in light of these essential requirements. Attendance requirements for each course are usually stated on the course syllabus.

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:

1. Is there classroom interaction between the instructor and students and among the students themselves?

2. Do student contributions in class constitute a significant component of the learning process?

3. Does the fundamental nature of the course rely on student participation as an essential method of learning?