Faculty & Staff Accessibility Resources

It's the law. The Rehabilitation Act (Section 504) of 1973 and the Americans with Disabilities Act (ADA) of 1990 require that "reasonable" accommodations be provided in higher education.

Students with documented disabilities or medical conditions. With proper documentation, the following students may be eligible to receive services:

• Students who qualified for Accessibility Resources in high school.
• Students who have psychological, educational, or medical reports indicating the need for Accessibility Resources.
• It is the student's responsibility to "self-identify" and provide appropriate documentation to Accessibility Resources. The specific details about a student's disability are confidential between them and our office. They are not required to disclose details about their disability to their instructors.

• Learning disabilities: LD, slow processing speed, dyslexia
• Attention deficit disorder:ADD / ADHD
• Psychological: depression, anxiety disorder, bipolar, PTSD, OCD, etc.
• Medical / chronic illness: epilepsy, sickle cell, cancer, crohn's, migraines, diabetes, fibromyalgia, asthma, lupus, etc.
• Autism spectrum / autism / asperger's
• Physical: cerebral palsy, spina bifida, spinal cord injury, arthritis, carpal tunnel, etc.
• Hearing: hearing impaired or deaf
• Cognitive: brain injury, concussion
• Visual: low vision or blind
• Temporary: broken bone, recent surgery, pregnancy complications

Accommodations will be established based on the law, collegiate standards, professional judgment and as supported by disability documentation. Some of the possible accommodations are as follows:

• extended testing time
• reduced distraction testing location
• classroom note taker
• audio textbooks read via text-to-speech software
• sign language interpreters (ASL)
• CART writer (communication access real-time translation) aka captioning
• FM listening system for students with hearing impairments
• use of electronic device for note taking (tape recorder, computer, smart pen)
• large print material / braille
• test questions read aloud by staff or screen reader software
• use of computer for typing essay exams
• use of calculator if specific math disability is documented
• scribe to fill in bubbles on scantron
• special furniture in classroom (padded chair, accessible desk)
• excused medical absences
• extended assignment time
• need for extra break time while in class
• training on how to use voice recognition software
• priority registration

• Student provides disability documentation from a qualified health professional.
• Student completes a detailed self-report form.
• AR intake process includes a review of the disability documentation and self-report form followed by an interview with the student.
• AR identifies appropriate accommodations based on the law, collegiate standards, professional judgment and as supported by disability documentation.
• Accommodations are explained to the student and an accommodation form is prepared. All students receive the form as an email PDF file. They are directed to forward the email/PDF to instructor, obtain instructor signature on hard copy, and return signed copy to AR.
• For online classes emailing the PDF between parties may be sufficient, however both parties may make hard copies if they desire.

• The accommodation form provides some basic information about each accommodation listed that may be helpful.
• When meeting with the student an instructor can ask questions about the logistical aspects of implementing an accommodation. Because a student's disability information is confidential (between the student and AR) the instructor should not ask questions about their specific disability. If a student freely discloses their disability information then it is okay to include that in the discussion.
• If your questions are more appropriate for AR staff please don't hesitate to contact us. We are readily available by telephone, e-mail, drop-in visit or appointment.

Remember that students are people first, students second, and students with disabilities third.

• Using "people-first" language, such as "student with a disability" instead of "disabled student," is generally recognized as the most appropriate terminology.
• Respect the student's right to confidentiality of their disability status. Please don't initiate a conversation about the student's disability or their accommodations in front of classmates.
• Include a statement regarding Accessibility Resources on your syllabus and blackboard page to create a welcoming environment, and to identify the official process for students when requesting accommodations.

UC Blue Ash College is committed to providing all students equal access to learning opportunities. Accessibility Resources is the official campus office that works with students who have disabilities (learning, ADD, psychological, visual, hearing, physical, cognitive, medical condition, etc.) to arrange for reasonable accommodations. Students are encouraged to contact Accessibility Resources for a confidential discussion about services and accommodations. Contact should be initiated as soon as possible to allow adequate time for services to be arranged. Visit our office in Muntz Hall, room 112L or give us a call at 513-558-9414.

Work cooperatively with AR to provide certain accommodations. This could entail making an announcement to recruit a note taker, sending class handouts to AR in advance so we can enlarge the font, wearing a microphone for an FM listening system device, etc.

If you have a student registered with our office who is struggling academically please notify AR. We'll follow up with the student to provide.

If you have a student in your class whom you believe is struggling due to disability issues our office recommends the following:

• If the student mentioned they have a disability then please make them aware that AR may be a helpful resource for them.
• If the student has not disclosed any disability issues you might ask them some exploratory questions such as:
  • I've noticed you have been absent a lot. Is everything okay? I've noticed you seem to know the material but do poorly on tests. Has this always been a problem for you? You seem to be struggling with general concepts in this class. When you took classes in high school did they do anything special to help you learn more effectively?
• It would not be appropriate to directly ask the student, "Do you have a disability?" because some students might not want to disclose personal information or feel pressured to do so. Other students might not identify with the term "disability."
• If the student does not reveal any disability issues, it might be appropriate to make a general referral to the learning center area by pointing out the school provides assistance with math tutoring, writing, reading and study skills.

• Student makes appointment in AR and instructor at least 3 days in advance of test. Tests are to be scheduled at the same time as the class unless instructor sends written permission for the student to take it at an alternative time.
• AR requests test from the instructor by sending an email request.
• Instructor provides AR with test and testing instructions. Common delivery methods include hand delivery, email attachment, or fax.
• AR student with extended time listed on their accommodation form.
• After test is completed AR returns sealed envelope to instructor's mailbox. Alternate return methods can be arranged such as: hold for instructor pick up, have student carry sealed envelope back to class, scan, or fax.
• Occasionally students will mistakenly make testing appointments with Clifton or Clermont. If you receive a test request email from Clifton or Clermont it is likely a mistake. Please forward the email to UC Blue Ash Accessibility Resources so we can review the situation.