33Policies, Procedures, and Resources for Students with Disabilities
This publication is available in alternative formats upon request and can be found electronically at www.uncp.edu/dss/policies/policy-manual.htm.
Please contact Disability Support Services at (910) 521-6695.
Cover Art provided by:
Jennifer Hogan
Winner of No Barriers! No Limits! Poster Contest, 04
2004-2005
At the University of North Carolina at Pembroke, Disability Support Services provides assistance for students with disabilities, through which documentation of disability and determination of reasonable accommodations is provided.
This guidebook is designed to acquaint faculty, staff, students, and guests with the procedures for ensuring access to the university for students with disabilities. Questions,
regarding disability or reasonable accommodations, can be directed to the office of Disability Support Services.
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I Information…………….…………………….……………....…………..……….8
Mission and Purpose………………….…………………………...….…….…..9
Introduction…………………………….………………………………….……10
Operating Principles………………………………………………………….…...11
Rights and Responsibilities…………….………………………………………13
Confidentiality and Release of Information………………………….…..15
Grievance Policy ……………………………………………………….……...19
Student Code of Conduct…………………………………………………….....29
Pre-Admission Information……...…………………………………………..….31
II. Disability Support Services—–The Process………..……………….…..…….….32
Qualifying for Services………………..…………………….….……….………....34
Intake Interview………..………………………………………..……………..35
Interim Services…………..……………………………………..…....………….35
Temporary Medical Condition………..……………………..….….……...……...36
Certification of Eligibility for Services……………………….……………..…….38
Obtaining Academic Accommodations...………………………….……….…38
Determining Reasonable Accommodations…...……………….….……….40
Accommodations Specific to a Curriculum………………..….…………….41
Process of Receiving Accommodations……………….……….……………..44
Accommodation Letters……………………………….….………………….….….44
Faculty Liaison…………………………………………...…………………........45
Instructor-Student Contracts……..……………..…….………………...…….45
Meeting with Instructors……………………………………………………...….46
Types of Academic Accommodations…….………………………...…………47
Reduced Course Load…………………………..……………………………...48
Attendance…………………………………………………….………………....52
Exam Modifications…………………………………………………….……...57
Scribe……………………………………………..…………………………...…59
Tape Recording of Lectures……………………………...……...……………...60
Sign Language Interpreting…………………………………………….……...60
Assistive Learning Devices (ALDS)…………………………………………..65
Captioned Videos (CC)………………….………………………....…………..66
Document Conversion……………………………….………………………….67
Textbooks in Alternative Formats…………………………………………..67
Computer Services……………………………………………………………...70
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Disability Conditions and Documentation Guidelines…………..……...………..…..82 Attention Deficit Disorder (ADD/ADHD) Documentation Guidelines……….……84
Learning Disability…………………………………………….………………….89
Acquired Brain and Traumatic Head Injuries………………….....…….……………...95
Visual Impairment……………………………………...…..………………………..99
Autism………………………………………………...……….……………………...104
Psychiatric and Psychological Impairments………………….....……………………..107
Hearing Impairment………………………………………………….………………..111
Chronic Health Impairments………………………………………………………….116
Mobility Impairments………………………………….…………………………..….121
IV. Information and Referral…………...…………………………..…….………….130
Registrar’s Office………………………………………………..……………….…….131
Public Safety……………………………………………………………………….…...131
Facilities: Buildings and Other…………………………………………….….……….132
TTY Technology Locations…………………………………………………………….133
Student Health Services……………….…………………………………………..….133
Bookstore……………………………………………………………………………...134
Continuing Education…………………………………………………………………..134
Career Services………………………………………………….…...………………....135
Computer Labs (Accessible)……………………...………………….…...………….....135
Counseling………………………………………………….………………………...135
Financial Planning…………………………………………….……………………….136
Library…………………………………………………….…………………………...137
Graduate Programs……………………………………………….…………………..137
Distance Learning…………………………………………….………....................138
International Student Program……………………………….……………………..139
Orientation………………………………….……………………………………….140
V. Policy Statements………………………………………………...………….…....142
Equal Opportunity Statements………………………………….………….….…...143
Disability Access Policies and Statements…………………….…………….….….144
Web Accessibility Statements…………………………………….……….……….145
North Carolina Access Statement, Policies, and Procedures………….……….…..146
VI. Appendix Contents ……….………………….…………………………………..150
VII. Additional Forms…………………………….…………………………………..177
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Our mission is to create an accessible community where people are judged by their ability, not their disability. Disability Support Services strives to provide individuals with the tools by which they can better accomplish their educational goal.
Disability Support Services provides, arranges, and coordinates accommodations for courses, programs, services, activities, and facilities. Disability Support Services is the designated office that obtains and files disability-related documents, certifies eligibility for services, determines reasonable accommodations, and develops plans for the provisions of such accommodations for students with disabilities.
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The University of North Carolina at Pembroke is one of sixteen universities that comprise the University of North Carolina. UNCP has a thirteen-member Board of Trustees and like the other institutions of the University of North Carolina is subject to the governing regulations of the Board of Governors of the University of North Carolina.
UNC Pembroke is committed to equality of educational opportunity and does not discriminate against applicants, students, or employees based on color, national origin, religion, sex, age, or disability. UNC Pembroke is committed to providing services for all students with disabilities in accordance with Section 504 of the rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990.
It is the policy of the University that services are available for any student who, through a recent assessment, can document a disability. The administration provides appropriate services, including: 1) support, counseling, and services, and 4) physical assistance within the classroom.
In general, University policy calls for reasonable accommodations to be made for students with disabilities on an individualized and flexible basis. It is the responsibility of students with disabilities, however, to seek available assistance at the University and to make their needs known. The University office that helps ensure equitable access for students with disabilities is the office of Disability Support Services and is located in D. F. Lowry, Room 115.
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The University prohibits and actively discourages discrimination against people with disabilities. Toward this end, the University community will continue to develop training and resources to promote sensitivity and awareness of disability issues.
The University is committed to providing equal access and reasonable accommodations for people with disabilities. The University will continue to develop and coordinate policies and procedures, and provide services and access to employment, academic programs, co-curricular activities, and facilities.
The Chancellor and administrative officers will provide leadership in improving access for people with disabilities and will be responsible for implementing the principles of equal access at the University.
The University will organize disability services in a way that promotes, to the greatest extent possible, increased independence for people with disabilities and that engages the entire campus community in access issues. The goal of reasonable accommodations will be to increase rather than decrease opportunities for people with disabilities.
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In order to respect the independence, rights, and dignity of people with disabilities, the initiative requesting an accommodation or identifying oneself as having a disability must come from the affected individual.
The University will treat data on people with disabilities with confidentiality in accordance with data privacy laws and established University regulations. No information will be collected for administrative purposes except information that is essential for program development, implementation, determination of reasonable accommodation, or as required by law.
College administrators, faculty, and staff will encourage institutional cooperation to collect, develop, and disseminate knowledge about creating accommodating environments for people with disabilities.
Rights and Responsibilities of People with Disabilities
* Equal access to courses, programs, services, jobs, activities, and facilities offered through the university;
* An equal opportunity to work and to learn and to receive reasonable accommodations, academic adjustments, and/or auxiliary aids and services;
* Appropriate confidentiality of all information regarding their disability and to choose to whom, outside of UNC-P, information about their disability will be disclosed, except as disclosures are required or permitted by law;Information which is reasonably available in accessible formats.
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Rights and Responsibilities, Continued
Rights and Responsibilities of The University of North Carolina at Pembroke
UNCP has the right to:
* Identify and establish essential functions, abilities, skills, knowledge and standards for courses, programs, services, jobs, activities, and facilities and to evaluate students on this basis;
* Request and receive, through Disability Support Services, current documentation that supports requests for accommodations, academic adjustments and/or auxiliary aids and services;
* Deny a request for accommodations, academic adjustments and/or auxiliary aids and/or services if the documentation demonstrates that the request is not warranted or if the individual fails to provide appropriate documentation;
* Select among equally effective accommodations, adjustments and/or auxiliary
aids and services;
Refuse an unreasonable accommodation, adjustment, and/or auxiliary aid and/or
service that imposes a fundamental alteration on a program or activity of the
university.
UNCP has the RESPONSIBILITY to:
* Provide information to faculty, staff, students, and guests with disabilities, in accessible formats upon request;
* Ensure that courses, programs, services, jobs, activities, and facilities when viewed in their entirety, are available and usable in the most integrated and appropriate setting;
* Evaluate students and applicants on their abilities and not their disabilities;
* Provide or arrange reasonable accommodations, academic adjustments, and/or auxiliary aids and services for students with disabilities in courses, programs, services, jobs, activities, and facilities
* Maintain appropriate confidentiality of records and
communication, except where permitted or required by law.
Confidentiality
Disability Support Services is committed to ensuring all information regarding a student is maintained as confidential as required or permitted by law. Any information collected is used for the benefit of the student. This information may include test data, grades, biographical history, disability information, performance reviews, and case notes.
Guidelines about the treatment of such information have been adopted by Disability Support Services and are rigorously followed and are shared with students. These guidelines incorporate relevant university, state, and federal regulations established by relevant professional associations.
Disability Support Services operates under the following confidentiality guidelines:
* No one has immediate access to student files at Disability Support Services except staff from this office. Staff members sign pledges of confidentiality. (See appendix A) Any information regarding disability gained from medical examinations or appropriate post-admission inquiry shall be considered confidential and shall be shared with others within the institution on an educational need-to-know basis only. Disability-related information is treated the same as medical information. For example, UNC-P faculty and staff do not have a right to access diagnostic information regarding a student’s disability; they need to know only the accommodation recommended as appropriate to a student’ s
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disability. If a student has requested an accommodation, the student will be informed, in advance, as to what information is provided to faculty or staff. To protect the confidentiality of students, Disability Support Services limits access to all disability-related information. All disability-related information must be filed with Disability Support Services.
* Students may give written authorization for the release of information when they wish to share it with others. (See Appendix B) Before giving such authorization, students should understand the information being released, the purpose of the release, and to whom the information is being released. Information will not be released without written consent unless required by federal or state law.
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* Student records will be kept five years from the last date of accessing services. Files will be shredded and discarded at that time. (See Appendix C)
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* Students may request a copy of their documentation. The minimum fee for making photocopies of the documents is $12.50. There is an additional charge of $0.25 per page for each page over 25. Requests for photocopies of documentation will be processed within five business days. Students must fill out a form for each request. (See Appendix D) If students arrange for the documents to be mailed, appropriate additional fees will be added. Confidential information provided by third parties will not be released or copied without written consent of the third party.
