Student Disability Services

Division of SDES
University of Central Florida

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Access for Students with Disabilities:
A Guide for Faculty Procedures and Resources

Acknowledgements

Thanks are given to Dr. Beth Rapp Young of the University Writing Center; the staff of the Office of Diversity Initiatives, particularly, Dr. Bette S. Tallen, Dr. Valarie King, Jo Lynn Raudebaugh, Stephanie Smith, and Karen Staaf; and the staff of Student Disability Services, particularly, Dr. Philip Kalfin, Louise Friderici, Dr. Katherine Muir, Martha Bruno, and Deborah Kamm for their work in compiling this manual.

Portions of this manual are reprinted, with permission, from disability manuals published by the University of Minnesota and the University of Florida. We thank them for their excellent work and generosity.

For additional information, please contact: Student Disability Services Ferrell Commons Room 132 University of Central Florida Orlando, FL 32816-0161 (407) 823-2371

TABLE OF CONTENTS

Introduction

The University of Central Florida is one of the fastest growing universities in the nation; as such, students with disabilities are joining our ranks in increasing numbers. Nationally, between 1978 and 1992, it is estimated that the proportion of college freshmen with disabilities tripled to 9 percent.

Meeting the instructional needs of this increasing segment of the university's student population necessitates a paradigm shift in the faculty's approach to instruction. As diversity increases the number of students on campus who have different learning styles, it becomes evident that alternate instructional approaches are needed to meet the academic challenges that faculty encounter in the classroom. Universal Design is such an approach. This approach is grounded in the fundamentals of providing equal access to learning and information, designing instructional materials and course content to benefit students of all learning styles, and, thus, enabling students to become more self-sufficient learners. When used in course instruction, Universal Design does not remove academic challenges; it removes barriers to access. Simply stated, Universal Design is just good teaching.

To help you meet the diverse needs of your students and comply with applicable federal and state laws, this faculty guide has been developed to heighten awareness, provide basic information, suggest teaching strategies, and acquaint readers with the campus and community resources available to assist them in working with students who have disabilities.

Student Disability Services Mission Statement

The mission of Student Disability Services is to ensure that qualified students have an equal opportunity to participate in and benefit from the curricular and co-curricular opportunities available at the University of Central Florida as mandated by federal/state laws and the University's goal of becoming more inclusive and diverse. Integral to this mission is providing leadership, advocacy, and support services for qualified students. Collaboration with faculty and staff is essential for academic accommodations and exchange for ideas about programs, policies and attitudes.

Student Disability Services

At the University of Central Florida, the Office of Student Disability Services (SDS) is responsible for coordinating and implementing disability services for students. Student Disability Services is the located in the Student Resource Center Room 132, phone (407) 823-2371, TTY (Text Telephone) / TDD (Telecommunication Device for the Deaf) only phone (407) 823-2116 or e-mail: sds@mail.ucf.edu.

Services offered may include:

To be eligible for disability-related services, students must have a documented disability as defined by applicable federal and state laws (see Appendix I for further information).

To obtain services, students must complete the following steps:

  1. Provide disability documentation to SDS from an appropriate health care provider or professional.
  2. Participate in an intake interview with a SDS staff member. During the interview, the disability documentation will be reviewed and appropriate accommodations will be determined.
  3. Meet each semester with all faculty members from whom an accommodation is required.
  4. Provide faculty members with an accommodation letter from SDS specifying the appropriate classroom accommodations.

Students with disabilities must meet the published admission requirements. Students with disabilities may need to take the SAT or ACT under special testing conditions; however, their scores will be considered on the same basis as any other test score.

Student Disability Services provides information for faculty members to assist them in accommodating students with disabilities in their courses. Some faculty members also utilize the testing service provided by Student Disability Services (see Appendix II for information on Course Testing Procedures).

Student Disability Services has a Telecommunication Device for the Deaf (TTY/TDD) available for hearing-impaired or speech-impaired persons with TTY/TDDs to contact the office (TTY/TDD calls ONLY phone 407-823-2116). TTY/TDD users may phone other University departments via the Florida Relay Service at TTY/TDD phone 711. Hearing persons may make voice phone calls to TTY/TDD users via the Florida Relay Service, phone 711. For further information about the Florida Relay Service, please see Appendix III.

For further information or assistance, please contact Student Disability Services.

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Dispelling Myths

The similarities of students with disabilities and students without disabilities are more significant than their differences. The first step in teaching students with disabilities is easy if you remember to engage them in the teaching and learning process as you would other students. After all, they come to college for the same reasons others do and they bring with them the same range of backgrounds, intelligence, and scholastic skills. These truths are more easily stated than acted upon. The best of intentions may be derailed by attitudes that dramatically distort our interaction with people who have disabilities.

Stereotyping exists on campus, as it does in the larger society. In college, though, it not only perpetuates the prejudicial treatment encountered by people with disabilities everywhere, but also it may undermine scholastic performance or access to educational opportunities.

Attitudes that distort our relationships with people who have disabilities may occur without malice, and often are the result of fears, guilt, or inexperience with individuals who have disabilities. Unfounded or inappropriate attitudes bias our expectations of individual performance. Also, defining people by their disabilities, not by their humanness, leads us to isolate and segregate them. This treatment also hurts their pride and damages their confidence. Consequently, unfounded or inappropriate attitudes can be more disabling than any diagnosed disability. Further, it is important to remember that dependency and helplessness are not characteristics of people with disabilities.

Revising our perceptions and attitudes is the first step in accommodating students with disabilities.

Use inclusive communication when interacting with people with disabilities. Remember to put the person first, not the disability. When the context calls for a discussion of people with and without disabilities, use the term "people without disabilities" rather than "normal" or "able-bodied." The term "normal" implies that by comparison, people with disabilities are abnormal. The term "able-bodied" suggests that all people with disabilities are unable to compensate for their disabilities. Do not use the term "handicapped." A disabling condition may or may not be handicapping. For instance, someone who uses a wheelchair has a physical disability. Avoid language that portrays people with disabilities as either unfortunate, helpless victims or, at the other extreme, as courageous superhumans.

For more information on communicating across differences, please refer to Guide to Inclusive Communication published by the UCF Office of Diversity Initiatives.

