UAC

Brigham Young University is committed to compliance with the Americans with Disabilities Act ( ADA) and Section 504 of the Rehabilitation Act of 1973. The university makes every effort to accommodate individuals with disabilities within the scope of existing laws.

Referral from UAC

A student who self-discloses to a faculty member that he/she has a disability and requests academic accommodations should have a letter from the University Accessibility Center office (UAC) verifying that the student qualifies for academic accommodations. If the student does not have a letter, the professor should refer him/her to the UAC office to obtain this documentation.

Temporary Conditions: Temporary medical conditions such as broken limbs, surgery, flu, and pregnancy are not usually considered disabilities. It is appropriate for students with temporary medical conditions to work directly with their professors instead of going through UAC. However, these students may visit with an UAC advisor to brainstorm options for dealing with their situation.

Accommodations: Individuals with chronic illnesses may experience unique limitations. Ask the student concerning his/her specific limitations.

Note Takers. Students who, due to pain, are unable to take notes personally may need to tape record lectures or use a note taker.

Pain Relief. Some students may need to stand in class or lie down in order to minimize their pain and discomfort. When doing this, the students should be referred to an area towards the back of the classroom or in an aisle so he/she will not disrupt class.

Snacks. Due to some physical illnesses, the individual may need to bring a snack or drink to class. The student is responsible to provide his/her own food and should not be disruptive to the class.

Special Seats. Students in the past have required a comfortable seat in class to relieve their pain. The student is responsible to provide his/her own comfortable seat. He/she may need you to suggest a suitable place to store it. If notified, UAC can contact the custodians of the building to help locate an appropriate storage place.

Absences: Students may occasionally miss class due to poor health. Faculty may be asked by the student to help him/her recruit a peer note taker to take notes during absences. Students may also access missed information through tape or video recording, teaching assistants, E-mail, etc. Communicate with the student regarding how you would like him/her to inform you when he/she needs to be absent.

If student success is determined by consistent attendance and participation, e.g., practical class, student teaching, etc., students should be counseled to take the class during times of more stable health. The integrity of the class should not be challenged.

Deaf and Hard of Hearing

Accommodations: There are various types of hearing impairments which range from hard of hearing to completely deaf. Students rely on various modes of communication including interpreters, lip reading, and assistive listening devices ( ALDs). Since every individual has varied needs, you may want to speak with the student to discuss the accommodations that are critical to his/her understanding of and access to the course material.

• When excerpts are read aloud in class or audio presentations are given, provide a printed copy of the material to students beforehand so they can follow along.
• An interpreter is legally bound to interpret everything that is said. Try to allow only one person to speak at a time.
• Never ask an interpreter not to interpret when his/her client is present.
• You may be asked to use a microphone to accommodate a student with an assistive listening device.
• Notify students far enough in advance of additional class requirements such as field trips, lectures, cc movies, etc., so arrangements can be made with UAC for appropriate accommodations.

Suggestions for Successful Accommodation

• Use natural gestures; they help convey your meaning.
• Use your natural speaking voice. Exaggerated speaking makes lip reading difficult.
• Face the students when speaking to enable lip reading.
• Write new or unfamiliar terms on the board.
• Use overheads, slides, etc., whenever possible to explain concepts.
• Obtain closed-captioned videos for your classroom presentations. You will need to look for the cc closed-captioned symbol on the video and order a captioned-accessible TV Video Monitor on Card from Media Services.
• Allow the interpreter to sit close to the student in a sight-line with the lecturer.
• Speak to the student, NOT the interpreter.
• To get the student's attention, call the student by name. The interpreter will get his/her attention.
• The student may want to respond with his/her own voice or through an interpreter. Be flexible as communication may be slowed down or delayed.
• Words like this, that, it, and he/she or his/her are difficult to interpret and follow. Assign names instead of using pronouns.
• When classroom lights are lowered for videos, etc., try to illuminate your face and/or the interpreter's hands with a smaller lamp or flashlight. Standing where your face is back-lit makes lip reading difficult.
• When you ask the class a question, pause briefly. The student using an interpreter can then catch up and interact.
• If you need to contact a deaf or hard of hearing student by telephone, you may use one of the teletypewriters/ telecommunication devices for the deaf (TTYs/TDDs) located on campus. TTYs/TDDs and instructions for their use are located at the following courtesy phones: ASB (near rm. C-027), WSC (first floor), HBLL (copy center), JRCB (near rm. 250-C), JSB (near rm. 163), RB (near rm. 133), SFLC (near rm. 1201), and SWKT (near rm. 201). You also may use the Utah Relay Service (1-800-346-4128).