* Documentation will be kept on file five years. After that, Disability Support Services has the right to destroy all information in a file, unless the individual has requested otherwise.
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Students with disabilities are responsible for contacting Disability Support Services if reasonable accommodations are not implemented in an effective or timely manner. Disability Support Services works with faculty, staff, and disabled students to resolve disagreements regarding recommended accommodations. The Complaint, Grievance, and Appeals Process, as outlined below, will facilitate an internal, informal basis for filing a complaint, grievance, and finally, appealing a denial of accommodations and for grieving instances of inappropriate discrimination in violation of the Americans with Disabilities Act (ADA) or Section 504 of the Rehabilitation Act of 1973 (Section 504). Any student with a disability who believes he or she has been discriminated against on the basis of that disability may use this process to file a grievance with the Student ADA Coordinator located in the Office of Student Affairs, Room 248, Lumbee Hall at the University of North Carolina at Pembroke or with the Office of Civil Rights.
A student may pursue a grievance if he or she believes that a University employee (including faculty, staff, and agents--hereafter, referred to only as the Employee) has discriminated against the student because of his or her disability or has improperly denied the student a reasonable accommodation. Upon request from any student, the Director of Disability Support Services will provide guidance about the appropriate process for redress of a particular complaint
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If the complaint is against the Office of Disability Support Services, the student may obtain guidance from the Student ADA Coordinator in the Student Affairs Office in Lumbee Hall about the process.
A grievance which is found to be intentionally dishonest or willfully disregards the truth is a violation of the UNCP Student Code of Conduct, item # 2, Furnishing false
information to the University with intent to deceive. Students violating this code will be subject to disciplinary action.
The University prohibits retaliation against any student for filing a grievance under this process. Any retaliation directed to the complainant as a result of the filing of a grievance under this process is against state and federal laws and UNCP Policy.
What May Be Grieved:
An action or decision may be grieved only if it involves discrimination against a student because of his or her disability or if it results in the improper denial of a reasonable accommodation. This process may not be used to grieve:
a. Claims based on purchases or contracts;
b. Claims against an employee on matters that are unrelated to the employee’s job or role at the University;
c Decisions covered by other University policies (e.g. Residency appeals)
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Who May Grieve:
The informal resolution process is designed to reach an understanding of the situation and to resolve the differences in an informal and cooperative manner if possible.
The student who has a grievance with a member of the University community is encouraged to first attempt to resolve the matter by meeting with the Employee. The purpose of the meeting is to reach a mutual understanding of the student’s situation and the Employee’s actions. The student has seven calendar days from the action being grieved or the date the student should have known about the action to initiate this discussion.
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If the consultation with the Employee is not satisfactory, or if it is impractical to consult with the Employee, the student should seek the assistance of the Director of Disability Support Services within seven calendar days of the meeting with the Employee or within fourteen calendar days of the action. The purpose of this interaction is for the Director of Disability Support Services to attempt to work with both parties to reach a resolution to the conflict.
If the complaint is against the Office of Disability Support Services, the student should seek immediate assistance from the Student ADA Coordinator in the Student Affairs Office in Lumbee Hall. The Student ADA Coordinator will conduct an informal investigation for resolution. If no resolution is achieved, the student may proceed to the Formal Resolution process.
If an informal resolution is not successful, the student may file a formal grievance by sending to the Student ADA Coordinator a request for a hearing by the Student ADA Grievance Committee. The student must file this within fourteen calendar days of the meeting with the Director of Disability Support Services or, if that office is the object of the complaint, within fourteen calendar days of the initial meeting with the Student ADA Coordinator that began Step 2 of the Informal Resolution process as described above.
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All complaints must be in writing and signed by the student. The grievance must contain:
1. A clear and precise statement of the complaint.
2. State how the action is discriminatory or the decision unreasonable if it is a denial of a requested accommodation;
3. Name the respondent parties (the person(s) against whom the grievance is filed);
4. State how each respondent is responsible for the action or decision;
5. State the requested remedy;
6. State whether a non-participating observer will be brought to the hearing; and
A Grievance Statement of Authenticity Form signed by the grieving student.
If it is clear on the face of the written grievance, the complaint has not been filed according to this process (such as, but not limited to, timeframe, matter is not grievable under this process, the complaint is frivolous in the Student ADA Coordinator's judgment, or is from a person without grievance rights under this process) the Student ADA Coordinator shall so indicate in a letter to the grievant that the complaint is dismissed. Once dismissed, the student shall be provided information to file a grievance external to the university.
Otherwise, within fourteen calendar days the Student ADA Coordinator, shall refer the grievance to the chair of the Student ADA Grievance Committee, from which a fact-finding panel will be appointed. The Student ADA Coordinator will inform the Employee in writing that a grievance has beenreceived and refer the matter to the Panel of the Committee.
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The members of the Student ADA Grievance Committee must be approved by and serve at the pleasure of the Chancellor, who will also name the Chair of the Committee. In the event any person appointed to the Committee or required to serve by virtue of his or her employment is unable to serve, the Chancellor may appoint another to serve in his or her place. The composition of the Student ADA Coordinator Committee shall be made up of three faculty members (nominated by the Faculty Senate), three staff members (nominated by the Staff Council), four upper classmen and/or graduate student members (two SGA representatives and two nominated by SGA), and two disabled students nominated by the Disabled Student Organization President and Advisor.
For the purpose of each grievance, the chair of the Committee will select four members of the Committee to serve with him/her as the fact-finding panel. The panel will consist of one faculty member, one staff member, one SGA nominated student, and one disabled student. A decision of the panel will be considered a decision of the Committee. In addition to the chair of the Committee, each fact-finding panel shall include at least two students and two employees (faculty members if the decision maker is a faculty member). The employees cannot be part of the same office or immediate administrative unit as the Employee. Panel members should have no personal interest in the outcome of the process, and should not have any personal involvement in earlier stages of the matter. The Chair may designate another member of the Committee to serve as interim Panel Chair and the fifth member of the Panel when the Committee Chair is unavailable due to emergencies. A quorum shall consist of any 3 members of any panel including the Chair or, if she is unavailable, the designated interim Panel Chair.
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The Panel members, parties, and all persons involved in the grievance process are expected to maintain strict confidentiality regarding the grievance and all stages of this process. State and federal laws govern the privacy rights of students and employees. Any questions about the disclosure of information should be directed to the panel in writing, and the panel may consult with the Office of UNCP Legal Affairs.
Step 4
The fact-finding Panel must convene within fourteen calendar days of being appointed. The chair of the Committee (or his designee) shall convene the panel and provide them with the written complaint and all supporting documents provided by either party. The Chair of the Committee (or his designee) will be responsible for facilitating the work of the Panel and to proceed in a timely manner.
The Chair of the Panel shall notify the parties of a hearing date, time, and place at least five calendar days in advance of the hearing. During a hearing, the grievant and the accused shall have the following rights: The right to have a non-participating observer present; The right to present the testimony of witnesses and other evidence, relevant to the grievance; The right to confront and cross-examine witnesses; and The right to examine all submitted documents and other evidence.
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A legal counsel may not participate in the proceedings unless the law or policy at issue provides for a broader right to counsel.
Any grievant may elect, at the beginning of the Formal Resolution Stage (Step 3) of the grievance process, to waive his right to a committee hearing and elect Fast Track review. In the Fast Track process, the Student ADA Coordinator shall serve as the fact finder and conduct the hearing in place of the committee. The decision by the Student ADA Coordinator will be final with the student having the right to file an Appeal to the Chancellor as outlined below in Section V.
NOTE: Every grievance filed AFTER APRIL 15 AND BEFORE AUGUST 25 of each year shall be decided through Fast Track Review, and the grievant shall have no right to a hearing before the committee.
After hearing a student grievance, the Panel shall recommend that the decision should be upheld, reversed, or some other relief be given, based on a preponderance of the evidence presented. The Chairman of the Committee shall provide a written report to the Student ADA Coordinator. The report should include a summary of the proceeding, recommendations, a copy of all correspondence with the parties, all evidence submitted to the panel, the recording or transcript of the hearing, and anything else considered by the panel in reaching its recommendation. A dissenting panel member may also file a minority report at this time.
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The Student ADA Coordinator (or his/her designee) shall review the official report of the Panel and issue a written letter to the Employee’s Senior Administrative officer, a Vice Chancellor or higher, within ten calendar days of receiving the Panel’s report. In the letter, the Student ADA Coordinator (or his/her designee) shall inform the Senior Administrator of a determination of a ADA Grievance Committee Panel and include the Student ADA Coordinator’s position statement. All supporting documents shall be forwarded to the Senior Administrator. The Senior Administrator may either adopt the Panel report and recommendations in whole, modify it in part, or reject the report and reach different findings or conclusions for reasons expressly stated. The decision should be sent to all parties.
The student who filed the initial grievance and the Employee may appeal the decision (including any dismissal) by the Employee's Senior Administrator or, under Fast Track Review, by the Student ADA Coordinator to the Chancellor within ten calendar days of the date the written decision is sent to the student. The Chancellor's decision shall be final with regard to the University's internal review process.
VI. Access to other Complaint Procedures
A. At the conclusion of the Chancellor's review in Part V, if the denial of accommodation has been upheld or the Employee's action otherwise sustained, the complainant will be informed where to get information about procedures to file grievances with the appropriate governmental agency.
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B. Nothing in the procedure should be construed to impede or prohibit a timely filing of an ADA or discrimination complaint with the appropriate external governmental agency or an internal complaint or grievance alleging discrimination, whether on the basis of disability or not, unrelated to the request for an accommodation.
Formal Federal Agency Grievance Procedures
Students with grievances, or complaints against the University based upon violations of Section 504 or the ADA also have the right to file a complaint with a designated federal agency. For UNCP, this agency is: U. S. Department of Education, 1100 Pennsylvania Ave. N. W., Room 316, PO Box 14620, Washington, DC 20046-4620, or telephone (202) 208-2545.
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Individuals with disabilities are subject to the university code of conduct, as are all students. Inappropriate behavior will be referred to the Associate Vice-chancellor for Student Affairs or Public Safety if a threat to self or others. The Vice-chancellor will collaborate with the Director of Disability Support Services when the student has a disability.
Code of Conduct
Any student whose conduct on or off campus becomes unsatisfactory and is determined to have a detrimental impact on the mission of the University will be subject to appropriate judicial action. No student will be permitted to graduate or officially withdraw from the University while disciplinary action is pending against him or her. According to the By-laws of the Board of Trustees of The University of North Carolina at Pembroke, ratified March of 1968, the administration of the University assumes an obligation to conduct himself/herself in a manner compatible with the University’s function as an educational institution. Further, the Board of Trustees has directed the administration to take appropriate disciplinary action against students and student organizations who are found to be in violation of the University’s Code of Conduct. A UNCP student shall refrain from the prohibited behaviors as outlined in UNCP’s Student Handbook.
