Student Union, Room 2181Student Union, Room 2181Dean B. Ellis Library, Room 242Dean B. Ellis Library, Room 242
http://disability.astate.eduhttp://disability.astate.edu870-972-3964870-972-3964
TDD: 870-972-3458TDD: 870-972-3458
ASU Disability Services
DISABILITY SERVICES STAFF
Jane Coburn – Administrative Specialist Christina Laurentia – Adaptive Technology
Computer Specialist Sondra Sims – Learning Disability Specialist Corlisha Presley – Note-taking Specialist Vaneta Harvey – Physical Accommodations
Specialist
WHAT IS A DISABILITY?Definition
A person with a disability is an individual who has a physical or mental impairment that substantially limits one or more of his/her major life activities.
ChangesWhile the definition of disability
remains unchanged, the new regulations have changed the wayfederal courts are required to interpret the term “disability”.
MAJOR LIFE ACTIVITIES Major life activities are those that an
average person can perform with little or no difficulty
The term “major bodily functions” has been included within the term “major life activities”
Examples of major life activities and major bodily function are in the following slides.
MAJOR LIFE ACTIVITIES INCLUDE (BUT ARE NOT LIMITED TO):
– WalkingWalking– SpeakingSpeaking– BreathingBreathing– Performing Performing
manual tasksmanual tasks– SeeingSeeing– HearingHearing– LearningLearning– Caring for oneselfCaring for oneself– WorkingWorking
- SleepingSleeping- StandingStanding- LiftingLifting- BendingBending- ReadingReading- ConcentratingConcentrating- ThinkingThinking- CommunicatingCommunicating
-- EatingEating
In the EOCC’s final ruling it added:sitting, reaching, and interacting with others
MAJOR BODILY FUNCTIONSINCLUDES FUNCTIONS OF:
Immune system Special sense organs Skin Normal cell growth Digestive Genitourinary Bowel Bladder Neurological
Brain Respiratory Circulatory Cardiovascular Endocrine Hemic Lymphatic Musculoskeletal &
Reproductive systems
This also includes the operation of an individual organ with a body system (e.g. the operation of the kidney, liver or pancreas)
NEW REGULATIONS
The regulations no longer call for:An evaluation of the nature and severity
of the impairmentThe duration or expected duration of the
impairmentThe actual or expected impact of the
impairment
EEOC EXPLAINS FURTHER
The “condition, manner or duration” analysis may be useful in some circumstances, but is not required to prove or disprove a disability.
It may be useful in appropriate cases to consider, as compared to most people in the general population, the condition and manner in which the individual performs the major life activity and/or the duration of time it takes to perform the major life activity.
(29 C.F.R. 1630.2 (j)(4))
EPISODIC OR IN REMISSION
As required by the Amendments Act, the new regulations state that an “impairment that is episodic or in remission is a disability if it would substantially limit a major life activity when active”
(29 C.F.R. 1630.2 (j)(1)(vii))
* *This provision was added to ensure that disabilities such as diabetes and post-traumatic stress disorder would be covered.
TOTAL STUDENT POPULATION SERVED
0%
5%
10%
15%
20%
25%ADD 11%
Cognitive 2%
Dyslexia 8%
Hearing 7%
Learning Disability 15%
Physical Mobility 23%
Psychological 10%
Visual 8%
Physical Dexterity 6%
Other 14%
ASU DEGREE CENTERS/REGIONAL SITES
ASU Paragould ASU Beebe ASU Technical Center – Marked Tree ASU Mountain Home ASU Newport East Arkansas Community College – Forrest
City Mid-South Community College – West
Memphis Arkansas Northeastern College – Blytheville Ozarka College - Melbourne
ASU’S COMMITMENT
ASU is committed to achieving equal educational opportunity and full participation for persons with disabilities.
It is the University’s policy that no qualified person be excluded from participating in any University program or activity, be denied the benefits of any University program or activity, or otherwise be subjected to discrimination with regard to any University program or activity.
COMMITMENT (CONT.)
A person with a disability must be ensured the same access to programs, opportunities, and activities at the University as all others.
