DISABILITY RESOURCES

ST. PETERSBURG COLLEGEADJUNCT FACULTY TRAININGAUGUST 27, 2011

OBJECTIVES

Explain the Americans with Disabilities Act as Amended and its impact on the college

Explain why we provide accommodations Explain how faculty should respond to a

request for accommodations

AMERICANS WITH DISABILITIES ACT AS AMENDED IN 2009

Full implementation March 2011 States that the definition of disability shall be

construed in favor of broad coverage of individuals, to the maximum extent permitted by the ADA

Expands the definition of “major life activity” to include additional activities. Also changes the law to allow that limitation of only one major life activity can be considered a disability

DEFINITION OF DISABILITY

Any person who1. Has a physical or mental impairment which

substantially limits one or more major life activity

2. Has a record of such an impairment, or3. Is regarded as having such an impairment

MAJOR LIFE ACTIVITIES

ORIGINAL LEGISLATION: STANDING, SITTING, REACHING, LIFTING, BENDING, SPEAKING, BREATHING, READING, CONCENTRATING, THINKING, COMMUNICATING, AND INTERACTING WITH OTHERS.

NEW ADDITIONS: OPERATION OF MAJOR BODILY FUNCTIONS SUCH AS: THE IMMUNE SYSTEM, SPECIAL SENSE ORGANS AND SKIN; NORMAL CELL GROWTH; AND DIGESTIVE, GENITOURINARY, BOWEL, BLADDER, NEUROLOGICAL, BRAIN, RESPIRATORY, CIRCULATORY, ENDOCRINE, REPRODUCTIVE, CIRCULATORY, CARDIOVASCULAR, ENDOCRINE, HEMIC, LYMPHATIC, MUSCULOSKELETAL, AND REPRODUCTIVE FUNCTIONS.

REGULATORY AUTHORITY

Original Act: no agency was delegated authority to interpret the term “disability” through regulations

Amendments: The Equal Employment Opportunity Council (EEOC) issued the final regulations through the authority expressly granted in the ADAAA and assumes responsibility for enforcement

WHAT DOES THIS MEAN FOR US?

It is easier for a student to qualify as an individual with a disability

Although we still need documentation to determine reasonable accommodations, we can accept some docs not previously accepted, such as an IEP, SOP or 504 Plan and provide minimal accommodations with this type of documentation

WHAT DOES THIS MEAN FOR US?

The Office of Civil Rights and Department of Justice will be looking more closely at us for compliance

It will be easier for a student to file a grievance and to win his/her case than in previous years

STUDENTS ENROLLED AND DOCUMENTED

CL 357 DT 25 HEC 115 SE 188 SP 211 TS 193 Total 1089

2010-2011

DISABILITIES

Hearing Impaired 51 Visually Impaired 62 Physically Impaired 178 Speech Impaired 6 Learning Disabled 445 Mental/Psych. 809 Other 221

2010-2011

CURRENT TRENDS

Increase in students with mental/psychological disabilities (44% increase from previous year)

With increase in veteran student numbers, potential for PTSD (Post Traumatic Stress Disorder) also increases

CURRENT TRENDS

With more emphasis on technology, e.g. online application and registration, use of websites, etc. an increasing number of students require special assistance

The college is focusing efforts on accessibility for all students in the design and development of technology uses

TECHNOLOGY ACCESSIBILITY – WHY?

In the past few years there have been several lawsuits brought to the Department of Justice regarding inaccessible technology, especially by the National Federation of the Blind

Currently, Florida State University and Penn State University are dealing with these lawsuits

INCREASE IN STUDENTS WITH PSYCHOLOGICAL DISORDERS

Between 2009-2010 and 2010-2011 school years, the number of students with psychological disorders, including Attention Deficit Disorder increased by 44%

The increase of students with specific mental/psychological disorders such as bipolar, schizophenia, etc. increased by 185%

Further training will be offered on strategies in working with students with psychological disabilities

ACCOMMODATIONS

Accommodations are determined by the nature of the student’s disability as documented by a medical professional

Students will present faculty member with an accommodation sheet and request an appointment to discuss needed accommodations

Faculty may NOT ask the student the nature of his or her disability – may only discuss accommodations

ACCOMMODATIONS

Accommodation sheet will specify the accommodations for which the student qualifies

Faculty member may ask how to provide accommodations but may not refuse to provide them

Common accommodations include: notetaker, extra time on tests, extension for class assignments, special seating in class, assistive technology, quiet or low distraction room for tests

WHAT IS REQUIRED OF ME?

Accept student’s accommodation sheet, discuss with student and provide accommodations

Do NOT ask student the nature of his or her disability

Do NOT single out the student in front of other students as an individual with a disability

Request assistance from the Disability Resources Specialist if you have questions

DISABILITY RESOURCE SPECIALISTS

Clearwater: Aimee Stubbs 791-2710 Downtown/Midtown/Epi/AllState:

• Tonya Williams 341-7913 HEC: Stefanie Silvers 341-3721 Seminole: Linda Giar 394-6289 St. Petersburg/Gibbs: Ray Hollowell 341-

4316 Tarpon Springs: Barbara Thompson 712-

5789

College-wide Director: Peg Connell 341-3398

WHERE CAN I FIND MORE INFORMATION

Disability Resources Department website: http://www.spcollege.edu/central/ossd/index.htm

Disability Awareness Project website – variety of video workshops and other resources: www.spcollege.edu/disabilityawareness

SPECIAL RECOMMENDATIONS

Print and keep for reference: Reasonable Accommodations for Students with Disabilities: Faculty Guide. Found on Disability Awareness website