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Faculty Responsibility to Provide Effective Classroom Accommodations

Faculty members are usually the first to know that a student with a disability is in class. Students with disabilities are not required to register with any office or department on campus. However, when requesting specific classroom accommodations for a disability, these students are required to register with Student Disability Services before receiving accommodations.

Reasonable accommodation in the classroom is a provision of federal and state laws including the Rehabilitation Act of 1973, commonly know as Section 504, and the Americans with Disabilities Act of 1990, commonly known as the ADA. Once an accommodation is determined to be appropriate by SDS, the accommodation must be provided. The only option is how the accommodation will be provided. Most classroom accommodations are easy to arrange and will not take much time to administer. If, however, assistance is needed, contact Student Disability Services at (407) 823-2371, TTY/TDD only phone (407) 823-2116.

The issue of fairness pertaining to classroom accommodation often is raised. Classroom accommodations provide an opportunity for students with disabilities to compete on equal terms with other students in class. Individual accommodations are a civil right guaranteed under federal law. The accommodations prescribed through Student Disability Services are not frivolous or arbitrary. They are individually designed for each student based on appropriate documentation on file in the Student Disability Services office. Although accommodations may appear similar for many students, they are based on individualized need and disability documentation.

Accommodations necessary for ensuring complete access to and full participation in the educational process do not require the instructor to adjust evaluations of academic performance. Rather, the accommodations make it possible for a student with a disability to truly learn the material presented and for an instructor to fairly evaluate the student's understanding of the material. Student Disability Services recognizes that instruction is the purview of the faculty member. Accommodations for disabilities must not infringe upon the academic standards of the course or program of study.

Specific suggestions for teaching students with disabilities are offered in the sections devoted to each disability. Here are some general considerations to keep in mind.

Faculty-Student Responsibilities

Students with disabilities bear the primary responsibility of notifying the university of their disabilities. If a student needs an approved accommodation, the faculty member, student, and Student Disability Services must collaborate to provide the accommodation. If a student requests an accommodation prior to registering with Student Disability Services, the faculty member should not provide the accommodation. Instead, the faculty member should refer the student to Student Disability Services.

Faculty-Student Relationships

Dialogue between the student and instructor is essential early in the term, and follow-up meetings are recommended. Faculty should not feel apprehensive about discussing a student's needs as they relate to the course. There is no reason to avoid using terms that refer to the disability, such as "blind," "see," or "walk." However, care should be taken to avoid generalizing a particular limitation to other aspects of a student's functioning. Often, for example, people who are blind are spoken to loudly, as if they were deaf. The student will probably have had some experience with the kind of initial uneasiness you may bring to the relationship. The student's own suggestions, based on experience with the disability and with schoolwork, are valuable ideas in facilitating course instruction.

Attendance and Promptness

Students with disabilities are expected to meet the same attendance and promptness requirements as all other students. However, flexible attendance policies are appropriate accommodations for some students due to their documented disabilities. Students using wheelchairs or other assistive devices may encounter obstacles or barriers in getting to class on time. Others may have periodic or irregular difficulties, either from their disability or from medication. Flexibility is helpful in applying attendance and promptness rules to such students.

Classroom Adjustments

A wide range of students with disabilities may be assisted in the classroom by these accommodations: making book lists available prior to the beginning of the term, making appropriate seating arrangements, speaking only when directly facing the class, writing key lecture points and assignments on the board, and using an overhead projector or PowerPoint presentation. Please be aware that beards and mustaches that cover the mouth may interfere with a student's ability to speech read.

Alternatives to Taking Notes

Students who cannot take notes or who have difficulty taking notes adequately use any combination of classroom accommodations such as tape recording lectures, using a notetaker, obtaining copies of lecture notes or overheads/PowerPoint slides from the faculty member, or borrowing classmates' notes. If the faculty member is concerned about a student with a disability tape recording class lectures as an accommodation, the faculty member may require the student to sign a release form to protect the faculty member's copyright to the course material (see Appendix IV: Student Agreement for Tape Recording Lectures). Some students who need a notetaker will request that the faculty member read an SDS notetaker recruitment announcement to the class.

Testing and Evaluation

Depending on the disability, various testing accommodations may be needed, such as extended time, a test reader, a test scribe, large print test, or technology to provide access (video print enlarger or computer). The goal should always be to accommodate the student's disability and not to water down scholastic requirements. Faculty members should apply the same standards to students with disabilities as they apply to other students in evaluating their work and assigning grades. Some faculty members utilize the testing service provided by Student Disability Services (see Appendix II for information on Course Testing Procedures).

Functional Issues

In addition to the adjustments discussed in detail for each category of disability, some understanding is required in working with more subtle and sometimes unexpected manifestations of a disability. Chronic weakness and fatigue characterize some disabilities and medical conditions. Drowsiness, fatigue, or impairments of memory or speech may result from prescribed medications. At times these behaviors caused by an underlying disabling condition may be misperceived as apathy.

Program Accessibility

All events that are part of structured class activities must be held in accessible places. Workshops, labs, off-campus events, meetings, trips, conferences, and any other program, service, or activity must be open and accessible to all students. On campus most, but not all, areas are accessible. Equal access may be achieved by moving the program, service, or activity to an area that is accessible. When planning events, on and off campus, please make sure that all individuals have access. If your office or your TA's office is not accessible, you must make alternate arrangements to meet with students.

Syllabus Information

One of the most crucial parts of any class is the syllabus. The faculty member's expectations are made known to each student in the course syllabus. Students, who are blind, visually impaired, or specific learning disabled may not be able to access the syllabus in the traditional format. A good way to address the problem is to include a statement on all future syllabi that notifies each student that the syllabus is available in alternate format upon request. In most cases you will only need to enlarge the syllabus on a copy machine or change the font size when printing. If the larger font size is used, ask the student if a font size of 14 or 18 would be appropriate. If changing the font size is not possible, then enlarge each page on a copy machine, by changing from 8.5" x 11" paper to 11" x 17" paper and 100% to 144% enlargement. If a student requests an alternate format of the syllabus that the faculty member cannot supply, contact Student Disability Services.

Faculty members are encouraged to initiate communication with their students with disabilities from the beginning of the course by including on the syllabus the following Disability Access Statement:

The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the professor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student Disability Services, Student Resource Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting accommodations from the professor.