Student Academic Honor Code
Students have the responsibilities to know and observe the UNCP Academic Honor Code. This code forbids cheating, plagiarism, abuse of academic materials, fabrication or falsification of information, and complicity in academic.
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dishonesty. Any special requirements or permission regarding academic honesty in this course will be provided to students in writing at the beginning of the course, and are binding on the students. Academic evaluations in this course include a judgment that the student’s work is free from academic dishonesty of any type; and grades in this course therefore should be and will be adversely affected by academic dishonesty. Students who violate the code can be dismissed from the University. The normal penalty for a first offense is an F in the course. Standards of academic honor will be enforced in this course. Students are expected to report cases of academic dishonesty to the instructor.
In general, faculty members should, and will, take preventive measures to avoid cases of academic dishonesty (for example, examinations should be carefully proctored.) However, a faculty member’s failure to take such measures is no excuse for academic dishonesty. Academic honesty and integrity, in the final analysis, are matters of personal honesty and individual integrity on the part of every student.
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It is also important for prospective students to understand that, if they include documentation with their application and are admitted, this does not necessarily mean that they are guaranteed to receive services. For that, they must go through a separate application process and need to contact Disability Support Services directly. (See Appendix E)
Readmission After Suspension
The university, in general, has adopted written policies governing readmission. Failure to follow designated policies, including policies and procedures for students with disabilities when appropriate, justifies a college’s denial of readmission. Regardless of the disability, a student must demonstrate that he/she is otherwise qualified and that he/she will not pose a substantial risk to the health and safety of the student or the campus population. Procedures for suspension and readmission are available in the university catalogue.
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At UNCP, DSS is the designated office that obtains and files disability-related documents, certifies eligibility for services, determines reasonable accommodations, and develops plans for the provision of such accommodations.
Reasonable accommodations are provided to ensure access to all courses, programs, services, jobs, activities, and facilities at UNCP, including those that are off-site, such as study abroad, field trips, student teaching, internships and field work. Disability Support Services works closely with other departments to provide accommodations in all aspects of campus life.
DSS provides or arranges a variety of auxiliary services to the UNCP community and visitors, such as sign language interpreting, document conversion, assistive technology, exam modifications and academic assistance.
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Qualifying for Services
Eligibility for services is dependent upon the university guidelines; a person receiving services from another agency such as disabled veterans or vocational rehabilitation may not always qualify for services at a university. Services in the K-12 educational setting does not guarantee services while enrolled at UNCP.
Self-identification
The student must register with the Disability Support Services Office to request services. The student is not eligible for accommodations until she has requested services with the Disability Services Office and is certified eligible.
Documentation
It is the student’s responsibility to provide current documentation, per the guidelines as outlined in the DSS Policy and Procedure manual (see Documentation Guidelines for specific disability).
Intake Interview
A blue card is in the UNCP acceptance package. Any student wishing to self identify as a student with a disability and receive services is required to send this card in as soon as possible. A student should make an appointment to meet with the Director of Disability Support Services as soon as he/she is accepted at the university and has made a decision to attend. For out of state students, this meeting should take place as soon as the student is on campus.
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If interpreter services or special equipment is needed, out of state students should notify the director by telephone immediately upon acceptance. To provide the most efficient services, a two-week notice is beneficial.
Using the documentation provided and the recommendations of the specialist, the student and Director of Disability Support Services will collaboratively determine the most reasonable and appropriate academic adjustments and review procedures for implementation.
Disability Accommodation Letter
A disability accommodation letter must be presented to faculty at the beginning of each semester to notify them that the student will be receiving accommodations and notify them of the nature of those accommodations. No student is to receive accommodations unless the instructor has received the notification. It is the student’s responsibility to obtain the certification letter from Disability Support Services within the first two weeks of the beginning of the semester and to deliver the letter to the instructor. Due to alternative summer school programming, the time for notifying the instructor will vary (Appendix F).
Interim Services
If the student does not have documentation at the initial interview, interim services may be provided if the student ahs been in special education at the K-12 level or has received services at another post-secondary institution. However, it is to the student’s advantage to provide documentation before arriving at the campus or at the initial visit. Disability verification is contingent upon the documentation.
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If the Directory of Disability Support Services determines through an initial intake form (Appendix G ) that there is strong evidence of a disability, interim services will be provided while assessment and documentation is in process. Records are reviewed at the beginning of each semester and services are discontinued if documentation is incomplete or does not meet eligibility requirements for the college at that time.
Temporary Medical Condition
Some medical conditions are temporarily disabling and may require accommodations for a limited amount of time. These may include surgery, accidents, severe illness or any other medical condition that temporarily impairs regular attendance or academic performance. Documentation will be required and appropriate accommodations provided.
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Staff from Disability Support Services request disability-related documents from the appropriate licensed professionals to certify students as having a disability and to determine reasonable accommodations. Professionals providing documentation may not be family members. The cost of obtaining documentation is borne by the students.
If the initial documentation is incomplete or inadequate to determine the extent of the disability and reasonable accommodations, the office has the discretion to require additional documentation. Any cost of obtaining additional documentation is also borne by the student. This information will help Disability Support Services provide appropriate academic accommodations and support services. Students with documented disabilities have the responsibility of contacting Disability Support Services for an intake interview to assess their needs prior to their first semester at UNCP.
Students are also responsible for identifying themselves and their needs to each instructor at the beginning of the term. Pending receipt of documentation, Disability Support Services reserves the right to deny services or accommodations.
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Obtaining Academic Accommodations
The letters also invite faculty to contact Disability Support Services if there are concerns or questions about the accommodations. Instructors will be expected to assist with the provision of accommodations when reasonable and necessary. Instructors are not required to compromise essential elements of the course or evaluation standards.
Students with disabilities will be responsible for delivering the individualized letters to
faculty.
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Students with disabilities who believe they have been discriminated against on the basis of their disability may file a grievance with the Human Resource office. (See grievance procedure, page 17).
* The possible accommodations that might remove the barriers;
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* Whether or not essential elements of the course, program, service, job, activity, or facility are compromised by the accommodations.
Accommodations Specific to a Curriculum
In general, an accommodation is a change in the learning environment that may include services, academic accessibility through adjustments and physical accessibility. The student must be “otherwise qualified” and the standards of the institution need not be compromised. According to Section 504.104.12 statutes, an accommodation:
Must be reasonable.
Must not impose an undue hardship on the operation of the program.
Must include readily accessible facilities.
Must provide modification of equipment or devices.
Must provide readers and/or interpreteres if necessary.
Further, Section 504.104.43 and 44 specifies
Provision of equal opportunity.
Changes in length of time permitted for completion of degree requirements.
Substitution of specific courses required.
Adaptation of manner in which the course is instructed.
Tape recorders.
Examinations must reflect the student’s achievement rather than the impairment.
Auxiliary aids such as taped text, interpreter, readers, classroom equipment, if necessary.
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Recent judicial action has stipulated that the burden proof is on the institution that an accommodations as listed above are applicable at this university. As new litigation appears, these adjustments will be revised to meet current proceedings. Due to the nature of specific areas that are problematic for many students with disabilities, adjustments specific to certain curriculums are addressed.
English Composition
The English composition requirements for all university students are enumerated in both the catalogue and each semester’s Schedule of Courses. All students are individually responsible for becoming familiar with those requirements and meeting them. Any execptions made for students with disabilities will be considered on an individual basis by working collaboratively with the Director of the Composition Program and the Director of Disability Support Services.
To meet the university English requirements, students are provided lab classes that address individual needs of students. Additionally, the Writing Center provides tutoring for all students on an appointment basis. Disability Support Services will assist students in determining resources available to students having organizational difficulties in developing strategies unique to his/her disability.
Foreign Language
There is currently no foreign language requirement for graduating from the university. Some departments may require two semesters of foreign language to receive a degree in that major.
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However, beginning in 2005, there will be an admission requirement of two years foreign language in high school as part of the state’s Minimum Academic Performance Standards. If a student has a provisional admittance because he/she did not have the foreign language requirements, substitutions are permitted if the documentation supports it. The Foreign Language Department and the Director of Disability Support Services will consult with the student to assist in program planning and scheduling. American Sign Language is considered a substitution, as well as appropriate Foreign Culture Studies courses.
Mathematics Requirements
There is only one mathematics requirement for some majors. Other majors require multiple math classes. Each requirement is essential to the curriculum. Students with a Learning Disability in Mathematics may request substitutions. The Mathematics Department and the Director of Disability Support Services will consider these requests on a class-by-class basis with the disability of the student part of the consideration. The Mathematics Department may not be required to lessen the essential components of the curriculum to accommodate a student with a disability, if determined unnecessary.
Calculator Mathematics Department Policy
When calculators are requested as an academic accommodation, UNCP will make a good faith effort to accommodate the student. These requests will be processed on a case-by-case, class-by-class basis.
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Accommodation Letters
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Students should take their letters to these meetings with the instructors.
At the meetings, the following should be discussed:
The disability
The approved accommodations
How the accommodations will be carried out
Any alternatives that might be considered
The students’ responsibilities per agreement
If there are any problems in adhering to the accommodations outlined in the letters, the students are expected to notify Disability Support Services will act as liason.
Faculty Liaison
Students are encouraged to be self-advocates and are provided guidance when necessary. Most faculty-student issues can be resolved between the two parties. In the event there is a communication problem or no resolution, the Director of Disability Support Services will act as liaison.
Instructor-Student Contracts
In addition to the accommodations letter, students will receive instructor-student contracts each semester. Although the accommodations letter provides general information about the disability and the accommodations that will be provided, the instructor-student contract outlines specifically how these accommodations will be implemented in the classroom. An instructor-student contract will be provided to the student for each course. Students with disabilities are responsible for meeting with faculty and recording on the instructor-student contracts how the accommodations will be utilized in that particular course. DSS, the faculty member, and the student will receive a completed copy of the instructor-student contract.
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DO make it clear that, as a serious, motivated student, the class experience will be successful if a reasonable allowance is made for a specific problem in a specific area
DO be calm and courteous and do not interrupt
_______________________________________________
DON'T make demands for large amounts of faculty time
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Personnel in DSS are available to aid in the process of meeting with instructors. If a problem arises in a meeting with any instructor, it is recommended to Director of DSS is aware of the situation. The Director may become an advocate for the student during this time.