UAC May Provide the Following Accommodations:

• Early registration privileges allowing UAC to arrange for interpreters and volunteer note takers before the semester begins.
• Interpreters
• Carbonless paper for peer note taker use.
• Volunteer note takers who attend class with and take notes for the student.
• Assistive listening devices (ALDs) to amplify the lecturer's voice.

Emotional Disabilities

1. Do not alter/lower the course requirements, but you may modify specific course procedures where appropriate.
2. Reasonable and appropriate alternative methods of demonstrating mastery of course content may be offered. Appropriate exam accommodations are not to give the student with a disability unfair advantage over other students, but to allow that student an equal opportunity to demonstrate what he/she has learned.

Suggestions for Successful Accommodation

• Provide a syllabus giving a clear and detailed explanation of expectations, topics, and procedures for each class section.
• Structure each class section with a review of previous material, an outline of current material, and a class summary of important points at the end of each class period.
• Emphasize new or technical vocabulary and present material on an overhead projector or in a handout.
• Provide opportunity for questions, clarifications, and review.
• Offer study questions that indicate the relative importance of content as well as the format of possible test questions.
• Disruptive behavior in the classroom is inappropriate and should be treated and disciplined as such.
  Learning Disabilities and ADHD
  What Is a Learning Disability?

Definitions. Learning disabilities are disorders in one or more of the central nervous system processes involving perceiving, understanding, and/or using concepts through verbal (spoken or written language) or nonverbal means. These disorders are manifested with difficulties in one or more of the following areas: attention, memory, information processing, reading skills, reading comprehension, writing skills, written expression, math skills, and math reasoning. Learning disabilities and ADHD are not overcome simply by outgrowing them or working harder.

Learning disabilities and ADHD are not manifestations of mental retardation or emotional disorders, and they are not the results of cultural or ethnic differences. Many difficulties experienced by students with learning disabilities are also experienced by other students who may be under-prepared or who have a different language background. However, difficulties experienced by such students are not the result of processing deficits and, hence, are not considered learning disabilities.

If you think a student has a learning disability, encourage him/her to contact the UAC office 378-2767.

Academic Expectations: Do not alter/lower the course requirements, but you may modify specific course procedures where appropriate. Reasonable and appropriate alternative methods of demonstrating mastery of course content may be offered. Appropriate exam accommodations are not to give the student with a disability unfair advantage over other students, but to allow that student an equal opportunity to demonstrate what he/she learned.

Supportive Suggestions for Successful Accommodation

• Provide a syllabus giving clear and detailed explanation of expectations, topics, and procedures for each class section.
• Structure each class section with a review of previous material, an outline of current material, and a class summary of important points at the end of each class period.
• Emphasize new or technical vocabulary and present material on an overhead projector or in a handout.
• Provide opportunity for questions, clarifications, and review.
• Offer study questions that indicate the relative importance of content as well as the format of possible test questions.
• Advise students of textbooks/ readings to be used next semester as soon as possible. Some students qualify for textbooks on tape, requiring sufficient time for UAC to complete the recording of the books before the semester begins. Students are required to turn this information into UAC one semester in advance.

Mobility Impairments

• Ensure that the path from the doorway to the desks is unobstructed.
• Check to be sure there is space available for a wheelchair. Move desks and/or make space available around the permanent seating.
• Tell students where the overheads, films, etc., will be shown so they can choose a good location. If choice of seating is limited, direct media to optimize student viewpoint.
• If many notes are required, provide the student with lecture notes or copies of the overheads.
• Be flexible in testing. Some students may require additional time or the use of a scribe. Oral testing may be appropriate.
• Notify students of additional class requirements such as field trips. Accessible vans can be rented from Physical Facilities/ Transportation Services, 148 BRWB, 378-5544.