Assistive Listening Devices

Students who are hard of hearing may have difficulty hearing what is said during class lectures and discussion periods. The university can provide assistive listening devices in the classroom to enhance the voice of the speaker when necessary for a documented disability. However, students who are hard of hearing may not know that assistive listening devices are available. If you become aware that a student cannot hear what is being said, inform the student that assistance is available through Student Disability Services.

Students who are hard of hearing may have an assistive listening device loaned to them by Student Disability Services while they are students at the university. The most common assistive listening device is a personal FM system; the speaker wears a microphone attached to a portable FM transmitter and the student wears a receiving unit. The FM transmitter and receiving unit are each small enough to fit in a shirt pocket. A student may ask you to wear an assistive listening device FM transmitter in your classroom.

Alternative Print Information

Any publication that describes services, programs, or activities (e.g. brochures, handouts, position announcements, pamphlets, resource guides, handbooks, catalogs, course schedule, applications, etc.) needs to include the following statement regarding availability in accessible formats:

Upon request, for persons with print-related disabilities, this publication is available in alternate formats. For more information, please contact (insert name) at (telephone number).

If you have a document such as the University Catalog that you would like to offer in one particular format, the following is an example of what the statement would look like:

Upon request, the undergraduate catalog is available on computer disk to persons with print-related disabilities. For more information, contact the Office of the Registrar.

When selecting one type of format over another, please be aware that the person requesting the alternate format should be given primary consideration as to the format of the publication. Obviously, a computer disk would not be any use to someone who does not have a computer. You should always offer at least two format options. Generally speaking, the first should be large-print copy and the second should be worked out between both parties.

The program producing the publication is responsible for the costs associated with any alternate format publication. The "upon request" portion of the statement is important. It is only upon request that alternate formats are provided. You are not required to stockpile any document in an alternative format; however, it is wise to be prepared and ready to act when and if a request is made. Providing alternate format documents is easier than it may sound. The most common request is for large-print copies. Large print can be supplied in two ways. If you have the text on computer, select an 18-point font and print a copy, or enlarge the document on a copy machine. Contact Student Disability Services for information on the availability of Braille and audiotape versions of documents.

Text Telephone (TTY) / Telecommunication Device for the Deaf (TDD)

Any time you list a telephone number within a letter, booklet, pamphlet, resource guide, program announcement, application, notice, advertisement, letterhead, and in any other circumstance where you provide a number to be reached, you should be sensitive to the fact that there are individuals who may not be able to call the phone number listed due to one of many disabilities (deaf, hard of hearing, speech impaired). In this case you will need to provide either a corresponding TTY/TDD number or other contact information.

As a result of the Americans with Disabilities Act, Florida and all other states have third-party agencies that will act as the telephone intermediary between the person using a TTY/TDD and the person using a voice telephone. In Florida that agency is the Florida Relay Service (FRS). TTY/TDD users should use the FRS relay number if no TTY/TDD number is available (FRS phone 711). For further information about the Florida Relay Service, please see Appendix III.

Example statement for a publication that lists more than one office, department, or college number:

For individuals who use TTY/TDD phone access, when trying to contact an office that does not list a TTY/TDD number, contact the Florida Relay Service, phone 711.

Example statement for a department publication with just that department number:

For individuals who use TTY/TDD phone access, contact the Florida Relay Service, phone 711.

Failure to Accommodate

The accommodations outlined by Student Disability Services are not optional and must be provided under two federal laws (Section 504 and the ADA). When questions arise regarding a specific accommodation, the faculty member should contact Student Disability Services to discuss the questions.

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Categories of Disabilities

In order to provide services to students with disabilities, UCF asks for voluntary self-identification of students with a disability. This information is kept confidential and is used for the purpose of aiding students in achieving their fullest potential while at the university.

Defining Disability

Under either Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act, an "individual with a disability" is defined as any person who has a physical or mental impairment which substantially limits one or more major life activities, has a record of such an impairment, or is regarded as having such an impairment.

Each student requesting classroom accommodations must present appropriate disability documentation to Student Disability Services. No accommodations will be provided without appropriate documentation.

State of Florida Disability Categories

Hearing Disability A hearing loss is defined as a loss of 30 decibels or greater, pure tone average at 500, 1000, 2000 Hz, ANSI, unaided, in the better ear. Examples include, but are not limited to, conductive hearing loss or deafness, sensorineural hearing loss or deafness, high or low tone hearing loss or deafness, and acoustic trauma hearing loss or deafness.

Physical Disability A physical disability is defined as a physically disabling condition that may require an adaptation to one's school environment or curriculum. Examples include, but are not limited to, orthopedic deformities or functional impairments; amputations; arthritis; cardiovascular and circulatory disorders; cerebral palsy; neuromuscular disorders, including multiple sclerosis and muscular dystrophy; neurological disorders, including traumatic brain injury, spinal cord injury, stroke, and Parkinson's disease; HIV/AIDS; diabetes; and epilepsy.

Specific Learning Disability A specific learning disability is defined as a disorder in one or more of the basic psychological or neurological processes involved in understanding or in using spoken or written language. Disorders may be manifested in listening, thinking, reading, writing, spelling, or performing mathematical calculations. Examples include, but are not limited to, dyslexia, dysgraphia, dysphasia, dyscalculia, and other specific learning disabilities in the basic psychological or neurological process. Such disorders do not include learning problems due primarily to visual, hearing or motor disabilities; mental retardation; psychological disabilities; or an environmental deprivation.

Speech Disability A speech disability is defined as a disorder of language, articulation, fluency or voice which interferes with communication, pre-academic or academic learning, vocational training, or social adjustment. Examples include, but are not limited to, cleft lip and/or palate with speech impairment, stammering, stuttering, laryngectomy, and aphasia.

Visual Disability A visual disability is defined as a disorder in the structure or function of the eye as manifested by at least one of the following: (1) visual acuity of 20/70 or less in the better eye with the best possible correction, (2) a peripheral field so constricted that it affects one's ability to function in an educational setting, or (3) a progressive loss of vision which may affect one's ability to function in an educational setting. Examples include, but are not limited to, cataracts, glaucoma, nystagmus, retinal detachment, retinitis pigmentosa, strabismus, and diabetic retinopathy.

Other Disability The category of other disability includes any other disabling condition that requires an administrative or academic adjustment such as class schedules or academic modifications and does not fit into any of the above categories. Examples include, but are not limited to, psychological disabilities and substance abuse.

