Introduction
The UTSA student body is a diverse one. Students come from all walks of life, bringing individual talents, ideas, strengths, and levels of ability. UTSA promotes and values diversity as an essential part of a dynamic educational environment.

With this diversity comes the challenge of providing quality educational opportunities for all students. For students with disabilities, equal access to education often involves developing creative teaching techniques and making reasonable accommodations in the classroom to facilitate learning. Accommodations remove physical and instructional barriers to education and give students with disabilities the same opportunity as their non-disabled classmates to realize their academic potential.

UTSA has made significant progress in making its campuses and academic programs accessible to students with disabilities. Physical accessibility has improved, adaptive equipment has been acquired, and support services have been expanded. We are proud of this progress and committed to further improving the quality of education for students with disabilities.

Faculty play a major role in the provision of educational experiences for all students. While curb cuts, ramps, elevators, and adaptive equipment are essential for some students with disabilities, the critical factor in the educational process occurs in the classroom. This guide provides suggestions and strategies for developing academic partnerships with students with disabilities and answers some of the questions instructors have asked about their responsibilities to these students. Remember, however, that the student should be the instructor’s primary source of information. This guide is not meant to be a substitute for communication between student and faculty. Hopefully, it will serve as a starting point for thinking about ways to create equal access to education.

Disability and the Law in Higher Education
The size and nature of the population of students with disabilities and the legal mandates for their inclusion have changed dramatically in the last 20 years. Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) impose a responsibility on post-secondary institutions not to discriminate on the basis of disability and to provide meaningful access for individuals with disabilities. Access under these acts means much more than the removal of architectural barriers. Faculty and staff often become the gatekeepers for needed accommodations.

Rehabilitation Act of 1973
Section 504 of the Rehabilitation Act provides that “no otherwise qualified individual with disabilities in the United States ... shall, solely by reason of his/her disability, be excluded from participation in, be denied the benefits of or be subjected to discrimination under any program or activity receiving federal financial assistance.”

Although compliance with this law does not require special educational programming for students with disabilities, it does require that an institution make appropriate academic accommodations and reasonable modifications to policies and practice to allow the full participation of students with disabilities in all programs and activities available to non-disabled students. The institution is under no obligation to ensure students’ success in higher education; it must only ensure that these students have the same opportunities as other students to be successful on the basis of their individual abilities and achievements.

Americans with Disabilities Act
In 1990 Congress passed the Americans with Disabilities Act (ADA), civil rights legislation that protects people with disabilities in the areas of employment, public accommodations, state and local governmental services, and telecommunications. The ADA reinforces the provisions of the Rehabilitation Act of 1973 by requiring that all public facilities, services, and communications be accessible to people with disabilities and that auxiliary aids and services be provided.

Frequently Asked Questions: Academic Modifications for Students with Disabilities

What does the law require of postsecondary institutions?
Institutions must make modifications to academic requirements to ensure that these requirements do not discriminate against students with disabilities or have the effect of excluding students solely on the basis of disability.

Colleges and universities must consider these accommodations and adjustments on a case-by-case basis:
• extending the time permitted for a student with a disability to earn a degree,
• modifying examination formats to meet the needs of students with disabilities,
• developing course substitutions for degree requirements, and
• permitting the use of tape recorders, word processors, calculators, laptop computers, spell-checkers, and other equipment.

Colleges and universities may not:
• limit the number of students with disabilities admitted,
• make pre-admission inquiries regarding an applicant ’s disability,
• exclude a student from a course of study,
• counsel a student with a disability toward a more restrictive career, and
• measure achievement using methods that discriminate against students with disabilities.

Who qualifies as a disabled individual under the law?
A disability is defined as any mental or physical condition that substantially limits an individual’s ability to perform one or more major life activities. Disabilities include physical disabilities, learning disabilities, visual or hearing impairments, neurological impairments, chronic or temporary health problems, communication disorders, and psychological disabilities.

Who decides what accommodations are appropriate?
To ensure consistency, Disability Services (DS) is charged with verifying disabling conditions and determining academic accommodations. DS professionals determine eligibility for services based on a review of documentation from physicians or psychologists and facilitate the provision of accommodations. Instructors are encouraged to contact DS for consultation and assistance.

Am I being asked to compromise academic standards?
Definitely not. All students must meet the required level of understanding and performance competencies for the course. You may need to modify the evaluation or testing method; you should not change the content.

Compromising academic standards and watering down course requirements do not help students acquire a competitive degree. Not only does this give students with disabilities an unfair advantage, it also prevents them from making informed educational choices based on a true assessment of performance. If, despite reasonable accommodation, a student does not pass the exam, remember that he or she, like any other student, may not have mastered the course material.

Does allowing extended time for tests give student with disabilities an unfair advantage?
Absolutely not. Test accommodation lessens the impact of the disability on performance and enables the student to demonstrate mastery of the information being tested. For example, a learning disability often prevents the processing of information in a given time frame. Extended time does not give the student with a disability any advantage over other students; it levels the field. The integrity of the exam will not be compromised in any way.

Based on their knowledge of a student’s disability and its impact on performance, DS professionals determine the amount of additional exam time a student is allowed. Most are allowed up to time-and-a-half the regular test time. Some are allowed up to double the regular test time. This determination is made case-by-case, based on documented need.

I’m concerned about test security. What procedures does DS use to safeguard tests?
DS exercises precautions to maintain strict test security. Tests are logged in, kept in a locked file, and handled only by authorized personnel. Tests are administered by trained proctors according to instructions provided by the faculty member. Completed tests are hand-delivered to the department office in a sealed envelope. DS never returns tests by campus mail.