Visual Impairments

• Upon request, advise students of textbooks/ readings to be used in your next semester classes. Be prepared as much as two months in advance so students can have their materials recorded onto tape before the beginning of the semester.
• Clear any potential obstacles from the path between the doorway to the desks.
• Keep the layout of the classroom the same. If changes are necessary, let the student know so that he/she can become familiarized with the new arrangements.
• The student may have a service animal. Allow space for this animal to remain near the student. Service animals are welcome wherever the student is welcome.
• The academic department must be prepared to provide readings, handouts, syllabi, and texts in an alternate format (i.e., large print, on tape, or in braille) if required. UAC can assist with brailling and recording textbooks onto tape.
• The student may request to tape lectures (using his/her own tape recorder) for academic classroom purposes only.
• Describe a figure rather than saying, there it is or as you can see.
• Notify students of additional class requirements such as field trips, lectures, movies, etc., far in advance so they can arrange any reasonable accommodations needed for these events.

General Guidelines: Check elevators for individuals with disabilities who may be trapped or need help evacuating. As you evacuate via stairs, watch for individuals who may have visual impairments and other disabilities and ask them if they need assistance.

Those who teach, work, or have offices that are not on the ground floor may want to consider options for safely evacuating students with disabilities out of the building. Thinking of a plan only takes a few minutes and may save a life.

Deaf and Hard of Hearing: If you find an individual who does not respond when you speak to him/her, there is a possibility he/she may be deaf or hard of hearing.

Be aware that individuals who are deaf or hard of hearing cannot hear evacuation warnings and instructions. They rely on their eyes and help from others to receive needed instructions. They may need assistance in finding their way safely out of buildings.

Flashlights, pencil, and paper are helpful in communicating during power outages and other emergencies.

Use of basic hand signals is important for communication. If a flashlight is unavailable, you can use hand signals in the palm of the hand.

If the emergency is prolonged and/or may warrant extensive communication needs, contact UAC for interpreter assistance.

Blind and Visually Impaired: Identify yourself to those who have visual impairments

Students with visual impairments will not be able to see any alterations to the building due to an emergency, such as fallen debris or objects, cracks or holes in floors or walls, and may need assistance in safely finding their way out of buildings.

Chronic Pain and Illness: Students with some chronic illnesses may require assistance in ascending or descending stairs, particularly in times of emergency.

Individuals with chronic illnesses may need to be carried or have book bags carried for them. These students will be able to inform you of how best to help them.

Mobility Impairments: During fires or power outages, individuals who are confined to wheelchairs will be unable to use an elevator and will need assistance in evacuating buildings.

During an earthquake, individuals in wheelchairs cannot get under a table or desk for protection. They should move into a doorway, lock their wheels, and cover their heads.

Faculty members who teach or have offices above or below ground level should locate the nearest EVAC (evacuation) chair. An EVAC-CHAIR permits one person to help an individual with a disability transfer from their wheelchair and manipulate an evacuation situation involving stairs.

EVAC-CHAIRS are for use on straight fire stairs only. The operator should weigh equal to or more than the passenger being assisted.

If there are only one or two people available to assist the person with the mobility impairment and an EVAC-CHAIR is unavailable, the individual should be carried out of the building, possibly in his/her chair.

If the chair is very heavy (as is the case with many electric chairs) and there are several people available to assist, the individual and chair could be carried out separately.

Manual chairs are fairly light and can be folded and the front wheel taken off in a matter of seconds, with little effort and no tools. The individual using the chair can instruct you.

If an EVAC-CHAIR is unavailable during emergencies, contact University Police, 422-2222.

Seizure Disorders: If students self-identify with you as having a seizure disorder, inquire what kind of assistance they may require during a seizure ( i.e., contacting someone or assisting them in getting back to their home).

Not all seizures involve the person falling to the ground. Nonconvulsive seizures involve the individual becoming vacant or confused. The individual may have a drunken or drugged appearance. These seizures usually last a few minutes.

During convulsive seizures, put something soft under the individual's head, prevent others from crowding around the individual, and do not put anything in the person's mouth.

Once the seizures have stopped, roll the person onto his/her side, and ensure that the person has a clear, unrestricted airway.

If someone has injured themselves in a seizure, has problems breathing during or after a seizure, or the seizure lasts longer than five minutes or longer than is usual for that individual, contact medical help immediately, call the Student Health Center ( SHC), 378-2771, 378-5127 v/tty.