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Identifying Disabilities

Each student brings a unique set of experiences to college, and a student with disabilities is no exception. While many learn in different ways, their differences do not imply inferior capabilities. Course requirements for students with disabilities must be the same as those for all students in the course. However, reasonable accommodations may be needed in the method of presentation or evaluation.

Determining that a student has a disability may not always be a simple process. Often visible disabilities are noticeable through casual observation - an immediately recognizable physical impairment, for example, or the use of a cane, wheelchair or crutches.

Other students have what are known as hidden disabilities, which include hearing loss, legal blindness, cardiac conditions, specific learning disabilities, cancer, diabetes, kidney disease, psychiatric disorders, and seizure disorders, among others.

Finally, there are students with multiple disabilities, which are caused by such primary conditions as muscular dystrophy, cerebral palsy, multiple sclerosis, or traumatic brain injury. Depending on the nature and progression of the condition or injury, it may be accompanied by a secondary impairment, in mobility, vision, hearing, speech, or coordination, which may, in fact, pose greater difficulties.

Some students with disabilities will self-identify by contacting Student Disability Services and their instructors before or early in the semester. Others, especially those with "hidden" disabilities, may not identify themselves because of the stigma associated with a disability or their fear of others' disbelief either about the legitimacy of their disability or the need for accommodation. Such students, in the absence of instructional adjustment, may run into trouble in their college work. In a panic they may identify themselves as disabled just before an examination and expect instant attention to their needs. If that happens, the faculty member should refer the student to Student Disability Services for assistance.

The faculty member should make an announcement at the beginning of the term or put a statement in the syllabus inviting students with disabilities to schedule appointments to discuss their needs.

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Teaching Students with Hearing Disabilities

Deaf and Hard of Hearing

The causes and degrees of hearing loss vary across the deaf and hard of hearing community, as do methods of communication and attitudes toward deafness. Hearing loss may be mild, moderate, severe or profound.

Given the close relationship between oral language and hearing, students with hearing loss might also have speech impairments. One's age at the time of the loss determines whether one is prelingually deaf (hearing loss before oral language acquisition) or adventitiously deaf (normal hearing during language acquisition). Those born deaf or who become deaf as very young children often have more limited speech and language development.

Some considerations:

Modes of Communication

Not all deaf students are fluent users of all of the communication modes used across the deaf community, just as users of spoken language are not fluent in all oral languages. For example, not all deaf students speech read; many use sign language but there are several types of sign language systems. American Sign Language (ASL) is a natural, visual language having its own syntax and grammatical structure. Finger spelling is the use of the manual alphabet to form words. Pidgin Sign English (PSE) combines aspects of ASL and English and is used in educational situations often combined with speech. Nearly every spoken language has an accompanying sign language.

In addition to sign language and speech reading, deaf students also use sign and oral language interpreters. Interpreters are professionals who assist deaf or hard of hearing persons with understanding communications not received aurally. Interpreters also assist hearing persons with understanding messages communicated by deaf or hard of hearing individuals. Sign language interpreters use highly developed language and finger spelling skills; oral interpreters silently form words on their lips for speech reading. Interpreters also voice the signed communication, when requested. Interpreters will interpret all information in a given situation, including instructor's comments, class discussion, and environmental sounds.

Sign Language Interpreters

Interpreters are professionals who facilitate communication between hearing individuals and people who are deaf or hard of hearing. The role of the interpreter is similar to that of a foreign language translator: to bridge the communication gap between two parties. Requesting an Interpreter Deaf or hard of hearing students often request interpreters from Student Disability 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 Student Disability Services to schedule an interpreter. Faculty and staff may request an interpreter for office hours, meetings, and other University-related events by contacting Student Disability Services. Guidelines for Working with Interpreters Interpreters are bound by the code of ethics developed by the National Registry of Interpreters for the Deaf. This code specifies that interpreters are to serve only as communication intermediaries. The interpreters are not otherwise involved in the conversation. They are instruments to enhance the communication process. When an interpreter is present, speak directly to the deaf or hard of hearing person rather than to the interpreter and avoid using phrases such as "tell him" or "ask her."

Assistive Listening Devices

Students who are hard of hearing may have difficulty hearing what is said during class lectures and discussion periods. The university can provide assistive listening devices in the classroom to enhance the voice of the speaker when necessary for a documented disability. However, students who are hard of hearing may not know that assistive listening devices are available. If you become aware that a student cannot hear what is being said, inform the student that assistance is available through Student Disability Services.

Students who are hard of hearing may have an assistive listening device loaned to them by Student Disability Services while they are students at the university. The most common assistive listening device is a personal FM system; the speaker wears a microphone attached to a portable FM transmitter and the student wears a receiving unit. The FM transmitter and receiving unit are each small enough to fit in a shirt pocket. A student may ask you to wear an assistive listening device FM transmitter in your classroom.

Captioned Videos

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; captions may appear at the bottom of the screen so the viewer may follow narration and dialogue. A closed captioning 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.

Faculty members can determine whether or not videos are captioned by looking at the video container, which usually contains a short statement about captioning or carries the initials "CC" or a Q-like symbol.

Contact Student Disability Services for information about captioning videotapes at UCF.

Instructional Strategies for Students Who are Deaf or Hard of Hearing

The following strategies are suggested to enhance the accessibility of course instruction, materials, and activities. These are general strategies designed to support individualized reasonable accommodations.

For more information on teaching students who are deaf or hard of hearing, contact Student Disability Services.

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Teaching Students with Physical Disabilities

Mobility Impairments

Mobility impairments range in severity from limitations on stamina to paralysis. Some mobility impairments are caused by conditions present at birth while others are the result of illness or physical injury. Injuries cause different types of mobility impairments, depending on what area of the body is affected. Some students may have limited or no use of their arms and hands. Some students may not be able to walk or have limited ability to walk. Students may have limited ability to sit, stand, bend, or carry objects. Possible causes of mobility impairments may include spinal cord injury, traumatic brain injury, amputation, arthritis, back injury, cerebral palsy, and neuromuscular disorders.

Some considerations:

Instructional Strategies for Students with Mobility Impairments

The following strategies are suggested to enhance the accessibility of course instruction, materials, and activities. These are general strategies designed to support individualized reasonable accommodations.

