- Emergency Preparedness
- Parking and Transportation
Disability Accommodation Process
Discuss and implement the student's request for reasonable accommodation.
Students who meet the federal definition of disability register with DSS to participate in an interactive process that includes evidence of disability, barriers in the academic setting and how the disability affects them in their courses.
Faculty participate in the interactive process with the student by considering how best to provide the accommodation without compromising academic standards. This is a collaborative effort and faculty may be able to offer creative suggestions for implementing accommodations. Disability Specialists are available for consult.
DSS provides a Verification of Disability Document as support for negotiating their their classroom accommodations. The document recommends “reasonable” accommodations that are directly linked to the functional limitations of the disability and the barriers of the course.
- Note: The language of the DSS Verification document is purposefully general in nature to allow for the most flexibility between student and faculty when working out details of how the accommodation will be delivered.
Use amplification when presenting in a classroom, auditorium or other group setting.
Speakers sometimes assume that a strong voice makes amplification unnecessary. Amplification not only makes sound louder, many times it also helps to clarify sound in rooms with poor acoustics or noisy air handling systems. If you need to move around when you are speaking to a group or class, use a portable lapel mic to maintain consistent sound during your presentation.
Most classrooms at UND are equipped with teaching stations that provide instructors with various technologies to enhance student learning. Amplification systems/PA systems provide benefit to students with hearing loss, students with learning disabilities, ADD/ADHD and students who use English as their second language. If the teaching station in your classroom is not equipped with a mic or you need a portable lapel mic, call CILT to have one delivered to your classroom.
Amplification is a teaching tool in the spirit of universal design that will help to create an inclusive learning environment.
Service Animals on Campus
The Americans with Disabilities Act (ADA) permits service animals to accompany people with disabilities in all areas where members of the public are allowed to go.
There are two types of animals that may be permitted on campus
1. Service animals
2. Assistance/emotional support animals- if they are a necessary disability accommodation
Service Animal = Access
- The Americans with Disabilities Act (ADA) permits service animals to accompany people with disabilities in all areas where members of the public are allowed to go.
A service animal, as defined by the ADA is trained to do work or to perform a specific task directly related to the functional limitations of a disability. Animals whose sole function is to provide comfort or emotional support do not qualify as service animals under the ADA
Sometimes it is possible to discern that the animal is a service animal from the person’s disability (blind, wheelchair user). However, some disabilities are not visible (hearing loss, psychological disability, seizure disorder). You may have to rely on the verbal statement of the individual.
You may ask following questions in order to establish that the dog is a service animal protected under the law:
- Is the animal required because of a disability?
- What work or task has the animal been trained to perform?
A person with a service animal does not have to disclose a diagnosis, register with DSS or answer questions related to the nature of the disability. You may not require medical documentation, a special identification card or training documentation for the dog, or ask that the dog demonstrate its ability to perform the work or task.
Assistance/Emotional Support=Disability Accommodation
- Animals who do not perform work or tasks that would qualify them as “service” animals may be considered a reasonable accommodation in certain circumstances in university housing pursuant to Fair Housing Act; in the workplace pursuant to ADA as amended; and in student academic spaces, pursuant to Section 504 Rehabilitation Act and the ADA.
Students with an assistance/emotional support animal may be asked to confirm that it is a reasonable accommodation. At UND they may have a DSS document which states the person has a disability under the law and a disability-related need for an assistance animal. To obtain a DSS verification document students register confidentially with DSS by submitting documentation of a diagnosed disability that meets the federal definition and completes an interactive process for identifying reasonable accommodations necessary to address the functional impact of the disability in the academic setting.
The care or supervision of an animal is solely the responsibility of the owner. This includes providing care, food or a special location for the animal. An animal that displays disruptive behavior may be asked to leave the setting. When there is a legitimate reason to ask that an animal be removed, the person with the disability must be offered the opportunity to obtain goods or services without the animal’s presence.
Universal Designed Instruction
Universal Design, when applied to a course, ensures full access to the content for most students and minimizes the need for disability accommodations.
A few examples of Universally Designed instruction are:
- Post PowerPoints, handouts, and assignments in Blackboard before class
- Create accessible PDFs by starting with the text document, then ‘save as PDF’ to maintain accessibility
- Provide presentation visuals with large, bold fonts and high contrast backgrounds
- Use a microphone or other amplification system
- Caption videos and online lectures
- Allow any student the option of extra time to take exams
For more information about Universally Designed Instruction: http://www.washington.edu/doit/equal-access-universal-design-instruction
Recent legal case findings remind us of our responsibility to caption all instructional media.
Captioning makes classroom audiovisual material (videos and other media) accessible to many students, including students who are deaf or hard of hearing, and individuals with limited English proficiency or diverse learning styles.
Captioning is the process of converting audio content into text. Captions not only display words as the textual equivalent of spoken dialogue or narration, but they also include speaker identification, sound effects, and music description to make the information fully accessible.
Examples of audio content to caption include: YouTube videos, Blackboard content, lecture capture (i.e.,Tegrity), television broadcast, webcast, film, CD-ROM, DVD, or other productions.
For more information or to consult about student requests for captioning, contact DSS, 701.777.3425.
Changes in the testing environment are a commonly used disability accommodation.
The student will contact you to request test accommodations. You may ask the student for a DSS accommodation verification document to verify that the student is registered with DSS. The document will outline the accommodations recommended by DSS.
If the student is testing in your department:
- Discuss details with the student to find a mutually agreed upon testing time, suitable testing room or negotiate a reasonable alternative with the student.
- If your department does not have space for the student to test on site, the student may arrange with Testing Services to take the test.
If the student is testing at Testing Services:
- Testing Services coordinator will contact you to get the test.
- Testing Services will proctor the exam.
- You will be asked to:
- Complete the “Faculty Instructions for Accommodated Testing” form for each test delivered to Testing Services. This includes arrangements to deliver and pick up the test.