Student Accessibility Services (SAS) is a neutral agent of the University dedicated to promoting accessible learning environments and experiences for individuals with disabilities. SAS facilitates the cultivation of universal design for learning practices and the establishment of accessible instruction through collaboration with faculty. SAS embodies a resource for faculty and invites consultations from faculty via phone, office visit, or e-mail.
Teaching and Learning
The Faculty Room is a space for faculty and administrators at postsecondary institutions to learn about how to create classroom environments and academic activities that maximize the learning of all students, including those with disabilities. http://www.washington.edu/doit/Faculty/
The Veterans Center
The Veterans Center is a space for postsecondary faculty and administrators to learn about how to create classroom environments and campus activities that maximize the learning of all students, including veterans who have disabilities. Much of the content is duplicated in other publications, training materials, and web pages published by DO-IT. http://www.washington.edu/doit/Veterans
Universal Design for Learning
Universal Design for Learning is an educational approach with three primary principles:
- Multiple means of representation, to give diverse learners options for acquiring information and knowledge,
- Multiple means of action and expression, to provide learners options for demonstrating what they know,
- Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.
UDL Center http://www.udlcenter.org
CAST: Universal Design for Learning http://cast.org/udl
The Americans with Disabilities Act Amendments Act of 2008
On September 25, 2008, the President signed the Americans with Disabilities Act Amendments Act of 2008 ("ADA Amendments Act" or "Act"). The Act emphasizes that the definition of disability should be construed in favor of broad coverage of individuals to the maximum extent permitted by the terms of the ADA and generally shall not require extensive analysis. http://www.eeoc.gov/laws/statutes/adaaa_info.cfm
Internships and the ADA
Accessibility of Instructional Materials
In 1998, Congress amended the Rehabilitation Act of 1973 to require federal agencies to make their electronic and information technology (EIT) accessible to people with disabilities. Inaccessible technology interferes with an ability to obtain and use information quickly and easily. Section 508 was enacted to eliminate barriers in information technology and open new opportunities for people with disabilities. http://www.section508.gov/index.cfm?fuseAction=Laws
Learning Disability and ADHD Resources: http://www.ldonline.org/index.php
National Alliance on Mental Illness: http://www.nami.org/template.cfm?section=About_NAMI
Brain Injury - San Diego Brain Injury Foundation: http://sdbif.org
Faculty Forms Faculty Resources Links
Audio / Video
From Where I Sit - (CSU Video)
For The Blind, Connected Devices Create A Novel Way To Read - (NPR)
Cultural Adaptations: Tools for Evidence-Based Practice With Diverse Populations
Handbook of Multicultural Mental Health, 2nd Edition: Assessment and Treatment of Diverse Populations
No Pity: People with Disabilities Forging a New Civil Rights Movement
The Relaxation and Stress Reduction Workbook
Guidelines for Protecting Confidential Student Health Information
The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures
Academic Books / Research
Identification of Learning Disabilities: Research To Practice
Digital Note Taking: The Use of Electronic Pens with Students with Specific Learning Disabilities
Does cognitively focused instruction improve the academic performance of low-achieving students?
Turning to One Another: Simple Conversations to Restore Hope to the Future
Connecting to Learn: Educational and Assistive Technology for People With Disabilities
Universal Design for Learning
It does not just have to be a train of thought, check this tool to learn how to transform it into a plan of action!
Your Role- in realm of academia, not disability counseling, consultation, prescribing of accommodations, or changing testing time for students
Your Responsibilities- provide contact information for OSS, guide students to experts in those areas outside of your realm
Student Referral- you should gather the name and student ID and sent to firstname.lastname@example.org.
Student Questions-guide to SAS
Accommodations- ask for accommodation letter from student. The SAS team cannot send letters to professors without written requests from students due to confidentiality. The accommodation letter will be a PDF on letterhead from the SAS team, and have a signature of a representative from the SAS team
Protocol- student says….I get accommodations, extra time, I have a disability….Thank you for sharing, and do you have an accommodation letter on file..? If so, please send it to me. If not, please contact the SAS team at email@example.com.
PLEASE NOTE: professors are discouraged from providing accommodations without an accommodation letter because the process will not be stream-lined, and it risks liability. Please check with the Office if you have questions
If no accommodations- it is in the best interest of the student to encourage them to channel accommodation requests through the office. This will streamline their experience from the very first class through graduation, and into other future programs with us. If it’s last minute, encourage them to be proactive in the future, and then it’s your discretion. Keep in mind, if you change test time, and it’s already been set up, they will have too much time, and that can inhibit the effectiveness of the test on measuring his/her true learning
Testing accommodation request form– standard time is the length of time of an exam or test and the time you give it to the class. If you have never had a student approved for testing accommodations before please contact firstname.lastname@example.org for standard operating procedures as soon as you see “extended time onsite” on the accommodation letter
Student states they have not been accommodated- contact our office as soon as possible, so we can partner with you to assist the student