Faculty Guide

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.

Student Disability Services
Student Resource Center Room 132
University of Central Florida
Orlando, FL 32816-0161

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.

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.

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.

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).

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.

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.

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.

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.

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.

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.

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.

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.

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.”

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.

Include a Disability Access Statement on the syllabus.
Circular seating arrangements offer deaf or hard of hearing students the best
advantage for seeing all class participants.
When desks are arranged in rows, keep front seats open for students who
are deaf or hard of hearing and their interpreters.
    Repeat the comments and questions of other students, especially those from
    the back rows; acknowledge who has made the comment so the deaf or hard
    of hearing student can focus on the speaker.
Assist the student with finding an effective notetaker from the class by
reading the SDS notetaker recruitment announcement the student provides.
If possible, provide transcripts of audio information.
    Face the class while speaking; if an interpreter is present, make sure the
    student can see both you and the interpreter. If needed, use a lapel
    microphone available from Instructional Resources.
    Because visual information is a deaf student’s primary means of receiving
    information, captioned films, overheads, diagrams, and other visual aids are
    useful instructional tools.
Be flexible: allow a deaf student to work with audiovisual material
independently and for a longer period of time.
When in doubt about how to provide assistance, ask the student.
Allow the student the same anonymity as other students (i.e., avoid pointing
out the student or the alternative arrangements to the rest of the class).

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

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.

Include a Disability Access Statement on the syllabus.
Make arrangements early for field trips and ensure that accommodations will
be in place on the given day (e.g., transportation, site accessibility).
    Allow approved accommodations for in-class written work (e.g., allowing the
    student to use a scribe, to use adaptive computer technology, or to complete
    the assignment outside of class when appropriate).
When in doubt about how to provide assistance, ask the student.
Allow the student the same anonymity as other students (i.e., avoid pointing
out the student or the alternative arrangements to the rest of the class).

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

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:

Cancer is a malignant growth that can affect any part of the body. Treatment can be time-consuming, painful, exhausting, and sometimes result in permanent physical and/or cognitive disability.

Chronic Fatigue Syndrome is an autoimmune disorder that causes extreme fatigue, loss of appetite, and depression. Physical and emotional stress may adversely affect a person with this condition.

Crohn’s Disease/inflammatory bowel disease is a chronic inflammatory disease of the gastrointestinal tract which usually causes diarrhea and abdominal pain.

Diabetes Mellitus causes the person to lose the ability to regulate blood sugar. People with diabetes often need to follow a strict diet and may require insulin injections. During a diabetic reaction, a person may experience confusion, sudden personality changes, or loss of consciousness. Diabetes can also cause vision loss, cardiovascular disease, kidney failure, learning difficulties, stroke, or, due to vascular complications, the amputation of limbs

Epilepsy/seizure disorder causes a person to experience a loss of consciousness. Episodes, or seizures, vary from short absence or “petit mal” seizures to the less common “grand mal.” Seizures are frequently controlled by medications and most often are not emergency situations.

Human Immunodeficiency Virus (HIV+), which causes AIDS, inhibits one’s ability to fight infections. Symptoms vary greatly. People with HIV or AIDS often are stigmatized.

Lupus Erythematosis can cause inflammatory lesions, neurological problems, extreme fatigue, persistent flu-like symptoms, impaired cognitive ability, connective tissue dysfunction, and mobility impairments. Lupus most often affects young women.

Lyme Disease is a multisystemic condition that can cause dermatitis, joint pains, fever, fatigue, severe headaches, cardiac abnormalities, and cognitive disorders.

Multiple Chemical Sensitivity (MCS) often results from prolonged exposure to chemicals. A person with MCS becomes increasingly sensitive to chemicals found in everyday environments. Reactions can be caused by cleaning products, pesticides, petroleum products, vehicle exhaust, tobacco smoke, room deodorizers, perfumes, and scented personal products. Though reactions vary, nausea, rashes, light-headedness, and respiratory distress are common to MCS.

Multiple Sclerosis (MS) is a chronic central nervous system disease with a variety of symptoms, such as muscle weakness, coordination difficulty, numbness, visual impairments, and cognitive impairments The intensity of MS symptoms can vary greatly; one day a person might be extremely fatigued and the next day feel strong. Heat may cause temporary worsening of many MS symptoms.

Renal disease/failure can result in loss of bladder control, extreme fatigue, pain, and toxic reactions that can cause cognitive difficulties. Some people with renal disease are on dialysis and have to adhere to a rigid schedule.

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

Include a Disability Access Statement on the syllabus.
Give reasonable consideration for absences, lateness, or early departure
from class.
Allow the student to tape record lectures or use a notetaker.
Provide extended test time and allow breaks, if needed.
When in doubt about how to provide assistance, ask the student.
Allow the student the same anonymity as other students (i.e., avoid pointing
out the student or the alternative arrangements to the rest of the class).