For more information on teaching students with mobility impairments, contact Student Disability Services.

Systemic Disabilities

Systemic disabilities are conditions affecting one or more of the body's systems which may include the respiratory, immunological, neurological, endocrine and circulatory systems. There are many kinds of systemic disabilities, varying significantly in their effects and symptoms. The following are brief descriptions of some of the more common types:

Some considerations:

Students affected by systemic disabilities differ from those with other disabilities because systemic disabilities are often unstable. This causes a person's condition to vary; therefore, the need for and type of reasonable accommodations may also change.

Some common accommodations for students with systemic disabilities include disabled parking, reduced course load, and priority registration

Instructional Strategies for Students with Systemic Disabilities

The following strategies are suggested to enhance the accessibility of course instruction, materials, and activities. These are general strategies designed to support individualized reasonable accommodations.

For more information on teaching students with systemic disabilities, contact Student Disability Services.

Traumatic Brain Injury

Though not always visible and sometimes seemingly minor, brain injury is complex. It can cause physical, cognitive, social, and vocational changes that affect an individual for a short period of time or permanently. Depending on the extent and location of the injury, symptoms caused by a brain injury vary widely. Some common results are seizures, loss of balance or coordination, difficulty with speech, limited concentration, memory loss, and loss of organizational and reasoning skills.

Some considerations:

Students with brain injuries might perform well on brief, structured, artificial tasks but often have significant deficits in learning, memory, and executive functions. They may be unable to cope with the demands of daily living.

Recovery from a brain injury can be inconsistent. A student might take one step forward, two back, do nothing for a while, and then unexpectedly make a series of gains. A "plateau" is not evidence that functional improvement has ended or that the student is no longer disabled.

Instructional Strategies for Students with Traumatic Brain Injury

The following strategies are suggested to enhance the accessibility of course instruction, materials, and activities. These are general strategies designed to support individualized reasonable accommodations.

For more information on teaching students with traumatic brain injuries, contact Student Disability Services.

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Teaching Students with Psychological Disabilities

The National Institute of Mental Health estimates that one in five people in the United States has some form of psychological disability. With appropriate treatment, often combining medications, psychotherapy, and support, the majority of psychological disabilities are controlled. Below are brief descriptions of some common psychological disabilities.

The majority of psychological disabilities are controlled using a combination of medication and psychotherapy. The student's medication may interfere with the learning process by affecting memory and concentration or inducing fatigue. Although these disabilities tend to be chronic in nature, there may be significant variability in a student's day-to-day performance. Patience and understanding are key elements in working with students with psychological disabilities.

Even though students with psychological disabilities may not have direct learning problems, they may exhibit behavioral problems. Some psychological disabilities may be manifested in negative behavior that could cause class disruptions. When dealing with conduct problems, it is difficult to remember that some of these students have as little control over their disabilities as the student with a physical disability. Even though a student may have a psychological disability, all students must adhere to university policies regarding conduct.

Some considerations:

Psychological disabilities affect people of any age, gender, income group, and intellectual level.

Disruptive behavior is not an attribute of most people with psychological disabilities.

Instructional Strategies for Students with Psychological Disabilities

The following strategies are suggested to enhance the accessibility of course instruction, materials, and activities. These are general strategies designed to support individualized reasonable accommodations.

For more information on teaching students with psychological disabilities, contact Student Disability Services.

Counseling is available to students at the Counseling and Testing Center, phone (407) 823-2811.

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Teaching Students with Specific Learning Disabilities

Specific learning disabilities (SLD) are disorders that affect the manner in which individuals with average or above average intelligence take in, retain, and express information. Specific learning disabilities are commonly recognized as significant deficits in one or more of the following areas: oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation, problem solving, or processing speed. SLD will persist throughout life but the problems manifested may change depending upon the learning demands and the environment.

Specific learning disabilities presumably are due to central nervous system dysfunction. They are cross-cultural in that they occur regardless of racial or ethnic origin.

Because specific learning disabilities are not visible, teachers, parents, and peers often do not understand the difficulties faced by individuals with SLD. Consequently, many adults with specific learning disabilities have to "prove" to others that their invisible disabilities are disabling.

Specific learning disabilities (SLD) are not:

A form of mental retardation or an emotional disorder.

Primarily due to other disabling conditions, environmental, or cultural influences. SLD may occur concomitantly with other disabling conditions, but are not the result of these conditions.

Characteristics of College Students with Specific Learning Disabilities

College students with specific learning disabilities display the same range of talents and abilities as do students without SLD. Typically, these students have developed a variety of strategies to compensate for their disability. For some, however, organization, time management, and social interpersonal relationships are affected. The degree of severity of SLD and their effects vary widely from individual to individual.

Some considerations:

Specific learning disabilities are not disorders that students outgrow. SLD are permanent disorders affecting how students with average or above-average intelligence process receptive or expressive language.

SLD may be manifested in only one academic area, such as math or foreign language, or impact an individual's performance across a variety of subject areas and disciplines.

Memory and/or sequencing difficulties may interfere with a student's execution of complicated directions. Faculty can help by keeping oral instructions logical and concise and repeating or re-wording complicated directions.

Attention Deficit Hyperactivity Disorder (ADHD)

While ADHD is a separate condition, students with ADHD use some of the same accommodations and instructional strategies as those with specific learning disabilities. ADHD is a persistent pattern of inattention or hyperactivity/impulsivity manifested in academic, employment, or social situations. ADHD is marked in academic settings by what appear to be careless mistakes and disorganized work. Students often have difficulty concentrating on and completing tasks, frequently shifting from one uncompleted activity to another. In social situations, inattention may be apparent by frequent shifts in conversation, poor listening comprehension, and not following the details or rules of games and other activities. Symptoms of hyperactivity may take the form of restlessness and difficulty with quiet activities. ADHD arises during childhood and is attributed to gross neurological, sensory, language, or motor impairment.

Instructional Strategies for Students with SLD or ADHD

The following strategies are suggested to enhance the accessibility of course instruction, materials, and activities. These are general strategies designed to support individualized reasonable accommodations.

Testing Accommodations

For more information on teaching students with specific learning disabilities or ADHD, contact Student Disability Services.