Faculty may leave exams in their department office for DS staff to pick up or send them to DS by fax, email, or direct delivery. Campus mail delivery of exams is strongly discouraged.

Can a faculty member forbid a student with a disability to use a tape recorder in class?
No, not if it has been deemed a reasonable accommodation for the student’s disability. Tape recorders are among the accommodations mentioned in the Rehabilitation Act of 1973 as a way to ensure full participation in educational programs or activities. Concerns about the privacy of information presented may be addressed by adoption of a contract between the faculty member and the student detailing the specific, limited use of the tapes and arranging for their disposal when that function has been fulfilled.

What are my responsibilities in identifying a note-taker for students?
UTSA relies on a volunteer program for note-takers. Instructors are asked to identify a student volunteer from whom the student with a disability can obtain copies of class notes. If a general request is made in class for volunteers, please do not identify the student by name; this may cause embarrassment. Refer the student volunteer to DS for instructions.

Occasionally we are asked how to encourage students to volunteer. Some instructors offer extra credit to the volunteer note-taker, and others allow students to copy instructor’s lecture notes or overheads. If you choose this option, DS will photocopy your notes for the student. If you have difficulty identifying a note-taker for a student in your class, please contact DS for assistance.

Can faculty be sued for refusing to provide accommodation?
Faculty must accept that being employed by institutions that have compliance responsibility under federal statutes and regulations entails a responsibility to help those institutions satisfy their compliance obligations. In several judicial decisions, faculty have been held personally liable when failure to provide accommodation was the direct result of their actions, in opposition to institutional policies and mandates for the provision of accommodation to students with disabilities.

Providing Reasonable Accommodation: Student and Faculty Responsibilities

• In keeping with the DS philosophy of encouraging independence, self-advocacy, and self-reliance, students have a responsibility to self-identify and request accommodation.
• At the beginning of each semester, students who are registered with DS present to the instructor a letter from DS that verifies the disability, describes the accommodations for which the student is eligible, and facilitates communication between instructor and student.
• Disclosure of a disability and the need for accommodation are extremely sensitive subjects that require utmost confidentiality. Discussions between the student and the instructor should always take place in a setting that ensures privacy.
• Faculty can facilitate communication by announcing at the beginning of each semester that they are available to assist with classroom accommodations. Faculty should include this statement in the syllabus: “If you need accommodation related to a disability, please make an appointment during my office hours to discuss your needs.”
• As early as possible in the semester, the instructor and student should come to an agreement regarding accommodations and the way academic performance will be evaluated. The instructor should discuss class assignments, projects, deadlines, examinations, and related course matters.
• The student is the best source of information regarding accommodation needs. DS is available for consultation if questions or problems arise.

Accessibility of Instructional Materials, Media, and Technology

Alternative Print Formats
DS provides textbooks and other materials in an alternative format (electronic text, Braille, and large print) as an accommodation for students who cannot read standard print effectively because of a visual impairment or other disability. Textbook/print conversion is a time-intensive process, especially for technical subject matter, and can require several weeks or even months to complete. DS requests that faculty select course materials early and distribute syllabi, assignments, and reading lists in advance to facilitate translation to an alternative format. Providing class materials in electronic format is especially helpful.

Electronic Text (E-text)
DS can order many textbooks in electronic format directly from the publisher for students who need this accommodation. For books not available from the publisher, DS will scan the material electronically and provide the text to the student as an e-mail attachment or on CD (compact disc).

Braille
Original documents may be submitted in print, or via e-mail to DS for Braille transcription. Documents in electronic format can be transcribed quickly; print materials require more time because they must be scanned or keyed in by hand. Additional time is required for transcription of material containing mathematical or scientific symbols or notation. DS can convert text to Braille for some short documents on campus. These requests usually take two to three days to process. Requests for lengthy documents such as textbooks or specialized subjects such as math must be made well in advance as these materials are sent to outside sources for transcription.

Large Print
Anyone with access to a computer or copy machine can create large-print documents. If a document has been created using a standard word processing program, it can easily be enlarged before printing. For a low-vision student, an 18-point font size is generally best. Bold characters also make the print clearer. Documents can also be enlarged by duplicating them on a copy machine that can print on 11-by-17-inch paper. The quality of the enlarged version will depend on the clarity and condition of the original document. DS can help faculty enlarge print materials for students.

Films and Videotapes
Video presentation to deaf and hard-of-hearing students can sometimes result in missed information. Students who are hard-of-hearing may have difficulty because soundtracks aren’t quite as clear as discussions or lectures. Having a video interpreted can facilitate communication for students who use interpreters, but not at an optimal level. The divided attention between the video and the interpreter can cause the student to miss important information.

Not every hard-of-hearing student requires captioning, but deaf students who use interpreters usually prefer closed captioning during videos. Closed captioning allows deaf and hard-of-hearing people to have access to the audio portion of videos and movies. Similar to subtitles, these captions show narration, dialog, and sounds in the program.

Since closed captioning on videotapes has only been available since the 1990s, DS urges faculty to update their video libraries to ensure accessibility for all students. Most material copied from current television programs is also closed captioned. The Captioned Media Program, sponsored by the National Association of the Deaf, has more than 4,000 free-loan captioned media, including educational and general interest titles. Faculty can access a catalog of available films on the Web at www.cfv.org. DS can help instructors order media through this program.