* Time extensions on assignments
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* Time extensions on assignments
Incoming students may apply for a reduced course load upon acceptance to the university. They must provisionally register for a full course load, and are expected to attend those classes until the change in status has been approved. Applications for students who enter after the initial freshman registration period and who wish to apply for a reduced course load will be reviewed on an individual basis. The approval of these applications may be deferred to the following semester, due to the late application date. Every attempt will be made to accommodate these requests.
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Carrying a reduced course load may impact financial aid. Check with the university Financial Aid office prior to applying for this accommodation. Health insurance coverage may be altered. Check with your insurance service provider prior to reducing a course load.
2. Maintaining Satisfactory Progress: To maintain satisfactory progress toward a degree, RL/FT students must pass a minimum of six credits during a regular semester and average no less than fifteen credits passed during any two consecutive regular semesters.
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6. The reduced credit load will result in an adjusted financial aid package. Within the limits of Federal and State financial aid regulations, every effort will be made to protect RL/FT students from incurring additional costs.
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11. Financial Assistance from the North Carolina Division of Vocational Rehabilitation: Assistance is limited to what is required to achieve the educational credentials for the vocational goal and is usually restricted to four years. However, the Division does recognize that factors related to the individual's disability or general life situation might interfere with full-time attendance. In such situations, with appropriate justification, part-time attendance may be authorized. RL/FT students from outside North Carolina should check with their state's Division of Vocational Rehabilitation concerning policies.
13. National Collegiate Athletic Association (NCAA), Division II: Regulations, Section 14.4.3.8 states: "The Academic Requirements Committee may waive the general satisfactory progress requirements for a learning disabled or handicapped student athlete when objective evidence demonstrates that the institution has defined full-time enrollment for that student athlete to be less than 12 credit hours to accommodate the student's learning disability or handicap." A committee on student academic status, chaired by the Associate Dean for Academic Affairs, functions as the "academic requirements committee."
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09/02
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If you have questions or require additional information regarding the Office of Disability Support Services policies and procedures for a Relaxation of Attendance Policy, please contact the Director of Disability Support Services.
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If you have questions or require additional information regarding the Office of Disability Support Services policies and procedures for a Relaxation of Attendance Policy, please contact the Director of Disability Support Services.
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Absences due to a disability do not have to be accommodated. However, it must be remembered that each request should be considered on an individual basis. Proactive action can be taken by notifying the faculty on the Accommodation Letter that excess absences are a possibility. If a proportion of the grade is dependent on classroom participation, the faculty is notified in advance and can discuss the issue with the student. The student can then make an informed decision as to the alternatives. The Instructor-Student contract must clearly identify the terms of absences.
If a student has gained the major portion of the information disseminated to the class and has failed to complete a final exam, project or paper due to mitigating circumstances, the faculty member can choose to give that person an incomplete. The general guidelines are that the student has one semester to complete the assignments; however, the faculty person may set a shorter time limit. Regardless, the registrar's office automatically converts the "I" to an "F".
The Disability Support Services Office will act as liaison with the faculty in requesting this accommodation. If the condition is such it may not be possible to complete the coursework in one semester, the Director will encourage the instructor to assign an "I" so the GPA will not be penalized. An “I” will be converted to an “F” if incomplete work is not completed within one semester.
Retroactive withdrawals are considered on a case-by-case basis. If warranted, the Disability Support Services Director will provide a letter of support for the withdrawal.
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Because students with disabilities are best served when accommodated in the most integrated setting possible, Disability Support Services strongly encourages instructors to provide test accommodations within their own departments. When the instructor cannot provide test accommodations, Disability Support Services provides the service as a convenience for faculty and students. Test administrations handled by Disability Support Services involve only physical assistance in accordance with the student's functional
limitation (e.g., reading, writing, marking answer sheets, time extensions).
opportunity to demonstrate their knowledge of course content without resulting in a competitive academic advantage over other students. Students are not allowed to use notes, books, tapes, or any supplementary material unless specified by the instructor to Disability Support Services staff and in a manner applicable to all students in the course. If the student is caught cheating, the professor will be notified, and testing accommodations may be revoked. Disability Support Services does not make copies of exams and does not maintain an exam file. Exams are received and returned according to prearranged instructions from instructors. Disability Support Services can arrange for DSS employees to administer tests to students. They can serve as readers, scribes, or proctors, depending on the needs of the students.
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5. Exams are to be scheduled at the same time as the regular class exam. The student may start before or run later in order to allow for extra time. This should be arranged with the instructor in advance. Students may not be required to schedule an exam that causes an absence in another class.
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Scribe
Students whose disabilities limit the ability to manually write will be furnished a scribe for testing situations. Students should request this service at least one week in advance of the exam. Scribes will be supplied during exams, and the same guidelines as those for readers/interpreters apply. Scribes are to write as accurately as possible what the student dictates.
Readers and scribes will note on the test "scribed by or read by." Students are responsible for contacting Disability Support Services as soon as the test is announced to request a room and to notify them a reader or scribe will be needed.
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* Individual faculty may ask a student who wishes to tape lectures to sign a simple agreement indicating that the tape will not be shared, sold or published. (See appendix L). The tapes can also be erased at the request of the instructor. All students with disabilities, who wish to record lectures, should use proper academic etiquette when speaking with the faculty. It is always best to ask first.
Deaf students or students with hearing deficiencies often request interpreters from Disability Support Services when they register for classes. In the unlikely event that a student shows up for the first day of class without an interpreter, the student should be referred to Disability Support Services. Disability Support Services will then schedule an interpreter. Faculty and staff may request an interpreter for office hours, meetings, and other UNCP-related events by contacting Disability Support Services. Interpreter request forms can be found at http://www.uncp.edu/dss/forms/ (See Appendix M)
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* When referring to objects or written information, allow time for the translation to take place. Replace terms such as "here" and "there" with more specific terms, such as "on the second line" and "in the left corner."
* In a conference room or class environment, the deaf student and interpreter will work out seating arrangements, with the interpreter usually located near the speaker.
* Inform the interpreter in advance if there is an audio visual element in a presentation, so arrangements can be made for lighting and positioning. Seat the interpreter near the video. Do NOT turn off the lights. The deaf person must be able to see the interpreter’s hands.
* Use Captioned Materials. Captioned films or videotapes are required to allow the student direct visual access to the information.
* While we do foster independence for deaf and hard of hearing students, we do require that an interpreter/transliterator be present for all meetings/discussions outside of class. This ensures effective communication between professionals and the student.
* Although many students with a hearing loss will need accommodations, expect these students to perform at a level commensurate with their peers.
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Interpreting Services
The university has made a commitment to provide high quality interpreting in the classroom for its students. Our goal is to continue improving and expanding curricular sign language and oral interpreting services provided to all matriculating deaf/hearing impaired students who have a documented hearing loss on file and who request services through Disability Support Services. When students are required to attend a lecture/program that is supplemental to the class and part of the grade, interpreters are provided by Disability Support Services.
The standard interpreting practice is that two interpreters will be provided for assignments over two hours in length to avoid repetitive motion injury and to provide quality of service. Also, in the event that classes are longer than the usual, such as in the summer, split-team interpreting will be utilized when feasible. Split-team interpreting is when two interpreters are not used simultaneously; a second interpreter will come for a 15-20 minute overlap before the first interpreter leaves that will provide a continuity of the communication flow.
If a particular subject area is new to the interpreter, a textbook may be requested from Disability Support Services to assist the interpreter in learning the new language or developing new signage. It is important that the interpreter request the text within the first two class periods.
Students may request a particular interpreter. However, neither the ADA nor the Rehabilitation Act specifies this. "Although Title II of the ADA, which applies to public, requires such colleges to give 'primary consideration' to the communication preferences of the individual, it does not require a college to honor one's preference for the 'person' providing the accommodation.
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Student’s Guidelines to Assuring Timely Delivery of Interpreting Services: Please review the Interpreter Services Policy located at http://www.uncp.edu/dss/policies/ or see below:
Interpreting Services Policy
Disability Support Services
INTRODUCTION
What is Interpreting?
The role of the interpreter within the postsecondary setting is to facilitate communication between deaf and hearing individuals throughout the educational environment, both academic and extracurricular. The most common type of interpreter is one who works between English and sign language. The interpreter listens to the spoken English message of the instructor and other students, and then signs the message, rendering the content faithfully, to the deaf student.
How It Works
There are two common forms of interpreting practiced at the postsecondary level: transliterating and interpreting. Transliterators listen to the spoken message and sign it in a way that closely approximates English. The second type are interpreters who listen to spoken English, then interpret it into American Sign Language (ASL) which has its own grammar and syntax.
However, there is a second dimension to the interpreter's task. Many deaf students do not have speech that is intelligible to most listeners; others may have somewhat intelligible speech but feel uncomfortable using it publicly. Instead, they may choose to express themselves using sign language, while relying on the interpreter to translate the signed message into spoken English. Interpreters are trained to voice interpret for these students, and to do so as accurately as possible.
SCHEDULING
You must request Interpreting Service accommodations a minimum of three weeks prior to the start of each semester. DSS coordinates in-house and in some instances with an outside interpreting vendor to arrange coverage of interpreting assignments. Each classroom is tested for acoustical and technological barriers and each instructor receives information about using an interpreter. Arranging interpreters is a time-consuming process which is why we require students to request the accommodation at least three weeks prior to the beginning of the semester. If you change your schedule before or after the start of the semester, notify DSS immediately to ensure continuity in Interpreting accommodations.
We also request that you provide copies of your syllabi to DSS so that DSS can provide class materials to the Interpreter.
Absences and Class Cancellations
When a student receives Interpreting accommodations, DSS expects the student to attend all classes throughout the semester. If you must miss a class, please give DSS 24 hours notice. It is understandable that, in some situations, you may not be able to provide 24 hours notice; however, failure to provide any notice is considered a “no show.” Three “no shows” can result in a temporary suspension of interpreting services until the student meets with the appropriate DSS staff person.
Additionally, if you receive information about class cancellations, test days, or other issues related to attendance and for which you do not require Interpreting services, please notify DSS immediately.
Technical Problems
When interpreter conflicts occur you should attempt to contact DSS immediately at 521.6695. We will try to resolve the issue quickly. There may be instances, however, when DSS will not be able to resolve the problem or provide an interpreter. A tape recorder will be kept in DSS so classes can be taped and transcribed or interpreted at a later date.
CLASSROOM PROCEDURES
Student Responsibilities
Interpreters, to the best of their ability, interpret all spoken utterances in the classroom, including lecture and asides. The student, or students notetaker is responsible for all information on the overhead, board, and/or handouts. This includes the spelling of vocabulary words.