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Teaching Students with Speech Disabilities

Speech disabilities range from problems with articulation or voice strength to complete loss of voice. They include difficulties in projection, as in chronic hoarseness and esophageal speech; fluency problems, as in stuttering; and nominal aphasia, which alters the articulation of particular words or terms.

Some speech disabilities can be managed by such mechanical devices as computerized voice synthesizers. Others may be treated through speech therapy. Some speech disabilities, such as stuttering, can be aggravated by the anxiety inherent in oral communication in a group.

Patience is the most effective strategy in teaching students with speech disabilities.

Instructional Strategies for Students with Speech Disabilities

The following strategies are suggested to enhance the accessibility of course instruction, materials, and activities. These are general strategies designed to support individualized reasonable accommodations.

Written report instead of oral report

Written report read to the class by someone else (another student or the faculty member)

Oral report using computerized voice synthesizer One-to-one presentation with the faculty member

For more information on teaching student with speech disabilities, contact Student Disability Services.

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Teaching Students with Visual Disabilities

Most people with visual disabilities have some useable vision. Visual disabilities include visual acuity of 20/70 or less in the better eye with the best possible correction, a field of vision so constricted that it affect's one's ability to function in an educational setting, or total blindness.

Some considerations:

Some students with visual disabilities use white canes or dog guides for mobility purposes; however, many navigate without any aids.

Like anyone else, students with visual disabilities appreciate being asked if help is needed before it is given. Do not automatically assume that students with visual disabilities need assistance. If a student appears to need help, ask if the student would like some help and then wait for a response.

There is no need to be self-conscious about common language. Words and phrases that refer to sight, such as "I'll see you later," are commonly used expressions and usually go unnoticed unless a speaker is particularly self-conscious. Students with visual disabilities can still "see" what is meant by such expressions.

When talking with or greeting a student with a visual disability, speak at a normal volume; most people with visual disabilities are not deaf. Speak to the student, not through a third party or companion, and use the student's name. When entering a room or conversation, identify yourself to the student.

When giving directions, say "left" or "right," "step up" or "step down." Convert directions to the visually disabled student's perspective. When guiding a student (into a room, for example) offer your arm and let the student take it rather than pulling the person's sleeve.

If a student has a harnessed dog guide, remember the dog is working and should not be petted or otherwise distracted.

Common academic accommodations for students with visual disabilities include alternative print formats, magnification devices, bright incandescent lighting, adaptive computer equipment, readers for exams, print scanners, early syllabus, priority registration, tape recording lectures, and laboratory or library assistants.

Alternative Text Formats

Alternative formats for printed materials allow individuals with visual disabilities to access standard print materials. Alternative print formats include large print, audio tape recorded materials, Braille, and electronic text on a computer which can be read using large print on the screen, synthetic speech output, or a Braille printer. All University of Central Florida publications, including course syllabi, should carry a Disability Access Statement (see page 6).

Large Print Text

Anyone with access to a copy machine or computer can create large print documents by following one of the procedures below (ask the person making the request how much enlargement is needed).

With a copy machine: A document can be enlarged by duplicating it on a copy machine that can print on eleven-by-seventeen inch (11"x17") paper. 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.

With a computer: If a document has been created using a standard word processing program (either IBM or Macintosh), it can easily be enlarged before printing. It is best to use a font that is sans serif (such as the type on this page). Generally eighteen-point type is the best. When the type is larger than eighteen points, fewer words appear on each page, making it more difficult for a person follow the document. Bold characters also make the print clearer. The following example illustrates the difference between standard and large print:

Standard print (12 point):

The quick gray fox jumps over the lazy brown dog.

Large print (18 point):

The quick gray fox jumps over the lazy brown dog.

Large print (18 point and bold):

The quick gray fox jumps over the lazy brown dog.

Electronic Text

Many students have access to computers with large print, synthetic speech or Braille output devices and may request an electronic version of the material. Anyone can provide an electronic version of the document by copying the document onto a computer disk for the student making the request. Documents also can be made available to this format by placing the document on the internet, thereby benefiting all students who have access to a computer network.

Audio Tape Recordings

Some textbooks, novels, and periodicals are available on audio tape recordings and can be obtained from public libraries, the National Library Service for the Blind and Physically Handicapped, and Recording for the Blind and Dyslexic. If determined appropriate, students requesting tape recorded materials should first investigate these resources.

Documents that are not available on audio tape may be tape recorded by a reader. Students who are clients of the Florida Division of Blind Services may qualify for reader services through that agency. Students who are not clients of the Division of Blind Services may work with Student Disability Services to obtain readers. Reading material onto audio tape takes a significant amount of time, depending on the size of the print document. Therefore, requests for audio tape recordings should be made many weeks in advance of when the material is needed.

Instructional Strategies for Students with Visual Disabilities

The following strategies are suggested to enhance the accessibility of course instruction, materials, and activities. These are general strategies designed to support individualized reasonable accommodations.

For more information on teaching student with visual disabilities, contact Student Disability Services.

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Making Distance Learning Accessible to Everyone

The below url links to a video presentation that provides guidelines for designing Internet-based distance learning courses to fully include all students, including those with disabilities. The presentation is open-captioned and audio-described to assure access to the content for viewers who are deaf or blind, respectively (Runtime: ~11:55 minutes).

http://www.washington.edu/doit/Video/real_con.html

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Appendix I: Federal Disability Laws and State Policies

Federal Disability Laws Rehabilitation Act of 1973, Section 504Federal Register/Vol. 45,No. 92, pp. 30937-30944

Section 504 of the Rehabilitation Act of 1973 is designed to eliminate discrimination on the basis of disability in any program or activity receiving federal financial assistance. It provides that no otherwise qualified individual with a disability shall, solely on the basis of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity that receives or benefits from federal financial assistance. An "individual with a disability" is defined as any person who has a physical or mental impairment which substantially limits one or more major life activities, has a record of such an impairment, or is regarded as having such an impairment.

Admissions and Recruitment

Qualified persons with disabilities may not, on the basis of disability, be denied admission or be subjected to discrimination in admission or recruitment. Institutions may not make pre-admission inquiry as to whether an applicant for admission is a person with a disability. After admission, the university may make inquiries on a confidential basis as to disabilities that may require accommodation.