Computer Technology, Distance Education, and WebCT
Federal law requires the University to ensure that technology used in classrooms, laboratories, libraries, and computer labs is accessible to people with disabilities. Students with physical disabilities may require a computer equipped with an input device (voice activation software, trackball, or alternative keyboard). Students with visual impairments may need a computer with large-print capability, an optical character reader, voice output, or Braille printer output. DS staff and UTSA’s Adaptive Technology Specialist are available to consult with faculty who utilize computers in the classroom to ensure access to this technology for students with disabilities.

In the past decade higher education has become increasingly Internet/web/computer-dependent, and students who do not have access to computer-based instruction as fully as their peers face real barriers to equal educational opportunity. For some students with disabilities, use of the Web for instruction can create obstacles. Students with limited vision face obstacles when presented with electronic pictures and graphs, streaming audio is meaningless to deaf students, and those with limited mobility can struggle to send an e-mail message.

Title II of the Americans with Disabilities Act (ADA) strongly affirms “the important role that computer technology is expected to play as an auxiliary aid by which communication is made effective for persons with disabilities.” As higher education becomes increasingly web-based, there is an institutional obligation to ensure access to technology-based instruction.

Instructors are urged to build accessibility into distance education courses and courses utilizing WebCT as they are being developed. Distance Learning and Academic Technology (DLAT) has a WebCT associate for each college who can assist faculty in making web-based instruction accessible. Ensuring that distance education courses, materials, and resources are accessible to users with disabilities is an obligation shared by all administrators, faculty, and staff who are involved in the use of this instructional mode.

Disability Services
Disability Services coordinates support services and equipment for students with temporary or permanent disabilities. DS provides services that enable students with disabilities to participate in and benefit from all University programs and activities.

Eligibility for Services
To be eligible for services a student must:
• apply and be accepted for admission to UTSA through the regular admissions process, provide current and comprehensive documentation of a temporary or permanent disability that requires accommodation, and schedule an appointment with DS to discuss needs and register for services.

Accommodations and Services
Academic accommodations and other services are provided on an individual basis determined by documented need. Accommodations and services available to eligible students include:
• letters to faculty verifying disability and accommodations
• test accommodations such as extended time, reader or scribe
• volunteer note-takers
• text in alternate format
• registration assistance
• interpreters for the deaf
• supportive counseling
• accessibility information
• referral to other campus and community resources.

Technological Resources
A variety of adaptive equipment is available for students with disabilities. Located in the DS office, the student computing facility and the library, this equipment includes:

• motorized scooters
• audio enhancement systems
• computer with scanner and speech capabilities
• large print for computer
• voice-activated computer
• Braille printer
• closed-circuit television (CCTV)

Advocacy
DS is available to assist or advise students with any disability-related concern. Federal law prohibits UTSA from making pre-admission inquiries about disabilities, so DS may not always know of a student who could greatly benefit from services. Faculty and staff referrals are greatly appreciated.

Consultation
Professional staff are available to students, faculty, and staff for consultation on disability-related issues. For more information about accommodations, academic adjustments, or working with students with disabilities, call DS at 458-4157 (1604 campus) or 458-2945 (downtown campus).

Physical Disabilities
Physical disabilities encompass a range of conditions and functional limitations. For example, cerebral palsy, muscular dystrophy and spinal cord injuries can result in the limited use of upper and lower limbs. Depending on the degree of physical limitation, some students with these disabilities depend on mobility aids such as wheelchairs, crutches, braces, and canes.

Functional limitations vary for each type of disability and among students with the same disability. For disabilities such as arthritis and multiple sclerosis, functional abilities may fluctuate during periods of remission and recurrence.

Transportation arrangements are a daily consideration for many students with mobility impairments, especially those who depend on VIA Metropolitan’s public transportation system. A missed connection, delay in traffic, or mechanical malfunction can affect a student’s punctuality for classes, meetings, and appointments.

Academic Adjustments for Students with Physical Disabilities
Preferential seating
• To avoid interrupting class proceedings, a student with a physical disability may request preferential seating in the back of the room or near the door to facilitate frequent “stretch” breaks or discreet visits to the bathroom.
• Students with back problems who find classroom desks uncomfortable may request the use of a table and chair. DS can accommodate these requests. To further enhance seating comfort, students may bring a personal seat or back cushion.

Note-Takers, Tape Recording, Lecture Notes, and Overheads
• A student may have a manual dexterity problem alone or in combination with a mobility impairment. Functional limitations depend on the type and severity of the disability. Some students with dexterity impairments can write to some degree, while others cannot write at all. Students with dexterity impairments may require the services of note-takers and copies of materials such as overheads or PowerPoint slides.
• A tape recorder may be an appropriate auxiliary aid for a student with limited arm and hand dexterity. If protecting a lecture is a concern, the instructor and student can sign a contract to safeguard the recorded material from unauthorized duplication. The agreement can stipulate that the material will be for class-use only, and that tapes will be erased or surrendered at the end of the semester.

Field Trips and Labs
• Field trips are a challenge for people with physical disabilities, especially wheelchair users. Announcing a field trip date as early as possible will facilitate transportation plans, restroom and comfort considerations, and related travel accommodations.
• In a science laboratory setting, partnering a student with a disability with a classmate can be an effective and mutually productive experience.

Examinations
• A student with a physical disability may require extended time to finish an examination. Depending on the degree of the disability, time-and-a-half or double-time for a test may be an appropriate academic adjustment.
• A student whose manual dexterity precludes the use of a pen or pencil may require a scribe or the use of a computer to take a test.

