Information for Faculty

In regards to access to higher education for students with disabilities, the intent of both pieces of impactful legislation, the American's with Disabilities Act (ADA) and the Rehabilitation Act of 1973, is to provide a level playing field. Accommodations are to ensure access, not necessarily success, and are therefore not intended to qualitatively change the nature of the academic course or program.

In order to be eligible to receive accommodations at the University, students must present appropriate documentation of a disability and need for accommodations. Appropriate documentation includes assessment results from a psychologist, psychiatrist, diagnostician, neurologist, or other medical doctor (for a physical disability or chronic medical condition). Because of the nature of the differences between secondary and higher education, documents created through an ARD or 504 meeting are not acceptable.

The student is responsible for identifying himself/herself as needing accommodations, and SDS will confirm this need. Faculty members are not obligated to identify students with disabilities, and, if you suspect a disability (even if it is obvious), you should give the same advice to all students. Therefore, your standard information for students having issues in your classes should always include a referral to SDS, and you should always include SDS contact information on your course syllabi.

A student who has registered with SDS (i.e. has provided appropriate documentation of disability) may request letters outlining appropriate accommodations for each eligible course. These letters indicate accommodations that are recommended by SDS professional staff. However, as the faculty member responsible for the academic content of the course, it is your responsibility, with consultation, to determine if the accommodations are reasonable. If you have concerns, please express those to SDS staff.

For good guidelines in working with students with disabilities, including determing "reasonableness" of accommodations and etiquette, please visit both the Texas A&M at College Station and the University of North Texas sites.

Universal Design

Universal design is a concept that has emerged from the architectural field and is now being applied in other arenas. Many of us recognize that architectural features designed to benefit people with disabilities are advantageous to everyone. Lowered water fountains, for example, allow children to get a drink without assistance. Ramps are more convenient when we are pulling luggage or moving equipment. The same phenomenon has occurred with newer technology. Cell phones equipped to send digital messages provide accessibility for people who are deaf, but are also convenient if you are in a meeting or in a noisy environment.

The principles of universal design can be used to guide course organization and development of course materials in a way that is accessible to a broader range of individuals. Many educators have embraced the concept of universal design because the application of it benefits all of the students in their class. Here are a few examples of the students who benefit:

• Students for whom English is a second language.
• Students who have older computer technology or browsers.
• International students.
• Nontraditional students.
• Students with disabilities.
• Students with a learning style that differs from that of his or her instructor's teaching style.

For more information, please visit the following sites:
Faculty Development and Universal Instructional Design
Teaching College Students with Learning Disabilities
Equity & Excellence in Education
Faculty & Administrator Modules in Higher Education
Center For Applied Special Technology/
FacultyWare
TAMU Disability Training Network

Faculty Resources

Good general overviews of different learning disabilities
http://www.helpguide.org/mental/learning_disabilities.htm#Types_learning_disabilities
http://www.washington.edu/doit/Careers/articles?70

About.com—Article on teaching adults with learning disabilities
http://adulted.about.com/od/disabilities/a/LDadults.htm

Boston University—Educational Scenarios for instructors
http://www.bu.edu/cpr/reasaccom/educa-scena.html

Boston University—How-To Tips for Educators
http://www.bu.edu/cpr/reasaccom/educa-tips.html

Dyslexia.com—Describes what a person with dyslexia sees when they read
http://www.dyslexia.com/qasymptoms.htm#d990201

Back To SDS Main Page