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Accessibility Services Faculty Handbook

Table of Contents

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Notes and Disclaimers………………………………………………………………………………….3

Procedures for Testing Accommodations…………………………………………………………….4

Assistive Technology Available……………………………………………………………….……….6

Appeal and/or Complaint Procedures……………………………………………………………….7

First Level………………………………………………………………………………………..8

Second Level…………………………………………………………………………………….8

Third Level………………………………………………………………………………………8Disclaimer Regarding Complaints…………………………………………………………………….8

Assistance for Instructors………………………………………………………………………………9

ADA Sample Syllabus Statement………………………………………………………………….....10

FAQs…………………………………………………………………………………………………….11

Contact Information…………………………………………………………………………………...13

Academic Support Center / Office of Accessibility

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Notes and Disclaimers

Note: The Accessibility Counselor is abbreviated as AC in this manual. The Office of Accessibility is abbreviated OA. The Academic Support Center is abbreviated as ASC in this manual.

Director, Academic Support Center (ASC) – CJ Farnsworth

Accessibility Counselor (AC) – Kevin Serig

This handbook is not all inclusive and is subject to change without notice. The handbook is not intended to replace academic requirements for courses or programs, nor is the handbook meant to represent or replace student code of conduct policies. For additional information, please refer to the student Catalog, WVNCC website, and the Student Handbook.

To the best knowledge of West Virginia Northern Community College staff, information contained in this publication was correct at the time it was distributed. However, this publication should not be considered in any way to constitute a contract between West Virginia Northern and any student. West Virginia Northern reserves the right to make changes in tuition, fees, admissions, regulations, schedules, or curricula without prior notice or obligation.

If you have any questions or concerns about the contents of this handbook, please contact the Accessibility Counselor at 304-214-8938.

West Virginia Northern Community College, pursuant to the requirements of Titles IV, VI, VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Age Discrimination Act of 1975, does not discriminate against applicants, employees, or students on the basis of race, color, religion, sex, disability, age, gender, ancestry, marital or parental status or national origin in its employment policies and/or educational programs or activities, including admissions to such.

Inquiries concerning this rule should be directed to Chief Human Resource Officer Peggy Carmichael, who is designated coordinator for Title IX and Section 504. Her


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telephone number is 304-214-8901 and her office is located in Room 125-B, B&O Building, Wheeling campus. Her email address is [email protected].


mailto:[email protected]

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PROCEDURES FOR TESTING ACCOMMODATIONS Common Test Accommodations:Extended testing time - The amount of extended time is correlated to the test-taker’s disability or limitations.

Time and one half (50% more time than regular testing time) Double time (100% more time than regular testing time) Unlimited time

Distraction-free/Individual testing room – Provided to those whose disability necessitates separation from all other examinees.

Breaks - Determined case-by-case depending upon student’s disability/limitations and the specifics of the test requirements.

Reader - A reader is a person who reads the test to the test-taker. A reader does not interpret, re-word, or explain the test. A reader reads the test directions, questions, and answer choices exactly as written. When a reader is required, a separate room is also necessary.

Alternative format - Alternative format is any format that is different from the existing test. Alternative formats include: large print, Braille, color-coded text, audio (reader, tape/cd, or computer).

Scribe - A scribe is a person who writes down, or otherwise records, the test-taker’s responses. The scribe does not create answers for the test-taker or help the test-taker identify correct answers. The scribe simply writes the test-taker’s answers exactly as given.

Individuals registered with the office of Accessibility Services are dealt with on a case-by-case basis. There may be cases that require additional/alternative testing accommodations. In these situations, the Office of Accessibility will work closely with student and instructor to make arrangements for appropriate and reasonable accommodation.

Procedure for Making Test Accommodations:


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The student should discuss testing accommodation with his/her instructor prior to each test to determine the instructor’s preference regarding implementation of accommodation. Two primary options are:

I. Faculty discretion:

Faculty may choose to make arrangements for meeting test accommodations themselves. As long as the accommodations are made as specified, faculty may make arrangements independently. Any questions regarding appropriate implementation of accommodations can be directed to Student Accessibility Counselor, Kevin Serig, ext. 8938.