CONTACTS
If you have concerns about the quality of the interpreting services, Code of Ethics or any other matters concerning Interpreting please contact Kelly Cheek @ kelly.cheek@uncp.edu/ 521.6695 between the hours of 8:00 a.m. and 5:00 p.m.
I, __________________________, have read and agree to comply with all the policies set forth in The University of North Carolina at Pembroke’s Interpreter Services Policy.
Signature______________________________________ Date ____________________________
Student Responsibility:
* All students receiving interpreting and/or note-taking services are required to have a documented hearing loss on file.
* Semester course schedules need to be given to Disability Services at least 2 weeks prior to the first day of classes (or earlier if possible) to assure that interpreters will be available at the first class.
* Room/Time Changes: The Disability Services Office must be notified of any changes that differ from the student's schedule print out as soon as the student is aware of the changes.
* Student cancellations must be called in by the student to both the interpreter and Disability Support Services 24 hours in advance. If not cancelled, Disability Support Services is required to pay for these services. Repetitive failure to cancel services in a timely manner may result in a suspension of interpreting services.
* Instructor Cancellations: when the instructor has cancelled a class, students are responsible for notifying both the interpreter and Disability Support Services immediately.
* No show: Students must notify the Director of Disability Support Services as soon as possible as to the reason for the failure to cancel an interpreter when not attending class. Students may be subject to suspension of services when the no-show behavior occurs the second time in a semester unless he/she can demonstrate a 'good cause.'
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* Tardiness: Interpreters are required to wait 20 minutes for a 50-minute class and 30 minutes for all other classes. However, the interpreter must be paid the two-hour minimum when the student does not show.
* Supplemental Interpreting: If students need additional interpreting time for a conference with the instructor, team assignments, or to attend a co-curricular event as assigned by the instructor, a special and timely request must be made to Disability Support Services via an Interpreter Request Form (See Appendix M or visit www.uncp.edu/dss/forms/).
Interpreter Responsibility:
* Interpreters are not editors and must render the message faithfully conveying the content of the message and tone of the speaker. If the interpreter's feelings interfere with rendering the message accurately, they shall withdraw from the assignment.
* Interpreters will adhere to the Registry of Interpreters for the Deaf Code of Ethics.
* While working from spoken English to sign or nonaudible spoken English, the interpreter should communicate in the manner most easily understood or preferred by the deaf and hearing impaired person(s), be it American Sign Language, Manually Coded English, gesturing, drawing or writing, etc. It is important for the interpreters and deaf or hearing-impaired individuals to spend some time adjusting to each other's way of communicating prior to the actual assignment. When working from sign or no audible spoken English, the interpreters shall speak the language used by the hearing person in the spoken form, be it English, Spanish, French, etc.
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* Interpreters will report no-shows or consistent tardiness to the Deaf Educator of Disability Support Services.
* Interpreters will notify the Deaf Educator to request a substitute in the event of a sudden inability to attend class.
* Interpreters may take a break when the students break if desired. It is university policy that classes over two hours are required to take breaks.
* Instructors are notified that an interpreter will be in the classroom. It is the responsibility of the interpreter to discuss with the instructor an appropriate time for a break or any other reasonable accommodations the Interpreter may desire.
* If a problem arises between the interpreter and any persons involved in an assignment, the interpreters should first discuss it with the university Deaf Educator. If no resolution can be reached, the Director of Disability Support Services should be contacted.
* The interpreter should contact the Deaf Educator in Disability Support Services as soon as possible if s/he desires a textbook.
Hard of hearing students may use an ALD in the classroom to enhance the voice of a speaker. The most common ALD is a personal FM system; the speaker wears a microphone and the student wears a receiving unit. Disability Support Services encourages all students requesting ALDs to include a recommendation from an audiologist as to the appropriate device and type of access (headphones, neck loop, direct audio input, etc.).
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Each student may also want to see an audiologist to make sure the device is set up properly with the user's hearing aid to ensure no damage to the user's residual hearing and to ensure proper use. Students may borrow a FM system from Disability Support Services on an as-needed basis. (See Appendix N)
An increasing number of educational videotapes as well as television broadcasts are being "closed captioned" for deaf and hard of hearing viewers. Closed captions are similar to subtitles in foreign language films: CCs appear at the bottom of the screen so the viewer may follow narration and dialogue. A CC decoder is needed to display the usually hidden captions. Television monitors manufactured after July 1993 have built-in decoders that can be activated through the remote control.
Captioning Protocol
The University of North Carolina at Pembroke
Captioning Policy
The University of North Carolina at Pembroke relies on administrators, faculty and staff to provide equal access to all programs and activities for individuals with disabilities. The university is committed to adhering to the requirements of Sections 504 & 508 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, by providing reasonable accommodations to qualified individuals with disabilities. Individuals who are deaf or have a hearing loss may require accommodations and/or modifications to course materials and/or other university communications.
The most effective means of providing equal access to videos, movie clips, DVDs, and films is through the use of products with open or closed-captioning or subtitles. It is the responsibility of all units/departments, administrators, faculty and staff to utilize only media products with open or closed-captioning or subtitles, and/or provide an alternate format, such as a script.
Procedure
New Video/DVD/Film Releases
It is the responsibility of the unit/department, administrators, faculty and staff to:
1. purchase and use captioned videos/DVDs/films for teaching purposes within their
particular classroom and/or unit/department;
2. substitute a video/DVD/film with captioning in the place of an older version without
captioning;
3. update all video/DVD/film stock to include only those with captioning; and
4. create subtitles/captions for any university-created video.
Non-captioned Video/DVD/Film Releases
It is the responsibility of the unit/department, administrators, faculty and staff to:
* The Captioning Committee will consist of representatives from Disability Support Services, Media Services, and the department chair in addition to the Provost or selected administrative representative. The role of the Captioning Committee will be to develop and update policies and procedures and to help determine if it is appropriate to provide captioning in situations where a captioned version of a film cannot be attained.
If request is approved by Captioning committee:
1. Proceed with captioning in house using Caption Mic
2. Outsource assignment to vendor
Remote captioning is an accommodation used for individuals with a hearing loss who need additional support in the classroom, but donot use sign language. They may be severely hard of hearing or an oral deaf individual. The remote captioning policy is outlined below.
Remote Captioning Policy
Disability Support Services
INTRODUCTION
What is Remote Captioning?
Remote Captioning is a speech to text transcription system that provides real-time communication access to students who need alternative or additional support. Remote captioning can be either a word-for-word transcription that produces a transcript similar to in-classroom CART services of a classroom meeting or a meaning for meaning transcript depending on what type of equipment the service provider is using. (CART vs. C-Print)
How It Works
The student uses a wireless microphone, laptop and internet connection provided by Disability Support Services (DSS) to access a real-time transcription website. The instructor wears a lapel microphone. Five minutes prior to the beginning of class the remote captionist dials in. The student reads the transcript in real-time through the real-time transcription website.
SCHEDULING
You must request Remote Captioning accommodations a minimum of three weeks prior to the start of each semester. DSS coordinates with the captioning company and the Division of Information Technology Department. Each classroom is tested with the captioning equipment and each instructor receives information abut using remote captioning. The captioning company arranges for a Captionist for each class. This is a time-consuming process which is why we require students to request the accommodation at least three weeks prior to the beginning of the semester. If you change your schedule before or after the start of the semester, notify DSS immediately to ensure continuity in Remote Captioning accommodations. DSS cannot guarantee that captioning equipment can be taken down, moved, and set up within ten minutes, so students need to take that into consideration when scheduling classes back-to-back.
We also request that you provide copies of your syllabi to DSS so that DSS can provide class materials to the Captionist.
Absences and Class Cancellations
When a student receives Remote Captioning accommodations, DSS expects the student to attend all classes throughout the semester. If you must miss a class, please give DSS 24 hours notice. It is understandable that, in some situations, you may not be able to provide 24 hours notice; however, failure to provide any notice is considered a “no show.” Three “no shows” can result in a temporary suspension of services until the student meets with the appropriate DSS staff person. Students who do not attend class will not receive transcripts for that class period.
Additionally, if you receive information about class cancellations, test days, or other issues related to attendance and for which you do not require Remote Captioning, please notify DSS immediately.
Technical Problems
When technical problems occur you should attempt to contact DSS immediately at 521.6695. We will try to resolve the issue quickly. There may be instances, however, when DSS will not be able to resolve the problem. A tape recorder will be kept with the captioning equipment so classes can be taped and transcribed. The captioning company and DSS do not warrant that the services will be error free or uninterrupted.
The DSS office will partner with Division of Information Technology (DoIT) to ensure system access in the classroom and technical support of data ports and technology related barriers.
CLASSROOM PROCEDURES
Student Responsibilities
You may not distribute Remote Captioning notes to other students under any circumstances. Remote captioning produces transcripts of the professor’s lecture and are therefore considered intellectual property.
A copy of the transcription is available for the student and can be requested by contacting DSS. The student must let the Deaf Educator know prior to the beginning of the semester how he/she would like to receive the transcripts after the lecture. A file may be set up in the DSS office for the student to pick up notes following the notetaker procedure.
Remote transcribers transcribe, to the best of their ability, all spoken utterances in the classroom, including lecture and asides. The student, or students notetaker is responsible for all information on the overhead, board, and/or handouts. This includes the spelling of vocabulary words. The transcriber will provide summaries of films and readings when it is technically possible.
Please note: The external classroom microphone may not pick up every student’s question. If the Captionist cannot hear the question, it is the responsibility of the student to ask that the question be repeated.
Student conduct
We expect students who receive Remote Captioning accommodations to pay full attention during class. Please do not study, email, or engage in other such activities when receiving Remote Captioning accommodations.
EQUIPMENT USAGE
DSS will provide a laptop and wireless microphone for each class session. The equipment provided to you by DSS is property of The University of North Carolina at Pembroke. You may use the equipment for Remote Captioning only.
CONTACTS
If you have concerns about the quality of the transcriptions, notes, or any other matters concerning Remote Captioning please contact Kelly Cheek @ kelly.cheek@uncp.edu/ 521.6695 between the hours of 8:00 a.m. and 5:00 p.m.
I, __________________________, have read and agree to comply with all the policies set forth in The University of North Carolina at Pembroke’s Student Remote Captioning Policy.
___________________________ ____________
Signature Date
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Disability Support Services provides document conversion services, which are described below free of charge to the UNCP community.