Communication Tips
• Do not assume that students with disabilities need assistance. Offer assistance when appropriate, and wait for the offer to be accepted. Remember that many people with disabilities take pride in exercising independence and self-sufficiency.
• Refer to a person in a wheelchair as a “wheelchair user,” not “wheelchair bound” or “confined to a wheelchair.” Similarly, use the term “person with a disability” instead of “disabled person.” The former is a “person first” reference, whereas the latter emphasizes the condition and makes the person a secondary entity.
• Speak directly to the person with the disability. Often people are uncomfortable interacting with a wheelchair user and have a tendency to stare at the appliance or speak to someone who accompanies that person.
• When speaking to a wheelchair user, try to sit down so that you are at the person’s eye level. A person in a wheelchair may feel awkward or uncomfortable speaking to someone who is standing. An eye-to-eye conversation brings the interaction to a personal level.
• Become knowledgeable about your office and classroom areas so that you’re familiar with accessible pathways, rest rooms, ramps, water fountains, and elevators for use by people with disabilities.
• Familiarize yourself with resources available on campus, including the Tomás Rivera Center, Counseling Services, Student Health Services, and Disability Services so you can make appropriate referrals.

Learning Disabilities
A learning disability (LD) is a permanent neurological disorder characterized by difficulty processing, retrieving, or expressing information. Learning disabilities include dyslexia, dyscalculia, and dysgraphia (severe difficulty with reading, mathematics, and written expression).

A common misconception about students with learning disabilities is that they are slow learners or illiterate. On the contrary, these students are like the larger student population; some are average and others very bright.

Because college success depends on the mastery of information processing skills such as reading, writing, note-taking, analyzing, memorizing, organizing, synthesizing, and test-taking, finding effective learning strategies is the biggest challenge facing these students. Despite this, students with learning disabilities can achieve academic success through self-awareness, determination, and perseverance, together with understanding and cooperation from their instructors.

Effects of Learning Disabilities in the Classroom
Each student is unique with respect to learning strengths, weaknesses, and style. Many have inconsistent performance from day to day or within the same task. Information-processing deficits may be evident in only one academic area, such as math or written language. Most students with learning disabilities develop effective strategies to help compensate for their deficits and capitalize on their strengths. Learning processes that may be affected by learning disabilities include the following:

Visual Perception
• Although students with visual perception problems may have normal eyesight, they may see letters incorrectly or in reverse order. Sometimes they fail to see some letters, words or whole paragraphs.
• Letters and symbols that are similar may be confusing, such as the number 8 and the ampersand (&).
• Ends of words and spaces between words are sometimes omitted.

Auditory Perception
• Despite the fact that they have normal hearing, some students with learning disabilities are unable to differentiate similar sounding words or phrases, such as “crashed the car” and “washed the car.”
• Some students are acutely sensitive to background noises and are easily distracted by traffic noise, rustling paper, and whispers. These distractions can affect their concentration during class lectures, conversations, or when they are taking tests.

Memory Retrieval
• Some students with learning disabilities have difficulty retrieving information from memory, often more so with short-term than long-term memory.
• Difficulty recalling words, names, dates, and thoughts can be frustrating for some students with learning disabilities.

Spatial Perception
• Students with spatial perception difficulties may not be able to judge distances, easily differentiate between left and right, or follow directions.
• Even in familiar surroundings, they may become confused or lost.

Motor Coordination
• Students with poor large muscle coordination may appear clumsy, knock things over, or bump into people. Participation in activities that require agility, such as sports, is difficult. Students with poor small muscle coordination have poor manual dexterity, often manifested by poor penmanship and difficulty manipulating small objects.
• Students with visual-motor coordination problems find it difficult to copy from the blackboard, cut a pattern, or operate computer keyboard.
• Students with auditory-motor problems may have difficulty coordinating simultaneous activities such as listening and taking notes.

Attention Deficit Disorder
People with attention deficit disorder (ADD) often appear inattentive to the situation at hand and may exhibit impulsive behavior. Though many people have some degree of the following traits, those with ADD exhibit more of the following with greater frequency and intensity:

• difficulty carrying through with routine or uninteresting tasks
• difficulty with impulse control
• difficulty sustaining attention
• difficulty with organization
• distractibility
• short-term memory problems

Although ADD and learning disabilities sometimes overlap, ADD is believed to be the result of biochemical imbalances in the parts of the brain that control inhibition. ADD may interfere with self-esteem, relationships, and academic achievement. In addition to learning disabilities, adults with ADD may experience mild chronic depression, mood and energy swings, nervousness, sleep disorders, and muscular tension.

Academic Adjustments for Students with Learning Disabilities
• Students with learning disabilities and ADD often have similar classroom accommodation needs: extended test time, a reduced-distraction test environment and note-takers. Accommodations may vary depending on the nature of the disability and the course content. For example, a student may benefit from an oral examination in one subject but not in another.
• A student’s past success with an accommodation is often the best predictor of success in a similar academic situation. An initial trial-and-error approach may be a way to determine the best academic adjustment for a student with a learning disability or ADD.

Note-Takers, Tape Recording, Lecture Notes, and Overheads
• Some students with learning disabilities and ADD have difficulty listening to a lecture and taking notes at the same time. For these students, a note-taker may be an appropriate academic accommodation.
• Providing copies of overhead transparencies or PowerPoint slides is helpful for students with learning disabilities who are slow to copy information projected onto a screen.
• A tape recorder may be an appropriate auxiliary aid for a student
• whose learning disability or ADD makes note-taking difficult. When there are copyright considerations, a recorded lecture can be protected by a contract between the instructor and the student to safeguard the recorded material from unauthorized duplication.