II. Testing with Accessibility Services:

The student in need of testing accommodation should make a request via email at least 24 hours (1 work day) in advance. (Faculty may elect to handle the request and should copy the student on the request).

The request should be sent to the AC, [email protected].

The instructor should be Cc’ed on this email request.

The email request should include the date, time and course for which the student wishes to schedule his/her test.

EXAMPLE: To: Kevin SerigCc: Helen SmithSubject: Schedule Testing

After speaking with Professor Smith, I would like to schedule my PSYCH 101 test on Monday, November 15 at 2:00 pm in an ASC test room.

Thank you,

Joe Student

The AC will then contact the instructor to make arrangements for receiving the test materials and any instructions prior to that time. The test/materials should be handled only by the instructor and the AC, unless other arrangements are, specifically, made. Instructors may:

Email/scan a test directly to the AC Bring a hard copy of the test to the AC in the Academic Support Center



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Make arrangements for the AC to pick up the materials

The AC will then return the completed test to the instructor per his/her preferred method within 24 hours.

IMPORTANT:

All test takers will be required to leave their belongings (backpacks, purses, electronics etc.) outside of the testing room/area.

All test takers will be observed throughout testing, either directly or via direct video surveillance.

The Academic Support Center respects the integrity of all WVNCC academic programs.

Accessibility Services will work closely with faculty to ensure that accommodations are made appropriately, reasonably and impartially.

Students are expected to be on time for scheduled test sessions. Cancellations should be made in advance when possible. A student arriving late may not have his/her exam time extended. The end

time of the exam may not change due to the late arrival, as space and/or proctor availability may be limited.

Students may not be allowed to take an exam if arriving 30 minutes (or more) late. A new request will need to be made. The student is responsible for any consequences per the instructor/course guidelines.

Students failing to arrive for a scheduled test session will be considered a “no show” - a new request must be made.

*We appreciate faculty cooperation in adhering to these procedures as they allow us to protect the reliability of test results and the integrity of instructional programs.

Assistive Technology Available Through the Office of Accessibility: Braille Machine: Produces text in a Braille format for blind students.

Kurzweil Software: Reads computer screens to the visually impaired/blind or students with learning disabilities and can be used to proctor exams.

Magic: Software that enlarges computer screens.

Jaws: Software that reads to students with visual impairments.

Dragon: Software that types as words are dictated.


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Magnifiers: portable

One handed keyboards

CTV’s-Closed Circuit Television-Magnification

Wireless keyboards

Pac Mate- portable Braille note taker

Intel Reader-portable and stationary scanner/reader

Ubi-Duo-portable communicator-unit to unit type communication

Video Phone System-sign language telephone system

N-touch-video phone system-sign language telephone communication

Zoom Text software-magnifier

Talking Calculators-speaking calculator for visually impaired students

Ergonomic Desks

Important Note: If a student needs to request equipment not listed above, or finds that equipment is not working properly, he or she should contact the PA.

Accommodation Requests Appeal and/or Complaint Procedures This appeal process applies to situations where a student has requested accessibility accommodation which has been denied and/or is experiencing problems or concerns with an approved accommodation. Following a First Level Appeal, a student has the option to continue the appeal process through Level Three.

Students experiencing problems/complaints with an approved accommodation are referred to the OA for assistance. If the problem/complaint involves the OA or is not resolved to the student’s satisfaction at that level, then the student may request an Accommodations Appeal/Complaint Form to begin with Level Two and proceed through the remainder of the process.


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First Level Appeal/Complaint

The student should complete an Accommodations Appeal/Complaint Form and submit it to the OA within ten days of the concern/issue. The OA may render a decision, request additional information, or schedule a mediation conference. Upon receiving the additional information or completion of the mediation, a decision must be rendered in writing within ten days, exclusive of weekend, holiday, vacation, etc. The final decision of the OA can be appealed to the second level.