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

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.

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.

Include a Disability Access Statement on the syllabus.
Assist the student with finding an effective notetaker from the class by
reading the SDS notetaker recruitment announcement the student provides.
Allow the student to tape record lectures.
Give directions and deadlines both orally and in writing.
Keep instructions concise and clear.
Clearly define all course requirements, the dates of exams, and when
assignments are due. Provide written advance notice of any changes.
Providing written lecture outlines or notes on the board.
Provide handouts and use visual aids when possible.
Use more than one way to demonstrate or explain information.
Break information into small steps when teaching many new tasks in one
lesson (state objectives, review previous lesson, summarize periodically).
Allow time for clarification of directions and essential information.
Provide study guides or review sheets for exams.
Try not to test on material presented in class the same day as the test since
additional time generally is required to assimilate new knowledge.
Provide extended test time and allow breaks, if needed.
Divide tests into sections which can be taken over a longer period of time.
When in doubt about how to provide assistance, ask the student.
Allow the student the same anonymity as other students (i.e., avoid pointing
out the student or the alternative arrangements to the rest of the class).

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

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.

Anxiety Disorders can disrupt a person’s ability to concentrate and cause hyperventilation, a racing heart, chest pains, dizziness, panic, and extreme fear. Anxiety disorders can include Post-Traumatic Stress Disorder (PTSD), specific phobias, Obsessive-Compulsive Disorder (OCD), and panic disorder.

Bipolar Disorder (manic depressive disorder) causes a person to experience periods of mania and depression. In the manic phase, a person might experience inflated self-esteem and a decreased need to sleep. Such students may have difficulty focusing their attention or expressing themselves coherently. They can be moody or impulsive.

Depression is a common disorder that can begin at any age and can vary in intensity. Major depression may be characterized by a depressed mood most of each day, a lack of pleasure in most activities, thoughts of suicide, insomnia, and feelings of worthlessness or guilt. Students experiencing a major depression may have motivation, concentration, or memory difficulties.

Schizophrenia can cause a person to experience, at some point in the illness, delusions and hallucinations, disorganized speech, grossly disorganized behavior, and inappropriate or unusual social interactions.

Substance Abuse is considered a disabling condition, under the ADA, when it is documented that a person has received treatment for a drug or alcohol addiction and is not currently using. Substance abuse can cause permanent cognitive impairments and carries with it a great deal of stigma.

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.

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.

Include a Disability Access Statement on the syllabus.
Spend extra time with the student, when necessary.
Assist the student with finding an effective notetaker from the class by
reading the SDS notetaker recruitment announcement the student provides.
Allow the student to tape record lectures.
Clearly define all course requirements, the dates of exams, and when
assignments are due. Provide written advance notice of any changes.
When in doubt about how to provide assistance, ask the student.
Allow the student the same anonymity as other students (i.e., avoid pointing
out the student or the alternative arrangements to the class).

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.

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.

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.

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.

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.

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.

Include a Disability Access Statement on the syllabus.
Have copies of the syllabus ready three to five weeks prior to the beginning of
classes so textbooks are available for taping.
Assist the student with finding an effective notetaker from the class by
reading the SDS notetaker recruitment announcement the student provides.
Provide seating close to the speaker.
Allow the student to tape record lectures.
Give directions and deadlines both orally and in writing.
Keep instructions concise and clear.
Clearly define all course requirements, the dates of exams, and when
assignments are due. Provide written advance notice of any changes.
Providing written lecture outlines or notes on the board.
Provide handouts and use visual aids when possible.
Use more than one way to demonstrate or explain information.
Break information into small steps when teaching many new tasks in one
lesson (state objectives, review previous lesson, summarize periodically).
Allow time for clarification of directions and essential information.
Provide study guides or review sheets for exams.
Try not to test on material presented in class the same day as the test since
additional time generally is required to assimilate new knowledge.
When in doubt about how to provide assistance, ask the student.
Allow the student the same anonymity as other students (i.e., avoid pointing
out the student or the alternative arrangements to the class).

    Allow the student to take tests in a separate, quiet room with a proctor or at
    SDS. Students with specific learning disabilities may be more easily
    distracted than other students.
Provide extended (usually double) test time.
When necessary, allow students to use a test reader, word processor, or test
scribe to record answers.

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

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.

Include a Disability Access Statement on the syllabus.
Give students the opportunity to speak in class, but do not compel them to do
so.
    Permit students the time they require to express themselves, without
    unsolicited aid in filling in gaps in their speech. While waiting for a student to
    find a word or to complete an expression, maintain comfortable eye contact
    and posture with the student.
If you do not understand what the student has said, ask the student to repeat
what was said.
Address students naturally and in your regular speaking voice. Don’t assume
they cannot hear or understand because they have trouble speaking.
Alternatives for in-class oral presentations include:

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

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 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 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).

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:

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.

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 Han