Many textbooks, novels and periodicals are available on audiotape and can be obtained from public libraries, the Library of Congress, and Recordings for the Blind and Dyslexic. If determined appropriate, students requesting taped materials should first investigate these resources. Documents that are not available on audiotape may be submitted for free recording at Disability Support Services. Students, faculty, and staff may make requests directly by contacting DSS.
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DSS currently scans and copies textbooks to CD ROMS. The textbook will be unbound and returned to the student unbound. A completed document conversion form is required to receive this service. The student must be pre-approved by the Director to receive this service as an accommodation. The DSS Accommodation Coordinator re-formats books on a first-come, first-serve basis and requires at least 48 hours notice to supply alternative text in a timely manner.
Original documents may be submitted either in print or on computer disk to DSS for Braille transcription. Documents in electronic format can be transcribed quickly; print materials require more time because they must be scanned or entered by hand. Tape or an electronic device may be a better temporary solution. A Document Conversion Request Form should be completed and accompany the material to be transcribed. Requests should be submitted as early as possible. It may take up to 48 hours to produce a Brailled resource depending upon student demand and DSS resources.
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Anyone with access to a computer or copy machine can create large print documents by following one of the procedures below (ask the person making the request how much enlargement is needed).
The following example illustrates the difference between standard and large print:
With a Copy Machine
Duplicating on a copy machine that can print on eleven-by-seventeen inch paper can also enlarge documents. This is a useful procedure for course packets or articles in periodicals or books. The quality of the enlarged version will depend on the clarity and condition of the original document.
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UNCP provides a balance of services and guidelines to ensure that electronic information capability is accessible to students with disabilities. Computer Services works in conjunction with the library and Disability Support Services to assure accessibility and availability of reasonable computerized accommodations is provided.
* Voice out-put (text to speech)
Assistance in using library resources is provided by the staff of Sampson-Livermore Library or by DSS staff, depending on the type of assistance needed. Library staff may provide short-term assistance with the retrieval of materials. Students should contact Disability Support Services to discuss whether or not library assistance is a reasonable accommodation.
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Academic Aides can provide hands-on support in laboratory courses and other classroom settings. In-class accommodations may include scribing, verbal description, print or graphic enlarging, and reading. Students should contact Disability Support Services for more information. (See Appendix P)
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Disability Support Services is available to consult with students, faculty, and staff on the technical needs of individuals with disabilities. The UCIS liaison is also available to discuss technical needs of disabled students.
There is residential living space available to all students in each residence hall. Specific living accommodations are coordinated through Disability Support Services and the housing office. A request for single housing due to a disability is processed through the DSS office. (See Appendix Q).
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UNC Pembroke is not an on-campus residency required educational institution. However, living in a residence hall with other students in similar situations fosters camaraderie, kinship, and develops relationships that last students throughout the remainder of their lives. Students develop interpersonal skills that they will use in the classroom during their academic career, and continue to use as they progress through their professional career.
However, each student has his or her own personal needs and must consider if living environments in the halls are in their best interest. Students who need to live in a single room campus for disability-related reasons must be approved for these accommodations. The process for obtaining this approval is as follows:
* The student must currently have a diagnosis of a disability and have submitted documentation that meets the UNCP Disability Support Services criteria. (Specific documentation guidelines for each disability are available upon request). Students who have not already been made eligible for Disability Support Services must complete that process along with the Housing Accommodation Application.
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* A Housing Accommodation Application must be submitted to the Director of Disability Support Services. The professional certification section should be filled out by a professional who is knowledgeable regarding the type of disability in question, qualified to make appropriate recommendations, and knowledgeable of the student’s current condition. The Director of Disability Support Services can provide guidance as to who is an appropriate professional to provide certification. The application form, disability documentation, and reason for the request will remain confidential in Disability Support Services files.
* The Director of Disability Support Services will review the application and supporting documentation. A decision will be made to approve the request, deny it, or defer it pending further documentation. This decision will be communicated by memo to the student and to Residence Life within the Office of Student Affairs.
Single room requests for the sole purpose of obtaining a reduced distraction study environment WILL NOT be approved. Even without a roommate, a communal living environment can be very distracting. These students may wish to find a place outside the dorm to study, such as the library, which is designed for these types of activities.
Valid reasons for a medical single include but are not limited to: space requirements of disability-related equipment, need for privacy during personal care, strategies needed to cope with the disability that would be bothersome to a roommate (such as bright lights), and a need to obtain extra rest to minimize disability-related conditions.
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Service animals are animals trained to assist people with disabilities in the activities of normal living. The Americans with Disabilities Act (ADA) definition of service animals is "...any animal individually trained to do work or perform tasks for the benefit of an individual with a disability, including, but not limited to, guiding individuals with impaired vision, alerting individuals who are hearing impaired to intruders or sounds, providing minimal protection or rescue work, pulling a wheelchair, or fetching dropped items." If an animal meets this definition, it is considered a service animal regardless of whether it has been licensed or certified by a state or local government or a training program.
Service Animal: Any animal individually trained to do work or perform tasks for the benefit of a person with a disability. Service animals are usually dogs, but may be monkeys. A few other animals have been presented as service animals. If there is a question about whether an animal is a service animal, contact Disability Support Services. A service animal is sometimes called an assistance animal. UNCP currently does not allow animals for emotional support. Requests for these animals will be considered on a case-by-case basis.
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5. Under Control of Partner/Handler: The partner/handler must be in full control of the animal at all times. The care and supervision of a service animal is solely the responsibility of its partner/handler.
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2. Ill Health: Service animals that are ill should not be taken into public areas. A partner with an ill animal may be asked to leave college facilities.
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The following guidelines are provided so that Disability Support Services can respond appropriately to the individual needs of the student. Disability Support Services reserves the right to determine eligibility for services based on the quality of the submitted documentation. All documentation is confidential. Each student’s documentation will be considered on a case-by-case basis. Documentation for each disability is required before services can be provided.
The guidelines for documenting the following disabilities are included in this handbook:
1. Attention Deficit Disorder (ADD/ADHD)
2. Learning Disability
3. Acquired Brain and Traumatic Head Injuries
4. Visual Impairment
5. Autism
6. Psychiatric and Psychological Disorders
7. Hearing Impairments
8. Chronic Health Impairments
9. Mobility Impairments
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Students who are requesting support services from Disability Support Services at the University of North Carolina at Pembroke are required to submit documentation to verify eligibility under the ADA of 1990. The following guidelines are provided in the interest of ensuring that the documentation is complete and appropriate. If you have any questions after reading the guidelines, please contact Disability Support Services.
1. The documentation must include a clear statement of ADD or ADHD. It must also include the rationale for this diagnosis. If another diagnosis is applicable, it should be stated and further evaluative measures supporting a secondary disability should be included.
2. Disability Support Services encourages entering students to complete a full evaluation just prior to attending The University of North Carolina at Pembroke. If this is not possible, we encourage the evaluation to have been completed within the past three years for students just graduating high school. It is preferred that individuals who are 17 years of age or older be tested using diagnostic instruments normed for adults. Documentation that is more than three years old will be considered individually. All documentation will be handled on a case-by-case basis, and students may be required to submit more recent documentation.
4. The diagnosis should also include a comprehensive learning disability assessment battery which does not rely on any one test or subtest. Evidence of a substantial limitation to learning or other major life activity must be provided. Both aptitude and academic achievement must be evaluated and included in the test report.
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The following tests are considered acceptable:
* Aptitude: WAIS III; Stanford-Binet IV; Woodcock-Johnson Psychoeducational Battery Revised: Test of Cognitive Ability
* Academic Achievement: Woodcock-Johnson Psychoeducational Battery -Revised: Test of Achievement; Wechsler Individual Achievement Test (WIAT); Stanford Test of Academic Skills (TASK); Scholastic Abilities Test for Adults (SATA)
5. Specific cognitive processing strengths, weaknesses, and deficits must be discussed. Clear documentation of deficit areas is necessary in order for the college to provide appropriate, reasonable accommodations. Please discuss the following processing areas:
*Visual spatial abilities
*Memory (auditory and visual- short-term and long term)
*Fine Motor/dexterity (speed/sequence of motor patterns)
*Executive functions (verbal and nonverbal reasoning). It is also helpful to know about the student's cognitive flexibility and auto maticity with cognitive tasks.
*Selective attention/perception (auditory and visual)
The evaluator must provide a summary of findings from the assessment procedure. The summary should include:
1. Demonstration of the evaluator’s having ruled out alternative explanations for inattentiveness, impulsivity, and/or hyperactivity as a result of psychological or medical disorders or non-cognitive factors such as lack of environmental support or stimulation. Specific statements as to why any of the above factors or conditions do not better explain the impairment or symptoms should be made;
2. Indication of how patterns of inattentiveness, impulsivity, and/or hyperactivity across the life span and across settings are used to determine the presence of ADHD;
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3. Indication of whether or not the student was evaluated while on medication, and whether or not there is a positive response to the prescribed treatment; and
4. Discussion of the substantial limitation to learning presented by the ADHD and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
7. The documentation must include the following information:
* Names of the assessment instruments used
* Quantitative and qualitative information which supports the diagnosis
* The arm of educational impact and the severity of the condition
* Recommendations for prescriptive treatments
* Notation of medications prescribed, if any, and potential impact on learning
* Additional observations or recommendations which could assist us in adequately serving the student
* The names, titles, addresses, and phone numbers of the evaluator(s), as well as date(s) of testing
The evaluator should provide recommendations for accommodations and/or services that are individualized and clearly linked to the presented data. These recommendations, and the data which support them, will be used to determine the specific accommodations needed by the student. The report should indicate why the evaluator believes that specific accommodations are needed and how the effects of ADHD symptoms, as designated by the DSM-IV, are mediated by the recommended accommodation(s).
The aforementioned guidelines are provided so that Disability Support Services can respond appropriately to the individual needs of the student. Disability Support Services reserves the right to determine eligibility for services based on the quality of the submitted documentation. All documentation is confidential.
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ADD is characterized by disturbances in the areas of attention, low
alertness, distractibility, impulsivity, inconsistency, and under-activeness. Students often daydream, have short attention spans, decreased concentration abilities, difficulty arriving on time, money management problems, problem solving difficulties, lack of prioritization skills, and problems attending to task. ADD is considered to be a disorder of the central nervous system. However, rapid behavioral changes make a precise description of this disorder difficult.
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* Break information into small steps when teaching many new tasks in one lesson (state objectives, review previous lesson, summarize periodically).
* Allow the student the same anonymity as other students (i.e., avoid pointing out the student or the alternative arrangements to the rest of the class).