Classroom and Lecture Dynamics
Students with learning disabilities often need explicit structure. Discuss and provide written directions about expectations such as class attendance, homework deadlines, and classroom participation. Encourage students to sit at the front of the classroom to minimize distractions. Provide study aids such as an outline of the day’s lecture. An outline helps to distinguish main themes from supporting ideas and highlights the relationship of parts to the whole. In addition, provide a list of vocabulary words that relate to the lecture. A hard copy of an overhead transparency or PowerPoint slide also helps reinforce what was discussed in class.

Examinations
• Students with learning disabilities and ADD may require extended time to finish an examination. Depending on the disability, time-and-a-half or double-time for a test may be an appropriate academic adjustment.
• A student who has difficulty reading or writing may require a reader for the test, dictate answers to a scribe, or use a computer. A computer with grammar-and spell-check features is particularly helpful.

Visual Impairments
Sighted persons are often amazed at how people with visual impairments are able to navigate around campus, whether unaided or with a walking cane or a guide dog. This ability is testimony to the person’s capacity to devise, improvise, and adapt – the same ability that people with visual impairments, when provided with appropriate accommodations and opportunities, capitalize on to achieve academic success.

The term “visual impairment” doesn’t necessarily mean total blindness. Many people with visual impairments have some vision, while others can perceive light minimally. Based on the standard of 20/20 as normal vision, a person is considered visually impaired if, when corrected, vision is less than 20/70. A person is considered legally blind if corrected vision is no better than 20/200 in the better eye.

Depending on personal preference and the degree of vision loss, a person may opt to use a walking cane, a guide dog, or no assistance at all. In a classroom setting, accessing visual information and producing written assignments are the major challenges facing students with visual disabilities. These students may use Braille, text in electronic format, large print, or a personal reader to read, write, research, and take examinations.

Classroom Accommodations
• Many students with visual impairments need preferential seating near the lecturer. The student cannot see visual cues and should be seated strategically to receive verbal cues.
• Some students with visual impairments benefit from having a note-taker, while others use laptop computers with speech or Braille capabilities for note-taking.
• For some students with visual impairments, tape recording lectures is an appropriate academic accommodation. If protecting a lecturer’s copyright is a concern, the instructor and student can sign a contract to safeguard the recorded material from unauthorized duplication.
• Students with visual impairments may need large-print copies of handouts or overheads. Clear, high-contrast copies are best. DS can assist students by enlarging copies of text.
• Instructors should give advance notice of required books and resources to allow time for arrangement of a reader, library assistance or alternate formats.
• When referring to a visual illustration or writing on the chalkboard, instructors should avoid “pointing” words such as “this,” “that,” “here,” and “there.” Instead, use descriptive words such as “the calculations on the right side of the equation,” “the statement after the comma” or “the inscription above the door.”
• When using a chalkboard, instructors should verbalize everything that is on the board. Try to speak directly to the class, remembering that turning your head away can muffle sound.
• In group discussions, have speakers identify themselves.
• If a class is relocated, instructors should assign someone to wait at the door of the original class site to guide the student to the new location.
• Instructors should consider the student’s needs when giving in-class assignments, showing videos, and planning field trips. Discuss with the student how he or she can best be included in these activities.

Examinations
• A student with a visual impairment may require extended time to finish an exam. Depending on the degree of impairment, time-and-a-half or double-time may be an appropriate academic adjustment.
• Disability Services can administer tests for students with visual impairments who require extended time, readers, scribes, or specialized computer technology.

Communication Tips
• Identify yourself when greeting a blind person. Address the person directly.
• When conversing, it is not necessary to raise your voice. Use language in a natural context. For example, “I’ll see you later” and “Let’s go look” are quite appropriate. People with visual impairments also use these terms.
• To orient a person with a visual impairment in an unfamiliar setting, describe the layout of the room, indicating the location of all exits, desks, raised floors, low-hanging elements, and other objects in the room.
• When offering a seat to a person with a visual impairment, place his or her hand on the back or arm of the seat. This gives the person a frame of reference about the chair’s position.
• Let the person know when you are leaving.
• Don’t assume that people with visual impairments need assistance, but feel comfortable asking if you can help. Allow people who are visually impaired to advise you on how they wish to be guided.
• When walking with a blind person, allow him or her to take your arm above the elbow. Walk in a natural manner and pace.
• A guide dog is trained as a working animal and should not be petted or spoken to without permission of the owner. A general rule is that the dog is working while in harness.
• Familiarize yourself with resources available to students with disabilities on campus so you can make referrals when appropriate.

Hearing Impairments
Hearing disabilities may range in severity from a mild hearing loss to total deafness. Communication is the major challenge for people with hearing impairments, and students with hearing impairments vary widely in their communication skills. Factors that affect the development of communication skills include the nature and degree of the hearing loss, age at onset, degree of benefit derived from amplification and communication aids, and individual personality.

By definition, a deaf person is one whose sense of hearing is non-functional for understanding normal conversation. A person who is hard-of-hearing has residual hearing that may be augmented with hearing aids, assistive listening devices, and/or speech-reading (lip-reading).

