Faculty Manual

On line training-UW-L Faculty/Staff Disability Training
“In their Shoes”-Penn State
www.aa.psu.edu/intheirshoes
College ID: ACCESSUW
User ID- They will assign you one.

Access to the University:

Suggestions for making your unit accessible:

University of Wisconsin Policies:

Federal Laws and Legal Precedents Pertinent to Disability Services

Tips for Faculty that Facilitate Student Learning:

Ways You Can Help

How can we stay in compliance?

Instructors are major players in assuring that students with disabilities are provided equal access to educational programs on campus. Listed below are some facts that will assist you in providing equal access to your classes.

The Basics

  • Ask before you help

  • Don't make assumptions

  • Be sensitive about physical contact

  • Be direct in you communication

  • Respond graciously to requests

Etiquette

Don't forget these things...

  • Call the DRS office at 5-6900 promptly when you change textbooks

  • Get your textbooks listed on the computer prior to the deadline

  • Announce a note-taker request promptly

  • Keep the DRS office informed if you place your class notes on the Web

  • Hand deliver tests to the DRS office

  • Include the DRS Testing form in each testing envelope

  • Seal the test in an envelope when hand delivering the test
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Confidentiality

Under the laws affecting higher education, students have the right to confidentiality. Faculty and staff can not mention to others that the student has a disability, or refer to it in front of other students. This is also an issue when recommending students for graduate school and employment. Unless the student has specifically told you it is all right to discuss disability issues, or even more specifically, which disability issues, you are not at liberty to mention them.

DRS Presentations

As faculty and staff of UW-L, we are all responsible to provide reasonable accommodations for students with disabilities. As a service to departments and faculty, DRS is available to attend a faculty meeting, provide resource information or to resolve individual questions. We maintain confidentiality and strive to resolve problems in a constructive manner.

Most Accessible Professor

Each year since 1983, an awards ceremony has been held to honor the Most Accessible Professor. Currently, we also have awarded the Most Accessible Staff Member and Most Accessible Department. The Student Advocating Potential Ability and the DRS office sponsors this ceremony.

  • Most Accessible Professor

  • Most Accessible Staff Member

  • Most Accessible Department

Access and Accommodations Resource Coordinators

The AARC’s are a committee of faculty and academic staff representatives from various departments and units on campus. Their function is to educate their unit, advocate and represent the best interest of people with disabilities, and assist in the adaptation/accommodations process of each unit. This committee also advocates for “universal design” across campus.

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Tourette’s Syndrome

FACTS ABOUT TOURETTE SYNDROME

Answers to Most Commonly Asked Questions

What is Tourette Syndrome (TS)?
It is a neurobiological disorder characterized by tics–involuntary, rapid, sudden movements and/or vocal outbursts that occur repeatedly.

What are the most common symptoms?
Symptoms change periodically in number, frequency, type and severity–even disappearing for weeks or months at a time. Commonly, motor tics may be eye blinking, head jerking, shoulder shrugging and facial grimacing. Vocally: throat clearing, sniffing and tongue clicking.

What is the cause of the syndrome?
No definite cause has yet been established, but considerable evidence points to abnormal metabolism of at least one brain chemical called dopamine.

How many people are affected?
As TS often goes undiagnosed, no exact figure can be given. But authoritative estimates indicate that some 200,000 in the United States are known to have the disorder. All races and ethnic groups are affected.

Is it inherited?
Genetic studies indicate that TS is inherited as a dominant gene, with about 50% chance of passing the gene from parent to child. Sons are three to four times more likely than daughters to exhibit TS.

Is obscene language (coprolalia) a typical symptom of TS?
Definitely not. The fact is that cursing, uttering obscenities, and ethnic slurs are manifested by fewer than 15% of people with TS. Too often, however, the media seize upon this symptom for its sensational effect.

Do outbursts of personal, ethnic and other slurs by people with TS reflect their true feelings?
On the contrary. The very rare use of ethnic slurs stems from an uncontrollable urge to voice the forbidden even when it is directly opposite to the actual beliefs of the person voicing it.

How is TS diagnosed?
Diagnosis is made by observing symptoms and evaluating the history of their onset. No blood analysis, X-ray or other type of medical test can identify this condition. The TS symptoms usually emerge between 5 and 18 years of age.