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Disability Verification for Attention Deficit/Hyperactivity Disorder
Students who are requesting services from Disability Support Services at The University of North Carolina at Pembroke are required to submit documentation to verify eligibility under the ADA of 1990 and Section 504. As the diagnosing professional, you are asked to complete all sections of the form in order to substantiate a disability, which under ADA is defined as a physical or mental impairment that substantially limits one or more major life activities, has a record of such impairment or is regarded as having such an impairment. Additional testing is also required, which consist of an Aptitude and Academic Achievement test to show evidence of the substantial limitation to learning or other major life activity.
Release of Information (Completed by Student)
I, ______________, SS# _______________, authorize the release of this verification form to Disability Support Services at The University of North Carolina at Pembroke.
Signature: _______________________ Date____________________
Diagnostic Subtypes Code (DSM-IV) _______________________________________________________
Date of diagnosis: _______________________
Date of last visit: _______________________
Substantial Functional Limitations:
Please check all that apply.
ƒ Breathing ƒ Hearing ƒ Learning
ƒ Performing Manual Tasks
ƒ Working ƒ Seeingƒ Caring for Self
ƒ Other ______________________
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Was student on AD/HD medication during the assessment? ______________________
If yes, does the medication mitigate the diagnosis? _______________________
How does the condition(s) affect the student in the daily requirements in an academic setting? Provide information below supporting the substantial functional limitation (ex. Task/time management, distractibility level, concentration rate, focusing ability, time constraints, academic related difficulties manifested by AD/HD symptoms where reading, written expression, and/or mathematical abilities are affected, etc.) and the recommended accommodations that could increase student performance (ex. Extended time, separate room, note takers, tape recorder, textbooks on CD-Rom, Inspiration (organization software) etc.
Specific Functional Limitation Reasonable Accommodation ________________________ _____________________________
________________________ _____________________________
________________________ ____________________________
________________________ ____________________________
________________________ ____________________________
Is there any indication that this student may have an additional diagnosis that is co-morbid like mood disorder, anxiety disorder, depression, personality disorder, etc? If yes, what diagnostic instruments have been used to assess further conditions? (Please attach additional information, if any) _________________________________________________________________________________________________________________________________________________________________________________
Have you recommended any type of therapy, counseling, or coaching? ________________________________
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Please list current medications, dosage, and side effects. ____________________________________________
Please provide a narrative report that reflects the following guidelines:
1. A specific psychological diagnosis of AD/HD within the past three years.
2. What assessment instruments and procedures were used to diagnose?
3. The severity of the condition and how it could impact educational performance.
4. If other services would be beneficial to the student, such as academic or personal counseling, etc.
5. Any additional information that would be relevant when working with the student in an educational setting.
We appreciate your assistance in providing the information required for documentation. Please mail the original form, and if faxed, original form must be sent by mail.
Name of Professional/Diagnostician _____________________________________
Title __________________________________________________________
Business Address ____________________________________________________
Phone _____________________________ Fax ________________
E-Mail____________________________________________________
Professional Credentials ________________________________________________
License/Certificate number _____________________________________________
Area of Specialization _________________________________________________
State of Licensure ____________________________________________________
Signature _________________________________Date __________
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Students who are requesting Disability Support Services from the University of North Carolina at Pembroke are required to submit documentation to verify eligibility under the ADA of 1990 and Section 504 of the Rehabilitation Act of 1973. Students must provide documentation that meets the University’s guidelines to become eligible for services. The following guidelines are provided in the interest of ensuring that the documentation is complete and appropriate. If you have any questions after reading the guidelines, please contact Disability Support Services.
1. A specific learning disability must be stated within the documentation submitted. If another diagnosis is applicable, it should be stated and further evaluative measures supporting a secondary disability should be included. A statement should be included indicating the current status of the learning disability and the relevance of the learning disability to the institutional setting.
2. Disability Support Services encourages entering students to complete a full evaluation just prior to attending the University of North Carolina at Pembroke. If this is not possible, we encourage the evaluation to have been completed within the past three years for students just graduating high school. It is preferred that individuals who are 17 years of age or older be tested using diagnostic instruments normed for adults. Documentation that is more than three years old will be considered individually. All documentation will be handled on a case-by-case basis and students may be required to submit more recent documentation.
3. The evaluation must be performed by a professional who is knowledgeable regarding learning disabilities and qualified to make appropriate recommendations. This documentation must be made and signed by a medical or mental health practitioner who is 1) not immediately related to the student and 2) licensed/certified in the area for which the diagnosis is made. The names, titles, addresses, and phone numbers of the evaluator(s), as well as date(s) of testing are required.
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4. Assessment, and any resulting diagnosis, should consist of and be based on a comprehensive assessment battery that does not rely on any one test or subtest. Evidence of a substantial limitation to learning or other major life activity must be provided. A “substantial limitation” is defined as a significant discrepancy of at least 15 points between aptitude and achievement. If the diagnostician uses the Diagnostic and Statistical Manual (DSM-IV), significant discrepancy is defined as a minimum of two (2) standard deviations between aptitude and achievement. Both aptitude and academic achievement must be evaluated and included in the test report, as well as subtests, standard scores, and percentile scores. The following tests are considered acceptable:
· Aptitude: WAIS-III; Stanford-Binet IV; Woodcock-Johnson Psychoeducational Battery Revised: Test of Cognitive Ability
· Academic Achievement: Woodcock-Johnson Psychoeducational Battery -Revised: Test of Achievement; Wechsler Individual Achievement Test (WIAT); Stanford Test of Academic Skills (TASK); Scholastic Abilities Test for Adults (SATA)
The Wide Range Achievement Test-3 (WRAT-3) is not a comprehensive measure of achievement and therefore should not be used as a sole measure of achievement.
5. Specific cognitive processing strengths, weaknesses, and deficits should be discussed. Clear documentation of deficit areas is necessary in order for the college to provide appropriate, reasonable accommodations. Please discuss the following processing areas:
· Visual spatial abilities
· Memory (auditory and visual; short-term and long-term)
· Fine Motor/dexterity (speed/sequence of motor patterns)
· Executive functions (verbal and nonverbal reasoning). It is also helpful to know about the student's cognitive flexibility and automaticity with cognitive tasks.
· Selective attention/perception (auditory and visual)
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6. Significant specific achievement deficits relative to potential must be documented. Assessment results must be provided across the following areas:
· Written language (spelling and written expression) - If a written language sample is available to review, this is most helpful.
· Reading (decoding and comprehension) - Please indicate the student's ability to comprehend longer passages, more typical of college texts than some assessment instruments provide. Examples of acceptable tests include: Woodcock Reading Mastery Tests-Revised and Nelson Denny Reading Skills test.
· Mathematics (applied word problems and calculations) - Please indicate whether or not the student was successful with algebra problems. Scores rarely provide this. Examples of acceptable tests include: Stanford Diagnostic Mathematics Test.
Individual “learning styles,” “learning differences,” “academic problems” and “test difficulty or anxiety,” in and of themselves, do not constitute a learning disability. It is important to rule out alternative explanations, such as emotional, attentional, or motivational problems, that may be interfering with learning but do not constitute a learning disability. The diagnostician is encouraged to use direct, specific language in the diagnosis of a learning disability, avoiding terms such as “suggests” or “is indicative of.”
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7. A comprehensive summary must include the following information:
· Quantitative and qualitative information that supports the diagnosis (inc. subtest scores).
· The areas of educational impact and the severity of the condition.
· Previous history of the disability and verification of any previous testing.
· Recommendations for prescriptive treatments.
· Notation of medications prescribed, if any, and potential impact on learning.
· Additional observations or recommendations which could assist us in adequately serving the student.
8. It is important to recognize that needs for accommodations can change over time and are not always identified through the initial diagnostic process. Conversely, a prior history of accommodation does not, in and of itself, warrant the provision of similar accommodation. The summary must, however, include any record of prior accommodation or auxiliary aids, including any information about specific conditions under which the accommodations were used. The diagnostic report must include specific recommendations for accommodations as well as an explanation as to why each accommodation is recommended. The evaluator must support recommendations with specific test results or clinical observations. If recommended accommodations are not clearly identified in a diagnostic report, Disability Support Services may seek clarification and, if necessary, more information. The final determination for providing appropriate and reasonable accommodations rests with Disability Support Services.
The aforementioned guidelines are provided so that Disability Support Services can respond appropriately to the individual needs of the student. Disability Support Services reserves the right to determine eligibility for services based on the quality of the submitted documentation. All documentation is confidential.
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Documentation for this disability, as with all disabilities, is required before services can be provided.
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Students who are requesting support services from Disability Support Services at The University of North Carolina at Pembroke are required to submit documentation to verify eligibility under the ADA of 1990. The following guidelines are provided in the interest of ensuring that the documentation is complete and appropriate:
1. A specific statement of the injury and the probable site of lesion must be stated within the documentation submitted. If another diagnosis is applicable, it should also be stated. A statement should be included indicating the current status of the injury and any relevance to the institutional setting.
2. Disability Support Services encourages entering students to complete a full evaluation just prior to attending The University of North Carolina at Pembroke. If this is not possible, we encourage the evaluation to have been completed within the past three years for students just graduating high school.
3. It is preferred that individuals who are 17 years of age or older be tested using diagnostic instruments normed for adults. Documentation that is more than three years old will be considered individually. All documentation will be handled on a case-by-case basis, and students may be required to submit more recent documentation.
4. The evaluation must be performed by a professional who is knowledgeable about brain injuries and qualified to make appropriate recommendations. This would include a physician, neurologist, licensed clinical and rehabilitation psychologists, neuropsychologists, and psychiatrists. This documentation must be made and signed by a medical or mental health practitioner who is 1) not immediately related to the student and 2) licensed/certified in the area for which the diagnosis is made.
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5. A summary consisting of cognitive and achievement measurements and evaluation results, including standardized scores or percentiles used to make the diagnosis must be included. The assessment, and any resulting diagnosis, should consist of and be based on a comprehensive assessment battery which does not rely on any one test or subtest. Evidence of a substantial limitation to learning or other major life activity must be provided. Both aptitude and academic achievement must be evaluated and included in the test report. The following tests are considered acceptable:
*Aptitude: WAIS-III; Stanford-Binet IV; Woodcock-Johnson Psychoeducational Battery Revised: Test of Cognitive Ability
*Academic Achievement: Woodcock-Johnson Psychoeducational Battery -Revised: Test of Achievement- Wechsler Individual Achievement Test (WIAT); Stanford Test of I Academic Skills (TASK); Scholastic Abilities Test for Adults (SATA)
The Wide Range Achievement Test-3 (WRA T-3) is not a comprehensive measure of achievement and therefore should not be used as a sole measure of achievement.