Classroom Accommodations
• A sign-language interpreter is an appropriate academic accommodation for some deaf students. An interpreter uses a mode of communication designated by the deaf individual such as American Sign Language (ASL). The interpreter conveys the dialog and is not a contributor to it.
• Some students who are deaf or hard-of-hearing use captioning as an accommodation. The captionist uses a laptop computer to type the words of the instructor and other students as they are spoken. The deaf student can read the text on the laptop and print a copy of the transcript following the class.
• Students who use an interpreter need preferential seating so that both interpreter and lecturer are within their field of vision. Hard-of-hearing students also require preferential seating to reduce distractions and provide an unobstructed view of the instructor.
• Sign language may not precisely coincide with the lecturer’s words. Technical terms, colloquial expressions, slang and idioms may be difficult to interpret. Try to limit their usage.
• Establish a system to notify the deaf student if you have to cancel a class so that the interpreter’s services can be canceled or rescheduled.
• Visual aids such as chalkboards, overhead projectors, diagrams, and charts are helpful. Incorporate these aids whenever possible. Using an overhead projector is preferable to a chalkboard because it allows the instructor to face the class when making an illustration.
• When showing a film in class, provide closed-captioning for the student who is deaf or hard-of-hearing.
• Many students with hearing impairments require a note-taker so they can focus their attention on the instructor and interpreter.
• Some students with a hearing loss use an audio enhancement system to amplify sound. The instructor wears a lapel microphone attached to a small transmitter, and the student wears an earpiece receiver.

Communication Tips
• Be aware that even a small hearing impairment can hinder a person’s ability to understand what you say. Hearing aids do not correct the hearing loss; they merely amplify sound, including background noise. They in no way simulate normal hearing.
• The speech of some hearing-impaired students may be difficult to understand because they cannot control the tone and volume of their speech. Understanding usually improves as the listener becomes more familiar with the person’s manner of speech.
• Speak directly to the class. Pronounce words naturally; exaggerated pronunciations make lip-reading difficult. Avoid standing in front of a light source (a window, for example) because backlighting obscures the lips and facial expressions. To enhance a student’s speech-reading ability, don’t cover your mouth when speaking.
• In the presence of a sign-language interpreter, speak directly to the student, not the interpreter.
• Write technical or difficult words on the board the first time you present them.
• Accentuate body language, including facial expressions and gestures, to help communicate your message more effectively.
• When working with hard-of-hearing or deaf people, be aware of safety concerns. For example, the student may not be aware of an emergency alarm and may need to be alerted to the situation.
• E-mail is often an effective way to communicate with deaf or hard-of-hearing students

Psychological Disabilities
The onset of psychological disabilities often occurs between the ages of 18 and 25, the traditional college years. A psychological disability may have a biochemical or environmental origin. In an educational setting, a psychological disability may manifest itself in distractibility, poor concentration and anxiety. Many of the symptoms of psychological disabilities – such as depression, bipolar disorder, schizophrenia and anxiety disorders – can be treated with medication and/or psychotherapy and social support. With effective medical treatment and appropriate academic accommodations, students with psychological disabilities can participate successfully in university life. Academic challenges and meaningful interactions with teachers and classmates enable students with psychological disabilities to enhance their recovery and integration in the community.

Attitudinal barriers imposed by an uninformed public are a common problem for people with psychological disabilities. The stigma of mental illness is great. Although more students are identifying themselves as persons with psychological disabilities and requesting academic accommodations, many do not seek assistance for fear of being ridiculed, misunderstood, and discriminated against.

Faculty may be reluctant to set limits on students with psychological disabilities because of their perceived vulnerability. As with all students, however, setting limits based on the UTSA Student Code of Conduct is a positive way to foster appropriate student behavior. In order to maintain a safe and orderly educational environment for the university community, students are expected to adhere to a code of conduct. The student code is in the Student Guide, available in the Office of Student Life.

Classroom Accommodations
• Encourage the student to sit at the front of the class to minimize distractions.
• Students whose psychological disability affects attention and concentration may require note-takers or tape recorders during class.
• Be aware that some students may need additional time to finish assignments and class projects.

Examinations
• Because they experience anxiety and poor concentration, some students with psychological disabilities need extended time and a quiet room for examinations.
• It is the student’s responsibility to arrange for test accommodations with DS. Students may receive time-and-a-half or double-time for a test, depending on the nature and severity of their disability and the course material.

Communication Tips
• Patience and understanding are important when working with students with psychological disabilities. Never treat them in a condescending way. Remember that they may find many of the procedures in the academic environment very stressful. For example, participating in class, developing relations with peers, and test-taking can be intimidating or threatening.
• Give praise when merited; it reinforces positive behavior and builds confidence.
• Be highly explicit with expectations such as class attendance, assignments, and participation. Give both written and oral instructions.
• Be aware that some medications for psychological disabilities can cause drowsiness, fatigue, thirst, blurred vision, hand tremors, and other side effects.
• Familiarize yourself with resources on campus such as Disability Services and Counseling Services so you can make referrals when appropriate.

Chronic Health Disorders and Hidden Disabilities
Many people assume that disabilities are always obvious, manifested by the use of a wheelchair, walking cane or guide dog. In reality, most students with disabilities on college campuses have a disability that is not visible or obvious.

Many students with hidden disabilities have chronic medical conditions such as back injuries, arthritis, lupus, cancer, seizure disorders or HIV/AIDS. Students with these conditions often cope not only with functional limitations, but also with the frustration of having to prove their “invisible” disabilities.