Existing barriers, whether physical, programmatic or attitudinal must be removed.
RESPONSIBILITIES OF FACULTY
Discuss with the DS contact person any concerns related to the accommodations or arrangements requested by the student.
Provide appropriate accommodations, either personally or by making arrangements with DS.
Ensure the confidentiality of information regarding students with disabilities.
TIPS FOR FACULTY
If a student with a disability does not contact you, contact the student to find out what accommodations will be helpful.
Talk to students about possible course concerns during the term and encourage them to stay in touch.
Do not discourage students from taking your course. If you foresee problems, discuss them, but let students make their own decisions.
TIPS FOR FACULTY (CONT.)
When speaking to a deaf student with an interpreter, talk directly to the student, not the interpreter.
Do not delve into the student’s medical history or inquire about his/her diagnosis.
Treat the student with a disability as you would all other students in situations where disability is not an issue.
Do not overcompensate by doing things for students with disabilities.
ADDITIONAL INFORMATION FOR FACULTY
The faculty member’s action towards the student should not change with the knowledge about the disability;
Faculty does not need to know what type of disability the student has been diagnosed with.
Faculty will only be informed that appropriate documentation has been provided to DS and that accommodation is necessary to fulfill the mandate for equal access under ADA/504.
SHOULD A STUDENT WITH A DISABILITY SELF-IDENTIFY?
If students choose not to self-identify and/or request protection, he/she is not considered a person with a disability.
This is the only federal civil rights law that acknowledges the right of the individual not to be included within the protected class.
STUDENT’S RIGHTS
Every student with a documented disability has the following rights:
Equal access to courses, programs, services, jobs, activities, and facilities available through the University.
Reasonable and/or auxiliary aids determined on a case-by-case basis.
Appropriate confidentiality of all information pertaining to his/her disability with the choice of to whom to disclose their disability, except as required by law.
STUDENT’S RESPONSIBILITIES
Every student with a disability has the responsibility to:
Meet the University’s qualifications and essential technical, academic and institutional standards
Register with Disability ServicesSelf-identify in a timely mannerProvide appropriate documentation to
Disability Services
WHAT IS THE DS PROCESS?
Students must have documentation from a licensed professional that verifies their disability
Student completes DS registration formConference with DS CounselorDocumentation is reviewedDiscussion on appropriate
accommodationsStudent meets DS support staffAccommodation card given to student
PROGRAMS/SERVICES OFFERED
Testing
Note-taking
Reader Services
Transcription
Technology Assistance
Accommodations
Physical Accommodations
ACCOMMODATIONS
DS also provides accommodations for computerized tests such as algebra.
In Introductory, Intermediate, and College Algebra, students can take their computerized test in our testing lab as required.
Accommodations may vary based on disability. Accessible workstations are currently available
in thirteen locations across the ASU campus.
SERVICE ANIMALS
What is a service animal? The ADA defines a service animalas any guide dog, signal dog, or other animal individually trained to provide assistance to anindividual with a disability. Please note:
- If they meet this definition, animals are considered service animals under the ADA regardless of whether they have been licensed or certified by a state or local government.
WHAT IF A SERVICE ANIMAL BARKS OR GROWLS AT OTHER PEOPLE OR ACTS OUT OF CONTROL?
You may exclude an animal, including a service animal, from your facility when that animal’sbehavior poses a direct threat tothe health and safety of others. Please note:
- You may not make assumptions, however, about how a particular animal is likely to behave based on your past experience. Each situation must be considered individually.
THANK YOU!
Dr. Jenifer Rice-Mason, Director of Disability Services
This drawing was done by a student with a disability as he sat in the Director’s office.
We appreciate your willingness to We appreciate your willingness to work with students with disabilities and to work with students with disabilities and to
provide accommodations to students in provide accommodations to students in the classroom!the classroom!
REFERENCES
New ADA Regulations Take Effect; Employers Should Revise Procedures. (May 2011). No. 390. Section 504 Compliance Handbook. Washington, DC: Thompson Publishing Group.
