For More Information
Neila Douglas
Director of Disability Services
215-717-6616
ndouglas@uarts.edu

Information for Students
Any student with a documented disability may be eligible to receive services from the Office of Disability Services. Students who would like to access services must self-identify and provide appropriate verification of their disability. Eligibility for appropriate and reasonable accommodations of either an academic or residential nature will be determined on an individual basis.

The University of the Arts follows the documentation guidelines established by the Educational Testing Service. When directed to this link, please select the appropriate category and carefully note the specific requirements.

Forms and Resources

• Disclosure Form (pdf)
• Resources for Neuro-Psychological Evaluations (pdf)
• Housing Accommodation Policy and Procedure (pdf)
• Housing Accommodation Request Form (pdf)
• Notetaking Procedures (pdf)
• Test Accommodation Form (pdf)
• Student Grievance Procedures (pdf)

Information for Faculty and Staff

• Referrals
• Characteristics of Students with a Learning Disability and/or an Attention Deficit/Hyperactivity Disorder
• Responsibilities
• Rights
• Teaching Strategies to Enhance the Learning of All College Students (including students with disabilities)

Referrals
In the event that a faculty or staff member suspects that a student may have a hidden or undisclosed disability, a referral to the Office of Disability Services is appropriate. When initiating a referral, be cognizant of the delicate nature of the subject and approach the student in a private and confidential manner. Be careful not to label the student. If you are unsure how to proceed, please seek input from the Director of Disability Services. 

Students are also encouraged to self-disclose a disability at any point during their enrollment with the understanding that accommodations are not retroactive. 

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Characteristics of Students with a Learning Disability and/or an Attention Deficit/ Hyperactivity Disorder
A student with a learning and/or attentional disability may exhibit several or many of the following characteristics:

• marked difficulty with reading, writing, spelling, or numerical concepts
• poorly formed handwriting and irregular spacing 
• difficulty listening to a lecture and taking notes at the same time
• easily distractible and difficulty concentrating
• difficulty understanding or following directions
• confusion with letters and a tendency to misspell the same word different ways in the same composition
• confusion with similar numbers and sequencing or difficulty aligning numbers when performing mathematical operations
• severe organizational difficulties, often manifested by an inability to complete assignments on time or a tendency to be late to class
• excessive anxiety because of the inability to cope with academic demands
• misinterpretation of the subtleties of language, tone of voice, or social situations

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Responsibilities

• Shared Responsibility – As an employee of an institution who has compliance obligations under federal laws, it is the responsibility of the faculty to assume a shared responsibility in providing reasonable accommodations for students with disabilities.
• Referral – If a faculty member is notified by a student that s/he has a disability, it is the faculty member's responsibility to refer that student to Disability Services. Also, if an instructor notices that a student is not performing up to standards and suspects there might be an undiagnosed disability, s/he should also refer the student.
• Accommodation Requests – Faculty members are not to provide academic adjustments under the guise of a disability unless there is an Accommodation Form certifying the student is qualified to receive services and describing the nature of the accommodations. 
• Syllabus Statement – Each course syllabus should contain a Reasonable Accommodation Statement. Please include one of the sample statements listed below or a similar one in each course syllabus and note that accommodations are not retroactive:
  1. Any student eligible for and requesting academic accommodations due to a disability should provide an Accommodation Form from Disability Services within a timely manner, preferably within the first two weeks of the semester.
  2. Students with disabilities who request accommodations should present an Accommodation Form as early in the semester as possible, preferably within the first two weeks of class.
• Confidentiality Caution – Students with disabilities are protected under FERPA and the civil rights laws. At no time should the faculty make any statements or implications that the student is any different from the general student population.

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Rights

• Classroom Behavior – All students must adhere to the university code of conduct regardless of whether or not they have a disability.
• Equal Access – Students are entitled to equal access or equal opportunity provided through accommodations. However, students with disabilities should not be given an advantage over the rest of the class.
• Discussion of Accommodations – It is appropriate for instructors to discuss, negotiate and possibly offer alternative reasonable accommodations to a student with disabilities. In such instances, faculty is encouraged to contact Disability Services.
• Alternative Testing – If extended time or a distraction-reduced setting cannot be arranged by the instructor, it is appropriate to request proctoring from Disability Services. When possible, the exam will be proctored at the same time the class meets.  
• Challenging Accommodations – A faculty member has the right to challenge an accommodation if s/he believes the accommodation would result in a fundamental alteration of the program or the accommodation would impose an undue financial or administrative burden on the university.

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Teaching Strategies to Enhance the Learning of All College Students (including students with disabilities)

• Make your syllabus available before registration and describe all course assignments, expectations, due dates, grading procedures and assessment formats.
• On the syllabus, name required texts so students have time to obtain audio books if necessary and/or read the required text ahead of time.
• Encourage students to thoroughly read your course syllabus and to request clarification when necessary.
• Include a statement in your syllabus affirming the need for class members to respect diversity and encouraging eligible students to submit Accommodation Forms and discuss any special learning needs.
• Announce reading assignments well in advance so students have ample time to prepare.
• Begin class with an outline or agenda (or for a seminar, general topics to be discussed), which is either written on the board or can be obtained before class on sakai.
• Provide a grading rubric that clearly lays out expectations for projects, papers and exam performance.
• Present assignments verbally as well as in writing. Additionally, announce any changes in the syllabus verbally and in writing.
• Give clear and concise instructions for assignments.
• Use a multi-media approach as a regular component of lectures. Incorporate different ways of presenting material utilizing speech, gestures, writing, visual aids and hands-on activities.
• Refer to key points/terms when lecturing.
• Assign or seek volunteer note-takers at the beginning of class. Have these notes available for the entire class each day.
• Make copies of your notes from presentation outlines.
• If lecture notes are posted on sakai, post them before the lecture so students can review them and anticipate the day's lecture. Providing notes in advance allows students to focus on the content of the lecture rather than the process of getting it all down.
• Ask questions at selected places during the class to gauge comprehension.
• Provide "wait time" after calling on a student to speak.
• Note transitions to a new topic, such as pointing to the next item on an outline or stating that you are switching to a new topic. 
• Relate the lecture to reading assignments so students have a framework for understanding the class discussion.
• Allow time for students to interact with each other through questions and answers, or have students break into groups to discuss the material and participate in cooperative learning.
• Set deadlines that break large assignments into smaller tasks so students have the option of submitting components separately for integration into the final project.
• Provide specific feedback that can be utilized by students in future assignments. Make explicit to students that your written feedback on assignments should be incorporated into subsequent assignments.
• Guide students through lengthy reading assignments by providing them with questions to answer or encourage students to do this on their own or with classmates.
• In small class settings, use a circular seating arrangement to allow students to see and face speakers during discussion.
• Include mini-breaks in long classes.
• At the end of class, summarize and highlight the main points of the material covered.
• Foster communication among students in and out of class by structuring study groups, e-mail lists, or chat rooms.
• Provide sample questions, practice exams, and information about the assessment format. Explain what makes a "good" exam answer and provide examples.
• Arrange test formats so questions are clearly written, and allow adequate space for responses.
• Schedule review or practice sessions for exams or critiques.
• Repeatedly throughout the semester, encourage students to visit during office hours.
• Become familiar with support services available at the university and within the community, and encourage students to utilize these services. This may include library support, tutoring, counseling, or disability services.

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