Resources and Support

1. Disability Access Office (DAO) guides: Many universities have a Disability Access Office that provides detailed guides for both students and faculty on managing and implementing accommodations. For example, Harvard University’s DAO offers a comprehensive Faculty Guide that outlines how to handle accommodation requests and implement common accommodations.
2. Center for Accessibility and Disability Resources:
   Saint Louis University’s Center for Accessibility and Disability Resources provides resources for faculty, staff and teaching assistants to support students with disabilities. They offer consultations and guidance on implementing accommodations effectively.
3. Reasonable Accommodations Guide:
   Collin College offers a Reasonable Accommodations Guide that includes a directory of resources and a glossary of disability-related terminology.
4. Faculty Focus articles:
   Faculty Focus publishes articles on strategies for accommodating students with disabilities in higher education. These articles provide practical tips and insights for creating an inclusive learning environment.
5. CUNY Faculty Guide:
   The City University of New York (CUNY) has an updated Faculty Guide to Teaching Students with Disabilities that covers various types of disabilities, recommended accommodations, and helpful suggestions for meeting students’ needs.

Professional Development Opportunities on this Topic

Here are some professional development opportunities for faculty to learn more about the accommodation process and inclusive teaching practices:

1. Fundamentals of Disability Accommodations and Inclusive Course Design

   Provider: University of Minnesota

   Description: This online course comprises three modules: Understanding Disability and Reasonable Accommodations, Providing Reasonable Accommodations for Disability, and Inclusive Course Design. It is highly interactive and accessible, allowing faculty to proceed at their own pace.

2. Americans with Disabilities Act: Part 2

   Provider: University of Minnesota Online

   Description: This online lecture discusses reasonable accommodations and the reasonable accommodation process under the Americans with Disabilities Act (ADA). It includes a case study to illustrate the application of the ADA.

3. Promoting Inclusive Teaching Among College Faculty

   Provider: University of Connecticut

   Description: This framework for disability service providers includes tools like selfassessments, checklists and guidelines to help faculty create accessible class materials and assessments. It follows a “plan, deliver, assess” structure to promote inclusive teaching.

4. Higher Education and the ADA

   Provider: ADA National Network

   Description: Higher Education and the ADA: An ADA Knowledge Translation Center Research Brief provides insights into accessibility challenges in higher education and offers training on accommodations for students with disabilities in various learning environments.

5. Workshops and training sessions

   Local Institutions: Many universities offer workshops and training sessions on inclusive teaching practices and accommodations. Check with your institution’s disability services office or teaching and learning center for available opportunities.

6. Online courses and webinars

   Various Providers: Platforms like Coursera, edX and LinkedIn Learning offer courses and webinars on inclusive education, accessibility and universal design for learning.

7. Conferences and Seminars

   Professional organizations: Attend conferences and seminars hosted by organizations such as the Association on Higher Education and Disability (AHEAD) and the National Center for College Students with Disabilities (NCCSD).

Scenarios

Here are the scenarios with both positive and negative outcomes:

Extended Time on Exams

Student: Alex has ADHD and finds it challenging to complete exams within the standard time limit.

Faculty member: Professor Smith

Interaction:

• Alex: “Professor Smith, I have ADHD and need extended time for exams. Can we discuss how to arrange this?”
• Professor Smith: “Of course, Alex. Let’s coordinate with the disability services office to ensure you get the extra time you need. We can arrange for you to take the exam in a quiet room with the additional time.”

Positive outcome:

• Alex: “Thank you, Professor Smith. The extra time really helped me focus and complete the exam without feeling rushed.”
• Professor Smith: “I’m glad to hear that, Alex. If you need any further adjustments, please let me know.”

Negative outcome:

• Alex: “Professor Smith, I wasn’t given the extra time during the exam. It was really stressful.”
• Professor Smith: “I’m sorry to hear that, Alex. There must have been a miscommunication. Let’s meet with the disability services office to ensure this doesn’t happen again.”

Note-Taking Assistance

Student: Jamie has a visual impairment and struggles with taking notes during lectures.

Faculty member: Dr. Lee

Interaction:

• Jamie: “Dr. Lee, I have a visual impairment that makes it difficult to take notes. Could I receive assistance with this?”
• Dr. Lee: “Absolutely, Jamie. We can arrange for a peer note-taker or use a note-taking app. I’ll also provide you with lecture slides in advance to help you follow along.”

Positive outcome:

• Jamie: “The peer note-taker and advance slides have been really helpful. I’m able to keep up with the lectures much better now.”
• Dr. Lee: “That’s great to hear, Jamie. If you need any more support, just let me know.”

Negative outcome:

• Jamie: “Dr. Lee, the peer note-taker hasn’t been reliable, and I’m still struggling to keep up.”
• Dr. Lee: “I’m sorry to hear that, Jamie. Let’s find a more consistent solution, perhaps a different note-taker or a better app.”

Scenario 3: Flexible Attendance Policy

Student: Taylor has a chronic health condition that sometimes prevents them from attending class.

Faculty member: Professor Johnson

Interaction:

• Taylor: “Professor Johnson, I have a chronic health condition that occasionally affects my attendance. Can we discuss a flexible attendance policy?”
• Professor Johnson: “Certainly, Taylor. Let’s work together to create a plan that allows you to keep up with the coursework even when you can’t attend class. We can use recorded lectures and online discussions to ensure you don’t fall behind.”

Positive outcome:

• Taylor: “The flexible attendance policy and recorded lectures have been a lifesaver. I’m able to stay on track with the course.”
• Professor Johnson: “I’m glad it’s working for you, Taylor. Keep me updated if you need any further adjustments.”

Negative outcome:

• Taylor: “Professor Johnson, the recorded lectures aren’t always available, and I’m falling behind.”
• Professor Johnson: “I’m sorry to hear that, Taylor. Let’s address this issue immediately and ensure the recordings are consistently available.”

Scenario 4: Assistive Technology

Student: Sam has dyslexia and benefits from using speech-to-text software for assignments.

Faculty member: Dr. Martinez

Interaction:

• Sam: “Dr. Martinez, I have dyslexia and find it helpful to use speech-to-text software for my assignments. Can I use this technology in your class?”
• Dr. Martinez: “Of course, Sam. You can use speech-to-text software for your assignments. If you need any additional support or resources, please let me know, and we can work together to ensure you have what you need.”

Positive outcome:

• Sam: “The speech-to-text software has made a huge difference in my ability to complete assignments on time.”
• Dr. Martinez: “I’m happy to hear that, Sam. If there’s anything else you need, don’t hesitate to ask.”

Negative outcome:

• Sam: “Dr. Martinez, the software isn’t compatible with some of the assignment formats, and I’m struggling to keep up.”
• Dr. Martinez: “I’m sorry to hear that, Sam. Let’s work with the IT department to find a solution that works for all your assignments.”