Academic Adjustments

Universities shall make such modifications to its academic requirements as are necessary to ensure that such requirements do not discriminate or have the effect of discriminating, on the basis of disability, against a qualified applicant or student with a disability. Academic requirements that the university can demonstrate are essential to the program of instruction being pursued by such student or to any directly related licensing requirement will not be regarded as discriminatory within the meaning of this section. Modifications may include changes in the length of time permitted for the completion of degree requirements, substitution of specific courses required for the completion of degree requirements, and adaptation of the manner in which specific courses are conducted.

Auxiliary Aids

Universities shall take such steps as are necessary to ensure that no student with a disability is denied the benefits of, excluded from participation in, or otherwise subjected to discrimination under the education program or activity operated by the university because of the absence of educational auxiliary aids for students with impaired sensory, manual, or speaking skills.

Americans with Disabilities Act

The Americans with Disabilities Act (ADA) was signed into law on July 26, 1990. This law protects millions of Americans with disabling conditions from discriminatory practices in public accommodations (including colleges and universities), employment, transportation and telecommunications. The ADA extends the coverage of Section 504 of the Rehabilitation Act of 1973.

The ADA protects every person who either has, has a record of, or is treated as having a physical or mental disability which substantially limits one or more major life activities. Individuals who have serious diseases such as HIV/AIDS, cancer, or tuberculosis normally are covered under the auspices of the ADA.

Employment

Universities employ faculty, staff, and sometimes students. They may not discriminate against qualified individuals with disabling conditions and must reasonably accommodate the disabilities of qualified applicants or employees unless undue hardship would result.

Public Services

Universities may not discriminate against qualified individuals with disabling conditions by excluding them from participating in or denying them the benefits of the services, programs or activities of the university.

Public Accommodations

Public university facilities, including student unions, museums, athletic arenas, auditoriums, libraries, recreational facilities, etc. must be accessible to individuals with disabling conditions.

Telecommunications

Telecommunication relay services for hearing and speech-impaired persons must be provided by each state.

State Policies - State Board of Education

6C-6.018 Substitution or Modification of Requirements for Program Admission, Undergraduate Transfer and for Graduation by Students with Disabilities.

1) A university shall provide reasonable substitution or modification for any requirement for admission into an undergraduate or graduate program of study, or for entry into the upper division, or for graduation for any student who is hearing impaired, visually impaired or dyslexic, or who has a specific learning disability where documentation can be provided that the student's failure to meet the requirement does not constitute a fundamental alteration in the nature of the program.

2) In determining whether to grant a substitution or modification, a university will consider pertinent documents including, but not limited to, a physician's statement, vocational rehabilitation records, and school records maintained as a result of the exceptional child provisions of Public Law 94-142. The State Board of Education has prescribed in Rule 6A-10.041, FAC, the definitions of disabilities to which this Rule 6C-6.018 applies, and each university will provide the student the opportunity to present evidence to support his or her disabilities, and an appeals process.

Specific Authority -- 240.209(1), (3)(p) Florida Statutes. Law Implemented 240.152, 240.209(1), 240.153 Florida Statutes. History-New 4-20-87, Amended 9-15-91.

Ch. 240. Florida Statutes. Postsecondary Education

240.152 Impaired and learning disabled persons; admission to postsecondary institutions; substitute requirements; rules.

Any person who is hearing impaired, visually impaired, or dyslexic, or who has a specific learning disability, shall be eligible for reasonable substitution for any requirement for admission to a state university, community college, or degree career education institution where documentation can be provided that the person's failure to meet the admission requirement is related to the disability. The State Board of Education, the Board of Regents, and the State Board of Community Colleges shall adopt rules to implement this section and shall develop substitute admission requirements, where appropriate.

History.--s. 1, ch. 86-194; s. 3(7), ch. 2000-321.

240.153 Impaired and learning disabled persons; graduation, study program admission, and upper-division entry; substitute requirements; rules.

Any student in a state university, community college, or degree career education institution who is hearing impaired, visually impaired, or dyslexic, or who has a specific learning disability, shall be eligible for reasonable substitution for any requirement for graduation, for admission into a program of study or for entry into upper division where documentation can be provided that the person's failure to meet the requirement is related to the disability and where the failure to meet the graduation requirement or program admission requirement does not constitute a fundamental alteration in the nature of the program. The State Board of Education, the Board of Regents, and the State Board of Community Colleges shall adopt rules to implement this section and shall develop substitute requirements where appropriate.

History.--s. 2, ch. 86-194; s. 3(7), ch. 2000-321.

For questions concerning the enforcement, interpretation, or to pursue a grievance of any of the above policies and laws, consult the Office of Equal Opportunity and Affirmative Action Programs, phone (407) 823-2348.

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Appendix II: Student Disability Services -- Course Testing Procedures

The faculty member is responsible for providing appropriate testing accommodations for all quizzes, tests and examinations for students' whose disabilities require such accommodations. Many students who have disabilities need additional time for examinations in a quiet room without distractions. Some students also may need other accommodations such as a large print test, a test reader, or an amanuensis (scribe). If the faculty member is unable to provide the appropriate testing accommodations for the student, then Student Disability Services is available to provide the testing accommodations. The faculty member should discuss testing accommodations with the student when the student notifies the faculty member of the need for disability accommodations.

The following are the procedures for students taking course tests at Student Disability Services:

Testing Request Form

The student must complete a Student Disability Services "Testing Request" form at least four (4) business days before each test date. "Testing Request" forms may be completed in person at the SDS Office (SRC 132) or by telephone (407-823-2371). After the student turns in the "Testing Request" form, SDS will contact the academic department to request the test.

If the student does not complete the "Testing Request" form at least four business days before the test date, then the student must make other arrangements with the course faculty member to receive accommodations for that test.

Test Starting Time

A test to be taken at SDS will be given at the same time the test is given in the classroom, unless prior arrangements have been made to start the test earlier. Tests proctored at SDS must overlap the class period to maintain exam security. If a student starts a test early, the student may not leave the SDS Office until the class period has begun. Any requests to take tests at times that will not overlap the class period must be approved by the faculty member. The student must discuss any requested time change with the faculty member, and then SDS will request approval from the faculty member. Student Disability Services will not request a change in the test starting time without a valid reason.

The student must be ready to start tests on time at SDS. If the student will be late, then the student must telephone SDS (phone 407-823-2371) to advise of the delay. If the student arrives more than 15 minutes after the start of the class test, the student will not be permitted to take the test.

