Accommodating Students with Disabilities
Faculty of students with accommodations who are enrolled in summer classes have been instructed to review this collection of ADS guidance called Informational “OWLL Pellets.”
After reading that guidance, please scroll through this entire page to see all available subpages.
To ensure disability compliance and implement accommodation protocols specific to classes offered remotely, please refer to our:
REMOTE LEARNING ACCOMMODATION GUIDANCE FOR FACULTY
Access and Disability Services (ADS) facilitates accessibility and reasonable accommodations for eligible students with disabilities and serves as a support and resource for faculty and administrators. Dickinson's accommodation policies and practices are in compliance with the ADA,AA (Americans with Disabilities Act, As Amended) and Section 504 of the Rehabilitation Act. Accommodations are determined following a thorough documentation review by ADS Dean and Director Marni Jones, who also oversees Dickinson's compliance with disability law. Reflecting national disability statistics, about 20% of Dickinson students typically disclose a disability to ADS, and about 15% are eligible to receive academic accommodations.
Here is a short and worthwhile video montage of student testimonials, illuminating the experiences of five Dickinsonians with disabilities.
For a virtual introduction to the staff of the OWLL (Old West Lower Level), watch this Video Overview of "Who Does What" and the "How To's" of Setting Up Accommodations. (Note: this video was created by the SU20 ADS staff.)
QUESTIONS? HERE'S WHO TO CONTACT REGARDING...
- General inquiries about ADS (or SOAR):
John Joyce, (717) 245-1734
- Note-taking support, text-to-speech, exam proctoring, or uploading screen readable PDFs: Emily Wetzel (717) 254-8090
- Policy questions, referrals, concerns, or implementation-related challenges: Marni Jones (717) 245-1136
(Please be prepared to leave a message at all phone numbers)
To ensure that you are current on all of Dickinson's academic accommodations policies and implementation "how to's," please refer to our Guidelines for Implementing Academic Accommodations, where you'll find guidance related to:
- Meeting with Students to Implement an Accommodations Plan
- Extended Time for Tests
- Testing in a Distraction-Reduced Environment
- Note-taking / Recording Class
- Use of a Computer for Class Note-Taking
- How to Upload Accessible PDFs
It is also recommended that you familiarize yourself with the answers to these Frequently Asked Questions with explanations for how to handle nearly every accommodation situation you may encounter.
For nationwide guidance for faculty regarding accommodating students with disabilities, see the DO-IT Faculty Room.
- Marni JonesDean and Director of Access and Disability Services and SOAR: Strategies, Organization, and Achievement Resourcesjonesmar@dickinson.edu
- John JoyceAccess and Communications Coordinatoraccess@dickinson.edu
- Susan FrommerAssistant Director and Proctoring Managerproctoring@dickinson.edu
- Emily WetzelAccommodation Facilitator and TechnologistADStechnology@dickinson.edu
This page also includes the following subsections, with the first three relating to possible entries in your syllabus: (click to jump to section)
- Syllabus Statement
- Accommodating Students with Mobility Impairments
- SOAR: Strategies, Organization, and Achievement Resources
- Tips for Creating an Inclusive Syllabus
- Universal Design for Instruction and Learning
- Disabilities, Disorders, and Medical Conditions
- Videos Explanations of Specific Disabilities
Each faculty member is expected to include a statement on every class syllabus that reinforces our commitment to inclusive practices and informs students with disabilities how to access academic accommodations.
Be sure that your syllabus includes this most current Accommodating Students with Disabilities Syllabus Statement.
If a student has questions relating to building accessibility, please direct the student to this webpage: www.dickinson.edu/ADS-mobility.
If your office is located in a building that does not have an elevator and/or requires ascending or descending steps, please include in your syllabus and your email signature when first reaching out to students something comparable to this: “My office is located on the floor of , which does not have an elevator, and is only accessible by going up/down steps. There are steps to access the lobby of the building, where a meeting [would/would not] be possible. If you would like to meet in the lobby, or if entering the building is problematic for you, please just let me know and I will gladly arrange to meet you at an alternative location.”
Note that, in addition to students with obvious short-term injuries, we have several members of our community who contend with mobility impairments that are not immediately apparent. Some may be able to navigate only a few steps, while others may have a flare-up of a chronic medical condition that renders them unable to climb or descend stairs. By announcing the potential obstacle of your office’s location, along with your willingness to make alternate arrangements, you give students (and colleagues) with a mobility impairment an opportunity to convey the need for a more accessible meeting location.
Certain members of the ADS professional team also staff the office of SOAR -- which is a resource for ALL students (not just those with disabilities). Faculty referrals for support from the office of SOAR are welcome. Here is a SOAR Syllabus Statement that faculty are encouraged to include in their syllabi:
SOAR: Academic Success Support and More
Students can find a wealth of strategic academic success tools (like weekly planners and semester calendars) and aids by going to www.dickinson.edu/SOAR. This website for SOAR: Strategies, Organization, and Achievement Resources includes apps, tips, and other resources related to time management, study skills, memory strategies, note-taking, test-taking, and more. You’ll also find guidance aimed to help students “SOAR Through Remote Learning,” as well as a schedule of academic success workshops offered through Academic Advising. If you’d like to request one-on-one assistance with developing a strategy for a manageable and academically successful semester, email SOAR@dickinson.edu.
Universal Design is a construct based on the premise of maximizing accessibility for all. An example would be elevators, which are needed for wheelchair users, but beneficial to all. Principles of UD that relate to education are referred to as Universal Design of Learning (UDL), Universal Design of Instruction (UDI), and Universal Course Design (UCD). Often when UD principles of inclusive learning are incorporated, the need for specific accommodations is reduced. Learn more about Universal Design, as well as how to design a Universally Designed syllabus.
There are times when students may tell you their diagnosis in hopes that this will shed light on the potential impact their disability may have on their academic participation. For information about how certain disabilities may impact various aspects of a student's educational experience, see the DO-IT Faculty Room resource page. If you're seeking information about specific disabilities, disorders, illnesses, and medical conditions, see below.
ADS Director Marni Jones is also available to serve as a resource for you if you have any disability-related questions.
These brief video clips created by the National Center of Learning Disabilities are a part of their excellent "Ask the Expert" series and will provide viewers with an insightful snapshot to help you to better understand the most prevalent cognitive and learning disabilities.
- What Are the Different Types?
- What is AD/HD? An Overview
- ADHD—Separating Fact from Fiction
- What is Asperger's Syndrome?
- What is an Autism Spectrum Disorder?
- What is Dyscalculia?
- What is Dysgraphia?
- What is Dyslexia?
- What is Dyspraxia?
- What is Executive Function?
- What is NVLD?
- What is Visual Processing?
- Asperger's Syndrome vs. Non-Verbal Learning Disability: The Same or Different?
- Strengths of Students with Learning Disabilities and Other Disorders