Symptoms of some hidden disabilities may appear intermittently or cyclically. A student’s fluctuating performance or irregular class attendance may reflect the cycle of exacerbation and remission of disabilities such as arthritis or multiple sclerosis. The effects of medication for disabilities such as back injuries or seizure disorders can also cause variations in a student’s academic performance.

Students with fluctuating abilities sometimes experience lack of acceptance by faculty and peers because they are confused by the student’s shifting symptoms.

Chronic Health Disorders
Chronic medical conditions faculty and classmates may encounter include the following:

Arthritis

Arthritis refers to inflammation of the joints. It occurs in people of all ages, and its causes are unknown. Rheumatoid arthritis is the most disabling type; symptoms include constant pain, stiffening, limited range of motion, fatigue, and loss of function of the affected joint. Chronic pain can affect concentration, attitude, endurance, attendance, and dexterity. The student may need assistive devices such as braces, canes, or wheelchairs. Prolonged sitting can be a problem, as can prolonged writing and test-taking.

Asthma and Allergies
Asthma and allergies can impair a student’s overall participation in campus activities. Particularly sensitive individuals can experience respiratory irritation from exposure to environmental allergens such as dust, molds, seasonal pollens, and perfumes. Allergies and asthma are often controlled with medications that can cause drowsiness or hyperactivity and interfere with studying efficiency. Class attendance may be irregular; in severe cases, a student may be confined to his or her home where an air filter system proves the only relief from a high level of outdoor pollutants and allergens. For some, periods of increased stress, such as the demands of exam week, can exacerbate allergic and asthmatic reactions.

Cystic Fibrosis
Cystic fibrosis is an inherited disease of the exocrine glands characterized by persistent coughing, wheezing or pneumonia and excessive appetite but poor weight gain. Students with cystic fibrosis may often be absent from class due to respiratory infections or exacerbation of other symptoms of the disease.

Diabetes Mellitus
Diabetes mellitus is a disorder in which the pancreas produces an insufficient supply of insulin. This lack of insulin causes a disorder of the metabolism that transports glucose into the body’s cells. Due to special dietary needs, diabetics may need to consume food for medicinal purposes during class. They may become weak, confused, or unconscious if there is a diabetic reaction.

Seizure Disorders and Epilepsy
Seizure disorders and epilepsy are the result of electrical discharges of brain cells. Although epilepsy is a disorder of the brain characterized by recurrent seizures, all seizures are not epilepsy. The three types of seizures are grand mal, characterized by rigid, jerking movements and loss of consciousness; petit mal, characterized by loss of consciousness for a few seconds, accompanied by staring, blinking, or mild facial twitching; and psychomotor, characterized by purposeless actions such as lip smacking, chewing motions, or fidgeting with clothing.

Known causes of epilepsy and other seizure activity include disorders of the circulatory system, head injuries, infection of the brain, brain tumors, and brain injury due to lack of oxygen. An estimated 50 to 70 percent of seizures result from unknown causes. When witnessing someone having a seizure in the classroom:
• Remain calm. The seizure is painless.
• Do not restrain the person. A seizure cannot be stopped; it must run its course. Clear the area of hard or sharp objects to prevent injury.
• Do not force anything between the person’s upper and lower teeth.
• It is not necessary to call for medical assistance unless the seizure is followed almost immediately by another major seizure or if the seizure lasts more than ten minutes. When the seizure is over, let the person rest. Be sensitive to the need for privacy.
• Turn the incident into a learning experience. Explain to the class that the condition is not contagious and that it is nothing to be afraid of. Be aware that noise or light may cause another seizure.

Multiple Sclerosis (MS)
Multiple Sclerosis is neurological disease of unknown origin in which the body’s immune system attacks the protective sheath of nerve cells. Onset of MS frequently occurs during college years, and the disease is progressive. Common symptoms include weakness, lack of coordination, vision problems, impaired sense of balance, speech difficulty, and trembling of the arms and legs. Symptoms can disappear or become less severe for periods of time, but the disease may flare up again, often more severely. The unpredictable nature of MS makes full involvement in academic pursuits difficult. Unexpected absences are not unusual.

Head Injury
Students who have experienced closed-head injuries, a stroke, cerebral tumors, or other types of brain injuries often have visible or readily detectable disabilities such as speech, hearing, and mobility impairments. Sometimes the disabilities are hidden and may include symptoms such as short-and long-term memory loss, slow thought processes, difficulty understanding speech, spatial disorientation, and problems in planning, sequencing, and judgment. Severe headaches, tremors, mild seizures, trouble with vision, emotional instability, and decreased ability to function under stress may also be characteristics of a head injury.

Muscular Dystrophy (MD)
Muscular Dystrophy is a hereditary disease that affects the muscles and is characterized by weakness and muscle atrophy. As the disease progresses, it results in increasing disability, frequently leading to degeneration of cardiac muscles. Onset occurs most often between the ages of ten and twenty. The rate of muscle atrophy varies for each individual and is usually accompanied by increasing fatigue. In most forms of MD, the muscles in the lower extremities are usually affected first, leading to the use of mobility aids such as canes, walkers and wheelchairs. Loss of muscle function gradually affects other muscle groups, leading to loss of muscle control in the arms, hands, and face.

Classroom Accommodations
• Be aware that variations in a student’s performance caused by medication may present problems that require appropriate academic modifications. It is appropriate to discuss with the student the effects of his or her medications on class performance.
• Students whose hidden disability affects concentration or dexterity may require a note-taker or tape recorder during class.
• Some students may need additional time to finish assignments and class projects.
• Should a student’s disability cause interruption in coursework, a medical withdrawal may be an appropriate accommodation.