If the student misses a test at SDS, then the test will be returned to the faculty member. SDS does not hold tests. If the student arranges a make-up test with the faculty member which will be administered at SDS, then the student must complete another SDS "Testing Request" form including the date and time for the make-up test following the above "Testing Request Form" procedures.

Rules while Taking Tests

The rules for taking tests at SDS are the same as the rules in the classroom for all students. The student must bring all appropriate test-related equipment and supplies such as a calculator and scantron forms.

If the student is permitted the textbook, and/or formula sheet(s), and/or calculator, and/or any other aid for the test, then the aid(s) must be checked on the "Testing Request" form so SDS can have the aid(s) approved by the faculty member before the test.

The student will have double the time limit allowed for the test in the classroom unless the student's disability documentation justifies a longer time limit.

Students will be monitored throughout tests.

The following are the procedures for faculty members utilizing Student Disability Services to administer course tests to provide reasonable accommodations for students with disabilities:

Student Disability Services provides a testing service for students with disabilities to take course tests.

It is the student's responsibility to initiate a test request at SDS. After a student completes an SDS "Testing Request" form, SDS will contact the academic department to request the test. The faculty member should leave the test and a completed Student Disability Services Test Request for Faculty form with their department secretary so SDS can pick up the test before the class test time. The department secretary should phone SDS (phone 823-2371) to notify SDS that the test is ready.

Student Disability Services then will pick up the test from the academic department secretary, proctor the test in a quiet room away from distractions and provide any authorized disability accommodations, and hand carry the completed test back to the faculty member's department. This procedure has been developed to assure test security.

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Appendix III: Florida Relay Service for TTY/TDD

A TTY (Text Telephone) / TDD (Telecommunication Device for the Deaf) is used by people who are deaf, deaf-blind, hard of hearing or speech impaired to communicate by telephone. The TTY/TDD enables the person to type the message instead of speaking and the message is displayed on the recipient's TTY/TDD screen. The Florida Relay Service (FRS) provides a TTY/TDD communication link between people who use TTY/TDD for telephone calls and people who do not have a TTY/TDD. At the Florida Relay Service, a Communication Assistant (CA) accurately relays the words and emotions where indicated and relays back the words and emotions of the person called together with any background noises.

For information on how individuals who are deaf, deaf-blind, hard of hearing or speech impaired may obtain a TTY/TDD and other assistance devices at no cost, contact "Florida Telecommunications Relay Inc." at 1-800-222-3448.

Individuals without a TTY/TDD, when telephoning a TTY/TDD user, should use the FRS, phone 711, to have a Communication Assistant (CA) make the TTY/TDD phone call.

Individuals who use TTY/TDD, when telephoning a university department that does not list a TTY/TDD number, should use the FRS, phone 711, to have a Communication Assistant (CA) make the voice phone call.

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Appendix IV: Student Agreement for Tape Recording Lectures

The Federal Department of Education "Rules and Regulations" outlining procedures for compliance with Section 504 of the Rehabilitation Act of 1973 state, "A recipient to which this subpart applies (UCF) may not impose upon students with disabilities other rules, such as the prohibition of tape recorders in the classroom, that have the effect of limiting the participation of students with disabilities in the recipient's (UCF) education program or activity."

Some faculty members may want to copyright lectures and therefore are concerned about allowing students to tape record their course lectures. This problem can be solved by the student's competing the following agreement:

I, (student name), agree that I will not release the tape (student's name) recording or transcription or otherwise hinder (faculty member's name)'s ability to obtain a copyright on course lectures I have taped in:(prefix) (course#) (course title) (student's signature) (date)

The student gives this form to the faculty member after completion.

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Appendix V: Rights and Responsibilities

Students at the University of Central Florida have the right to:

Students with disabilities at the University of Central Florida have the responsibility to:

Rights and Responsibilities of the University of Central Florida

The University of Central Florida has the right to:

The University of Central Florida has the responsibility to:

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Appendix VI: Campus Information and Referral

The following is a list of some of the resources available at UCF that students with disabilities have found helpful. There are many other resources available at this university that may be useful as well.

ORLANDO CAMPUS INFORMATION

Career Resource Center
Services offered include career advising, career planning, mini-classes, job data bank, job fairs, on-campus interviewing, and a resume referral program.

Counseling and Testing Center
Services offered include psychological and career counseling. The Testing Center administers many state and national tests.

Emergency Guide
Emergency Guide

International Student and Scholar Services
Barbara Ying CenterPhone (407) 823-2337 http://www.intl.ucf.edu
Services offered include counseling and advice on personal, financial, academic, housing, immigration issues, and cross-cultural communication matters for the UCF international community.

Math Lab
Math & Physics Building (MAP), Room 113Phone (407) 823-3489 http://www.math.ucf.edu/~mathlab/
Services offered include free tutoring to all students currently enrolled in a mathematics course offered by the UCF Mathematics Department.

Multicultural Academic and Support Services (MASS)
Millican Hall (MH), Room 145Phone (407) 823-2716
Services offered include academic support, cultural enrichment, consultation, and referral services for ethnic minority students.

Student Academic Resource Center (SARC)
Phillips Hall (PH), Room 113 & 114Phone (407) 823-5130
Services offered include academic support programs, study skills, tutoring in various subjects, and standardized test preparations including CLAST, GRE, and GMAT.

Student Health Services
Student Health Center Phone (407) 823-2701
Services offered include comprehensive health services and wellness programs.

Student Legal Services
Student Resource Center (SRC), Room 155Phone (407) 823-2538
Services offered include legal advice and dispute resolution.

Veterans Affairs
Millican Hall (MH), Room 149Phone (407) 823-2707
Services offered include information regarding VA benefits, counseling for personal and academic concerns, tutorial assistance, and referral to community agencies for veterans.

University Writing Center
Services offered include help with essays and research papers, graduate school application essays, and senior thesis support.

BREVARD CAMPUS INFORMATION

For information about providing accommodations for students with disabilities, please contact the Campus Life Office, Brevard Campus Room 231, phone (321) 632-1111, ext. 6-5552.

DAYTONA BEACH CAMPUS INFORMATION

For information about providing accommodations for students with disabilities, please contact the Campus Life Office, Daytona Beach Building 34, Room 202, phone (904) 255-4024, Suncom phone 8-372-4024.


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