How is it treated?
While there is no cure, medications are available to help control TS symptoms. They range from atypical neuroleptics, to neuroleptics, anti-hyperactive drugs, and anti-depressants. Individuals react differently to the various medications, and frequently it takes some time until the right substance and dosage for each person are achieved. Almost all of the medications prescribed for TS treatment do not have a specific FDA indication for the disorder.

Is there a remission?
Many people with TS get better, not worse, as they mature. In a small minority of cases symptoms remit completely in adulthood.

Do individuals with TS have special educational needs?
As a group, children with TS have the same IQ range as the population at large. But problems in dealing with tics, often combined with attention deficits and other learning difficulties, may call for special education assistance. Examples of teaching strategies include: technical help such as tape recorders, typewriters, computers to assist reading and writing, and access to tutoring.

What future faces people with TS?
In general people with TS lead productive lives and can anticipate a normal life span. Despite problems of varying severity, many reach high levels of achievement and number in their ranks as surgeons, psychiatrists, teachers, executives and professional musicians and athletes.
Tourette Syndrome Association 42-40 Bell Boulevard, Suite 205. Bayside, New York
11361 (718) 224-2999 fax: (718) 279-9596 http://tsa-usa.org email: ts@tsa-usa.org

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Asperger’s Syndrome

Fast Facts for Faculty Teaching Students with Autism Spectrum Disorders

Description

Autism is a developmental disability that is characterized by impairments in social interactions and communication, as well as a pattern of repetitive or obsessive behaviors and interests. Symptoms can vary from mild to severe. “Autism spectrum” refers to a number of conditions that are related to autism, and share some of its characteristics. These include Aspergers Syndrome, Pervasive Developmental Disorder, and Nonverbal Learning Disability.

Due to the diversity and complexity of these disabilities, some of the characteristics or problems discussed may not be evident in a particular individual. An understanding of these characteristics is important, because the behavior of these individuals is frequently misinterpreted. The following characteristics may be present in an individual with an autism spectrum disorder:

  • Difficulty in initiating and sustaining connected relationships with people

  • Poor quality eye contact

  • Problems understanding social rules (such as personal space)

  • Impairment of two-way interaction

  • Frequent errors in the interpretation of body language, intentions, or facial expressions of other persons

  • Difficulty understanding the motives and perceptions of others

  • Literal understanding of language. Difficulty interpreting words with double meanings, confused by metaphors and sarcasm
  • Conversation and questions may be tangential or repetitive

  • Restricted interests that may be unusual and that sometimes become a rigid topic for social conversation

  • Unusual speech intonation, volume, rhythm, and/or rate

  • Problems asking for help

  • May show motor clumsiness, unusual body movements and/or repetitive behaviors

  • Difficulty with transitions and changes in schedule.

  • Wants things “just so”

  • Problems with organization (including initiating, planning, carrying out and finishing tasks)

  • Deficits in abstract thinking (concrete, misses the “big picture”, focuses on irrelevant details, difficulty generalizing)

  • Unusual sensitivity to touch, sounds, and visual details, may experience sensory overload

Inappropriate Behavior

Students with disabilities are subject to the same code of conduct required of any student at UNCP. If there are incidences of inappropriate behavior, meet privately to discuss issues of behavior and encourage students to seek help. Give concise and honest feedback about behaviors that are inappropriate. Remember that many behaviors that seem odd or unusual are due to the disability and a lack of knowledge of social rules, not the result of intentional rudeness. If there are situations involving threats or abusive behavior, call the University Police. If the student is so disruptive that he/she prevents you from effectively teaching your class, call Student Judicial Affairs. You are always welcome to consult with DSS. These situations are not likely to occur, but it is wise to have a plan.

Classroom accommodations

In order for students to access classroom accommodations through the DSS office, the student will meet with DSS and a letter and contract will be provided only for those students who are registered with this office and for whom documentation of the disability is on file. A meeting should be held between you and the student in your office, preferably within the first two weeks of class to ensure that accommodations can be provided in a timely manner. Any accommodations that are decided upon by the professor and student that is not verified by DSS on the letter will not be considered an accommodation through our office and if a grievance occurs, the professor will be held responsible, not the university.