6. Specific cognitive processing strengths, weaknesses, and deficits should be discussed. Clear documentation of deficit areas is necessary in order for the college to provide appropriate, reasonable accommodations. Please discuss the following processing areas:
*Visual spatial abilities
*Memory (auditory and visual; short-term and long term)
*Fine Motor/dexterity (speed/sequence of motor patterns)
*Executive functions (verbal and nonverbal reasoning). It is also helpful to know about the student's cognitive flexibility and automaticity with cognitive tasks.
*Selective attention/perception (auditory and visual)
7. A comprehensive evaluation by a speech-pathologist to determine oral language skills should be included. Formal instruments or an informal analysis of a language sample are appropriate.
8. Social-emotional status should be assessed and discussed. Formal assessment instruments and/or clinical interview are appropriate. If applicable, a mental health diagnosis should be clearly stated.
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9. A statement of functional impact or limitations of the disability on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
10. Medical information relating to the student needs to include the impact of medication on the student's ability to meet the demands of the post-secondary environment.
11. The documentation must include the following information:
* Names of the assessment instruments used
* Quantitative and qualitative information which supports the diagnosis
* The areas of educational impact and the severity of the condition
* Recommendations for prescriptive treatments
* Notation of medications prescribed, if any, and potential impact on learning
* Additional observations or recommendations which could assist us in adequately serving the student
* The names, titles, addresses, and phone numbers of the evaluator(s), as well as date(s) of testing
The aforementioned guidelines are provided so that Disability Support Services can respond appropriately to the individual needs of the student.
Disability Support Services reserves the right to determine eligibility for services based on the quality of the submitted documentation. All documentation is confidential.
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Documentation for this disability, as with all disabilities, is required before services can be provided.
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* Cause of visual impairment (prenatal influence or congenital, infectious disease, injury, general disease, undetermined). And if it is non-progressive, progressive, or secondary complication.
* On-set of visual impairment.
Clinical diagnosis (blind, partial vision, low vision)and/or Level of visual disability (moderate, severe, profound). Be specific. Sneflen Chart measurement of acuity.
* Visual field (central loss, peripheral loss)
* Color measurement (ability to discriminate colors, as well as light and dark)
* Assessment of visual efficiency
3. A summary of the condition and evidence of a substantial limitation to learning or other major life activity must be provided.
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4. Specific cognitive processing strengths, weaknesses, and deficits should be discussed. Clear documentation of deficit areas is necessary in order for the college to provide appropriate, reasonable
accommodations.
* Intelligence/Aptitude testing
* Sensory/Motor skills
* Academic Skills/Concept Development
* Social/Emotional/Affective Information
* Functional Living Skills (i.e. orientation and mobility)
* Names of the assessment instruments used
* Quantitative and qualitative information which supports the diagnosis
* The areas of educational impact and the severity of the condition
* Recommendations for prescriptive treatments
* Notation of medications prescribed, if any, and potential impact on learning
* Additional observations or recommendations which could assist us in adequately serving the student
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* Common accommodations for students with vision impairments include alternative print formats, magnification devices, bright incandescent lighting, raised lettering, tactile cues, adaptive computer equipment, readers for exams, print scanners, early syllabus, taped lectures, and lab or library assistants.
* Include a Disability Access Statement on the syllabus (See Appendix R).
* Keep a front row seat open for a student with vision impairment. A corner seat is especially convenient for a student with a guide dog.
* Allow the student the same anonymity as other students (i.e., avoid pointing out the student or the alternative arrangements to the rest of the class).
Documentation for this disability, as with all disabilities, is required before services can be provided.
Students who are requesting support services from Disability Support Services at the University of North Carolina at Pembroke are required to submit documentation to verify eligibility under the ADA of 1990. The following guidelines are provided in the interest of ensuring that the documentation is complete and appropriate.
In the state of North Carolina the diagnosis must be done by a licensed mental health professional such as a psychologist or a psychiatrist and must include the license number. The diagnostician must be an impartial individual who is not a family member of the student. A psychiatrist is preferred, and required if medication is involved.
1. Disability Support Services encourages entering students to complete a full evaluation just prior to attending The University of North Carolina at Pembroke. If this is not possible, we encourage the evaluation to have been completed within the past three years for students just graduating high school.
2. A clear statement of the disorder, including DSM-IV diagnosis and a summary of present symptoms must accompany the documentation.
3. If a summary of cognitive and achievement measures is included, then the assessment, and any resulting diagnosis, should consist of and be based on a comprehensive assessment battery which does not rely on any one test or subtest. Evidence of a substantial limitation to learning or other major life activity must be provided. Both aptitude and academic achievement must be evaluated and included in the test report. The following tests are considered
*Aptitude: WAIS-111; Stanford-Binet IV; Woodcock-Johnson Psychoeducational Battery Revised: Test of Cognitive Ability
*Academic Achievement: Woodcock-Johnson Psychoeducational Battery -Revised: Test of Achievement; Wechsler Individual Achievement Test (WIAT); Stanford Test of Academic Skills (TASK); Scholastic Abilities Test for Adults (SATA)
The Wide Range Achievement Test-3 (WRA T-3) is not a comprehensive measure of achievement and therefore should not be used as a sole measure of achievement.
4. Specific cognitive processing strengths, weaknesses, and deficits should be discussed Clear documentation of deficit areas is necessary in order for the college to provide appropriate, reasonable accommodations. Please discuss the following processing areas:
* Visual spatial abilities
* Memory (auditory and visual; short-term and long term)
* Fine Motor/dexterity (speed/sequence of motor patterns)
* Executive functions (verbal and nonverbal reasoning). It is also helpful to know about the student's cognitive flexibility and automaticity with cognitive tasks.
* Selective attention/perception (auditory and visual)
5. A statement of the functional impact or limitations of the disorder on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
6. Social-emotional status should be assessed and discussed. Formal assessment instruments and/or clinical interview are appropriate. If applicable, a mental health diagnosis should be clearly stated.
7. The report should describe the manner and level of severity with which the disability currently impacts general functioning and any physical limitations on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
8. The report should detail any currently prescribed or recommended and on-going treatment or care.
9. Medical information relating to the student's needs to include the impact of medication on the student's ability to meet the demands of the post-secondary environment.
If any problems arise while the student is at The University of North Carolina at Pembroke, a letter from the licensed mental health professional must be provided that says the student is stable and able to resume living in an academic environment.
The documentation must include the following information:
* Names of the assessment instruments used
* Quantitative and qualitative information which supports the diagnosis
* The areas of educational impact and the severity of the condition 10
* Recommendations for prescriptive treatments
* Notation of medications prescribed, if any, and potential impact on learning
* Additional observations or recommendations which could assist us in adequately serving the student
* The names, titles, addresses, and phone numbers of the evaluator(s), as well as date(s) of testing
The aforementioned guidelines are provided so that Disability Support Services can respond appropriately to the individual needs of the student. Disability Support Services reserves the right to determine eligibility for services based on the quality of the submitted documentation. All documentation is confidential.
Students who are requesting support services from Disability Support Services at the University of North Carolina at Pembroke are required to submit documentation to verify eligibility under the ADA of 1990. The following guidelines are provided in the interest of ensuring that the documentation is complete and appropriate.
In the state of North Carolina the diagnosis must be done by a licensed mental health professional such as a psychologist or a psychiatrist and must include the license number. The diagnostician must be an impartial individual who is not a family member of the student. A psychiatrist is preferred, and required, if medication is involved.
1. A clear statement of the disorder, including DSM-IV diagnosis and a summary of present symptoms.
2. Documentation for eligibility should be current, preferably within the last three years.
3. A summary of assessment procedures and evaluation instruments used to make the diagnosis and a summary of the evaluation results, including standardized or percentile scores.
4. Medical information relating to the student needs to include the impact of medication on the student's ability to meet the demands of the post-secondary environment.
5. A statement of the functional impact or limitations of the disorder on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
Further assessment by an appropriate professional may be required if coexisting learning disabilities or other disabling conditions are indicated.
The verification form must also be filled out by the person providing the documentation (See Appendix S). If any problems arise while the student is at The University of North Carolina at Pembroke, a letter from the licensed mental health professional must be provided that says the student is stable and able to resume living in an academic environment.
The documentation must include the following information:
* Names of the assessment instruments used
* Quantitative and qualitative information which supports the diagnosis
* The areas of educational impact and the severity of the condition
* Recommendations for prescriptive treatments
* Notation of medications prescribed, if any, and potential impact on learning
* Additional observations or recommendations which could assist us in adequately serving the student
* The names, titles, addresses, and phone numbers of the evaluators, as well as date(s) of testing
The aforementioned guidelines are provided so that Disability Support Services can respond appropriately to the individual needs of the student. Disability Support Services reserves the right to determine eligibility for services based on the quality of the submitted documentation. All documentation is confidential.
BIPOLAR DISORDER (manic depressive disorder) causes a person to experience periods of mania and depression. In the manic phase, a person might experience inflated self-esteem, a decreased need to sleep, irrational thinking, irrational behaviors, and poor impulse control.
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When in doubt about how to assist the student, ask the student.
Documentation for this disability, as with all disabilities, is required before services can be provided.
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Students who are requesting Disability support Services at the University of North Carolina at Pembroke are required to submit documentation to verify eligibility under the ADA Act of 1990. The following guidelines are provided in the interest of ensuring that the documentation is complete and appropriate:
Physicians, including otorhinolaryngologists and otologists, are qualified to provide diagnosis and treatment of hearing disorders. Audiologists may provide current audiograms. The diagnostician should be an impartial individual who is not a family member of the student.
The following guidelines are provided to assist Disability Support Services in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that legitimizes a student's request for appropriate accommodations. Recommended documentation includes:
1. A clear statement of deafness or hearing loss, with a current audiogram that reflects the current impact the deafness or hearing loss has on the student's functioning, (the age of acceptable documentation is dependent upon the condition, the current status of the student, and the student's request for accommodations).
2. A summary of assessment procedures and evaluation instruments used to make the diagnosis and a narrative summary of evaluation results, if appropriate.
3. Medical information relating the student's needs, the status of the individual's hearing (static or changing) and it's impact on the demands of the academic program.
4. A statement regarding the use of hearing aids (if appropriate).
5. A statement of the functional impacts or limitations of the hearing loss on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
Further assessment by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. The student and Disability Support Services collaboratively determine appropriate accommodations.
The aforementioned guidelines are provided so that Disability Support Services can respond appropriately to the individual needs of the student. Disability support Services reserves the right to determine eligibility for services based on the quality of the submitted documentation. All documentation in confidential.
Conditions: