·
Explore the "Services to Students
with Disabilities" Web site at CSUSB
·
Describe accommodations the university and
instructors are required to provide to disabled students
·
Describe the disabled student's responsibilities
and obligations
·
Discuss issues for which the university and
instructor are not accountable
·
Discuss how this information impacts the
instructor's duties and education of the class-at-large
·
Write and submit a report in memo format to the
class-at-large via e-mail by the due date syllabus
If you have not yet had a disabled student in your class, you undoubtedly
will have in the future. Disabled students offer instructors the
opportunity for an especially rewarding experience. Often these students
have felt isolated by their peers and ignored by the educational system.
Even though the ADA makes provisions for these students, it is up to the
institution and ultimately the teacher to implement the accommodations
outlined. The disgruntle student with a disability can present
frustrating attitudes and be disruptive to the class-at-large. He or she
may be very demanding. In some cases she or he may make unreasonable
demands. Other disabled students may have good attitudes but fail because
they were not aware of their rights and the uninformed instructor did know how
to assist them.
The ADA does not required educators to lower the bar. It makes
provisions for assisting disabled students to meet the same criteria as their
classmates. It is each teacher's responsibility to educate him or herself
on his or her responsibility to the disabled student and to the class
population. Teachers should be aware of the facilities and practices
their institutions have in place to assist disabled students. They should
have resources outside their own school to refer disabled students for
assistance and students with possible disabilities for diagnosis. It is
equally important they are knowledgeable of what they are NOT required to do
for students claiming a disability. This is especially important for the
occasional disabled student who feel the system owes her or him an education
without any effort on her or his part.
It is also important the disabled student be accommodated without undue
burden on the mainstream students. Sometimes a gesture as simple as
putting the wheelchair-bound student in the center of the class instead of in
the easy-access corner is all that is required to prevent a feeling of isolation
and promote acceptance by the class community. Allowing a learning
impaired student extra time to take a test at the testing center can ease the
strain on the student and the teacher.
Visit the "Services
to Students with Disabilities" Web site at CSUSB and explore all the
links. Write a report describing provisions have been put in place at
CSUSB. Determine what the university is required to offer and how
instructors are required to accommodate disabled students. Be sure to
make note of the circumstances and limitations. Locate the student's
responsibilities and obligations. Pay special attention to issues for
which the university and instructor are not accountable and determine how you
could best explain these limitations to the student without alienating him or
her. The policies & procedures and Programs & Services
links are of special significance. In your report reference those
provisions required by law vs. those that are institutional policy and
instructor options.
Remember to send your report to the class-at-large by the due date on the
calendar in the EVOC 504 syllabus.
This assignment is worth 10% of your grade.
Reports meeting the following criteria will receive an "A."
·
Describe accommodations the university and
instructors are required to provide to disabled students
·
Describe the disabled student's responsibilities
and obligations
·
Discuss issues for which the university and
instructor are not accountable
·
Discuss how this information impacts the
instructor's duties and education of the class-at-large
·
Write and submit a report in memo format to the
class-at-large via e-mail by the due date
References:
Individual
with Disabilities Education Act
Individuals with Disabilities Education Improvement Act of 2004
US Department of Education: Office of Special Education
and Rehabilitative Services
Extra Credit
Determine and describe the policies and procedures your institution of
learning has in place for disabled students who enter the class you teach.
Describe how this information would impact a disabled student in the class you
teach. (2 points)