Because of the variable impact of autism spectrum disorders on a particular individual, appropriate accommodations will vary. Each student must qualify for each accommodation. Examples of possible accommodations are:

  • Note takers

  • Priority seating

  • Extended time on tests

  • Testing in a separate room

  • Use of a computer

  • Single room housing

Instructional Strategies

  • Clearly define course requirements, the dates of exams, and when assignments are due. Provide advance notice of any changes.

  • All expectations need to be direct and explicit. Don't require these students to "read between the lines" to glean your intentions. Don't expect the student to automatically generalize instructions. Provide direct feedback to the student when you observe areas of academic difficulty.

  • Encourage use of resources designed to help students with study skills, particularly organizational skills.

  • Avoid idioms, double meaning, and sarcasm, unless you plan to explain your usage.

  • If the student uses repetitive verbal arguments and/or repetitive questions, try requesting that he/she write down the question or statement. You may also try asking the student if they can answer the question themselves. If the repetitive verbal argument or question persists, consider the possibility that he/she is very concerned about the topic and does not know how to rephrase the question or comment to get the needed information. If this behavior dominates class time, you may limit your answers and encourage the student to see you during office hours.

  • If your class involves working with partners or in small groups, consider making the assignments for the entire class, as the student with autism may have difficulty connecting with other students.

  • If the student has poor handwriting, use of a computer may be easier for them.

  • Use the preoccupying interest to help focus/motivate the student. Suggest ways to integrate this interest into the course, such as related paper topics.

  • The setting for tests should account for any sensitivities to sound, light, touch, etc.

Collaboration

Don’t hesitate to call DSS to arrange for a three-way meeting between you, the student, and DSS professional staff to work out any issues and to collaborate on the best instructional strategies for the student.

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Seizure Response Plan

Students/Employees who have had seizures should complete this form and have it on file in the Disability Services office.

What should you do if someone has a convulsive seizure?

If the person is NOT KNOWN to have seizures, it is appropriate to call for emergency assistance. Follow the steps below while waiting for emergency personnel to arrive.

If the person IS KNOWN to have seizures, it is not necessary to call an ambulance. The Dispatcher should be informed of the seizure, and an incident report will be filed with those needing to know. In either case above, follow these steps: First aid for seizures is very simple, and is designed to protect the safety of the person until the seizure stops naturally by itself. These are the key things to remember.

  1. Keep calm and reassure other people who may be nearby. This is an important step! Check the carotid artery for a pulse. If you feel one, the person is not suffering from a heart attack, generally not connected with seizures. 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 the person gently onto his or her side. This will help keep the airway clear. Do not try to force the mouth open with any hard implement or with fingers. It is not true that a person having a seizure can swallow his or her tongue, and efforts to hold the tongue down can injure the teeth or jaw. You can lose a finger if you put one in the mouth. Don’t hold the person down or try to stop his or her movements. Don’t attempt artificial respiration 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. Offer to call an RA, friend, or relative to help the person get to their room if he or she seems confused or unable to get there by himself or herself.

  2. Call 6005 (Department of Safety) to report the incident as soon as possible.

Should an ambulance be called?

If you know the person has seizures it is usually not necessary to call an ambulance unless the seizure lasts for more than 10 minutes, unless another seizure begins soon after the first, or unless the person cannot be awakened after the jerking movements have stopped. If the person shows evidence of serious bleeding or other injury resulting from the seizure, escort the student to the nearest health services for attention, Keep in mind that the student may speak with you, but not remember any conversations until fully recovered from the seizure.

What does a seizure look like? Do they last long?

A convulsive seizure happens when the whole brain is suddenly swamped with extra electrical energy. It often starts with a hoarse cry caused by air being suddenly forced out of the lungs. The person may fall to the ground unconscious. The body stiffens briefly, and then begins jerking movements. Bladder or bowel control is sometimes lost. The tongue may be bitten. A frothy saliva may appear around the mouth, caused by air being forced through mouth fluids. Breathing may get very shallow and even stop for a few moments. Sometimes the skin turns a bluish color because the lower rate of breathing is supplying less oxygen than usual. The jerking movements then slow down, and the seizure ends naturally after a minute or two. After returning to consciousness the person may feel confused and sleepy, In some cases, only a very short recovery period is required, and most people can go back to their normal activities after resting for a while.

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