Examinations
• Because of their susceptibility to fatigue, poor concentration, and anxiety, students with hidden disabilities may need extended time and a separate site for examinations. Depending on the course material and the nature and severity of the disability, the student may receive time-and-a-half or double-time for tests.

Temporary Disabilities
Disability Services serves students with temporary disabilities such as broken limbs and temporary visual or medical problems, or during recovery from surgery. Please make referrals as needed.

Attendance and Disability
Students most likely to request modified attendance policies are those with health-related disabilities that flare up episodically. This might include students with lupus or fibromyalgia, sickle cell anemia, seizure disorders, cancer, migraines, and conditions requiring dialysis. Students with psychological disabilities who are experiencing an exacerbation of symptoms may also request modification of attendance policies.

Federal law requires colleges and universities to consider reasonable modification of attendance policies if required to accommodate a student’s disability. In making this determination, two questions must be answered:
• Does the student have a documented disability that directly affects his/her ability to attend class on a regular basis?

Disability Services will make this determination based on a review of documentation from the student’s physician or psychologist and provide verification in a letter the student presents to the instructor.
• Is attendance an essential part of the class?
• Would modification of attendance policies result in a fundamental alteration of the curriculum.

Faculty make this determination in consultation with Disability Services.

The Office of Civil Rights (OCR) has provided the following guidelines to assess if attendance is an essential part of a class:
• Is there classroom interaction between the instructor and students and among students?
• Do student contributions constitute a significant component of the learning process?
• Does the fundamental nature of the course rely on student participation as an essential method for learning?
• To what degree does a student’s failure to attend constitute a significant loss to the educational experience of other students in the class?
• What do the course description and syllabus say?
• Which method is used to calculate the final grade?
• What are the classroom practices and policies regarding attendance?

Disability Services recommends that students with a disability-related need for flexibility in attendance meet with their instructors to discuss the extent to which modification in attendance policies may be reasonable for a particular class. The student and instructor should have a clear understanding of what accommodation can be made for disability-related absences. In cases where attendance is an essential part of the class, a medical or mental health withdrawal may be considered a reasonable accommodation if absences become excessive.
Disability Services is available to consult with faculty on issues concerning disability and attendance. For more information, contact Lorraine Harrison or Travis Irby at the 1604 campus (458-4157) or Beverly Brown at the downtown campus (458-2945).

Emergency Evacuation of People with Physical Disabilities
The responsibility for safe evacuation of people with disabilities during an emergency lies with faculty, professional staff, supervisors, and the person with a disability.

Visual Impairments
Most people with visual impairments will be familiar with their immediate surroundings. In an emergency, tell the person with a visual impairment the nature of the emergency and offer to guide him or her to the nearest emergency exit. Have the person take your elbow and escort him or her out of the building. As you walk, tell the person where you are and advise of any obstacles. When you reach safety, orient the person to where he or she is and ask if any further assistance is needed.

Hearing Impairments
Some people with hearing impairments may not perceive emergency alarms and will need to be alerted to the situation. Emergency instructions can be given by gesturing or by a short explicit note. It is appropriate to offer assistance to a hearing-impaired person as you leave the building.

Mobility Impairments
Since elevators should not be used for evacuation during a fire alarm, people with mobility impairments will need assistance evacuating unless they are on a ground floor with accessible exits. As people with mobility impairments have varying degrees of limitations, information is offered for two possible scenarios:

Ambulatory
People with mobility limitations who are ambulatory may be able to negotiate stairs in an emergency situation with minor assistance. Some people who usually use a wheelchair or motorized scooter for long-distance travel may be able to walk independently in an emergency situation. If danger is imminent and the person is able to walk down stairs with some assistance, it is advisable that he or she wait until the heavy traffic has cleared before attempting to evacuate. Someone should walk beside the person to provide assistance, if needed. If it is apparent that there is no immediate danger (absence of smoke or fire), the person may choose to stay in the building until emergency personnel arrive and determine the necessity to evacuate.

In situations of false alarm or a small isolated fire, evacuation of people with mobility impairments may not be necessary at all; however, this decision should be made only by qualified emergency personnel. If emergency personnel determine a need to evacuate, trained rescue workers will assist in the evacuation. Someone should inform emergency personnel of the location of the person with a mobility impairment if he or she chooses to wait in the building.

Non-Ambulatory
Evacuation of non-ambulatory people is much more complicated than that of others. Fire and campus safety experts advise that, as soon as an alarm sounds, wheelchair users proceed to an enclosed stair¬well if possible. If an enclosed stairwell is not available, they should go into a room just off the hallway or corridor and close the door until emergency personnel arrive and determine the necessity of evacuation. Someone should be designated to go outside and inform emergency personnel of the non-ambulatory person's location. Whenever possible, someone should remain in the facility with the non- ambulatory person.

To reduce the risk of personal injury, attempts to carry mobility-impaired people are discouraged and should not be attempted by anyone other than trained emergency personnel, except in the most extreme emergency. Again, in case of a false alarm or a small isolated fire, it may not be necessary to risk a complicated evacuation, but only qualified emergency personnel should make such a decision.

People on respirators should be given priority assistance in emergencies involving smoke or fumes because their ability to breathe is seriously jeopardized.

Emergency Telephone Numbers:
UTSA Police Dispatch, 458-4242
UTSA Student Health Services, 458-4142
UTSA Counseling Services, 458-4140