Second Level Appeal/Complaint

The decision at the First Level may be appealed within ten days of the first level final decision by notifying, in writing, the ADA Coordinator of West Virginia Northern Community College. The ADA Coordinator may request additional information, but must rule, in writing, within ten days of receiving the additional information, exclusive of weekend, holiday, vacation, etc. The final decision of the ADA Coordinator can be appealed to the third level.

Third Level Appeal/Complaint

The decision at the Second Level may be appealed within ten days of Level Two final decisions by notifying the President or his designee. The President or his designee may request additional information, but must rule in writing within ten days upon receiving the additional information, exclusive of weekend, holiday, vacation, etc. The President’s decision is final.

Disclaimer Regarding Complaints

Maximum confidentiality will be maintained, although the appellant may be asked for permission on a “need-to-know” basis to provide or allow disclosure of pertinent medical, academic, and other significant records as necessary in order to decide the appeal/complaint. Failure by the student to release information may result in a halting of the process at the last level of which the information was disclosed or cancellation of the appeal in its entirety due to lack of supporting documentation.


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Nothing in the West Virginia Northern Community College Student Accessibility Accommodations Request/Appeal/Complaint Procedures should be construed to impede or prohibit a timely filing of an ADA or discrimination complaint with the appropriate external governmental agency.

Assistance for Instructors General Teaching and Accommodation Strategies

Many teaching strategies that assist students with learning differences are also known to benefit more traditional learners. Instruction that is differentiated will be more effective with all students – this is known as “Universal Curriculum Design.” Often, strategies labeled for those with learning differences are actually best practice instructional strategies. The following strategies are culled from numerous resources and can be applied for the benefit of all learners:

Use talk-alouds to model critical thinking / problem solving Teach mnemonics Model and teach the use of specific note-taking/problem solving strategies

(Cornell, SQ3R, column/block methods, abbreviations, annotation etc.) Supply timely, consistent, specific feedback Use diagrams, graphics, visuals, organizers to augment words Carefully consider the use of sarcasm, idioms, abstractions – they are often

misunderstood Structure! Structure! Structure! (lectures, assignments, tests) Simplify directions Chunk (and model chunking for students) Tell them what you’re going to tell them, tell them, tell them what you told

them (preview/review/repeat – direct instruction can still be a best practice strategy)

Ask lots of questions - in a clarifying manner Learn something about every student that has nothing to do with the

course/coursework Provide a heads-up through advanced organizers, previews, focus points etc. Ask students how they would prefer to learn or study Find ways to “assertively” encourage student questions Clearly and simply define specific expectations Model everything


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Provide samples/examples Most information (in textbooks specifically) falls into identifiable patterns:

cause/effect, compare/contrast, problem/solution, induction/deduction, rule/exception, before/after etc. …uncover and use these patterns with students

Use a variety of delivery methods Encourage students to say “I don’t know…” “I don’t understand…” Encourage the use of specific resources: peers, tutors, websites, brainfuse,

books etc. Provide processing time

ADA Sample Syllabus Statement Suggested statement to include on class syllabi to inform students of the procedures for obtaining ADA accessibility accommodations:

As required by the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, reasonable accommodations are provided to ensure equal opportunity for students with verified disabilities.

If you have a disability that requires accommodation, contact:Academic Support Center, Office of Accessibility (ASC/OA)B & O Building1704 Market Street, Room 225 CWheeling, WV 26003Phone: (304) 214.-8853

If you are already registered with the ASC/OA and have a letter from them verifying that you are a qualified student with a disability, please speak with me regarding your letter/accommodations as soon as possible. I will work with you and the ASC/OA to plan and implement reasonable accommodations.

Please Note: Students who do not register with the ASC/OA to have their disability verified are not eligible to receive any special accommodations.

A syllabus announcement can be individualized to the specifics of your course. Contact the ASC/OA at ext. 8938 should you have questions about wording of an ADA syllabus statement for your course(s).


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Faculty FAQsHow is “disability” defined?

A "person with a disability" means "any person who has a physical or mental impairment which substantially limits one or more major life activities, including: walking, seeing, hearing, speaking, breathing, learning, and working; has a record of such impairment; or is regarded as having such an impairment." Examples of disabilities that can impact a student in postsecondary education include, but are not limited to, AIDS, Cancer, Cerebral Palsy, Diabetes, Epilepsy, head injuries, hearing impairment, learning disabilities, loss of limbs, Multiple Sclerosis, Muscular Dystrophy, psychiatric disorders, speech impairments, spinal cord injuries, and visual impairments.

What are the government regulations related to accessibility/accommodation?

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 prohibits discrimination against individuals with disabilities and mandates the provision of reasonable accommodations to ensure access to programs and services. Section 504 states that "no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under" any program or activity that either receives Federal financial assistance or is conducted by any Executive agency or the United States Postal Service. Reasonable accommodations may include, but are not limited to: redesigning equipment, assigning aides, providing written communication in alternative formats, modifying tests, redesigning services to accessible locations, altering existing facilities, and building new facilities. Reasonable accommodations do not include personal devices such as hearing aids, wheelchairs, and glasses.

What is a “reasonable” accommodation?

In the context of higher education, it is easier to define what is not reasonable and assume that if the accommodation needed does not clearly fall under those guidelines, it is probably reasonable! There are three kinds of accommodations that are not considered reasonable: (1) It is not a reasonable accommodation if making the accommodation or allowing participation poses a direct threat to the health or safety of others; (2) It is not a reasonable accommodation if making the accommodation means making a substantial change in an essential element of the curriculum (educational viewpoint) or a substantial alteration in the manner in


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which you provide your services; and (3) It is not a reasonable accommodation if it poses an undue financial or administrative burden.

Who is responsible for seeking academic accommodations?

The student. A student with disabilities who desires academic accommodations must register with the Accessibility Office in the Academic Support Center to complete an intake interview with the Accessibilities Counselor. This office will determine the accommodations, if any, that are reasonable for the student. Many students with disabilities do not identify themselves as having a disability because they do not feel that they need academic accommodations. The need for accommodations depends on a student’s abilities and the course requirements. Ultimately, a student with a disability requires alternative arrangements only when faced with a task that requires skill that his or her disability precludes.

Who is responsible for initiating communication regarding accommodations?

The student should initiate communication, though some students are reluctant or lack the communication skills to do so. The AC works with these students using a “gradual release” model of responsibility to encourage self-advocacy and independence. Faculty is encouraged to do the same.

Do I have to accommodate students?

Yes. The law mandates that eligible students with qualifying disabilities must be provided with reasonable accommodations in order for them to have equal access to all course content, learning activities, facilities, resources etc.

What accommodations do I have to provide?

You are required to provide the accommodations specifically identified in the Letter of Accommodation you receive electronically from the AO. You may, but are not required to, provide additional accommodations requested by a student.

How should an accommodation be implemented?

Almost any accommodation can be implemented in various ways. For this reason, the communication between student and instructor is the most critical factor for successful accommodation. As the instructor, you are the expert regarding course goals, expected outcomes, instructional strategies, and content. So you have some flexibility to work with individual students to determine the best implementation of


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accommodations. The AC is available to be a liaison and resource, if needed, for this process.

In postsecondary educational settings, accommodations often vary student-to-student and course-to-course. Some students may need multiple accommodations to meet requirements in various lecture, lab, discussion, and fieldwork activities. Flexibility and effective communication between students, faculty, and staff are key to implementing successful accommodations.

We are eager and available to collaborate with faculty concerning accessibility, instruction, and student success. For additional information, questions, suggestions, please contact:

Kevin Serig - Accessibility Counselor [email protected]

CJ Farnsworth – Director Academic Support [email protected]




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