Reference Guide for Working with Students with Disabilities

This guide provides UNC Charlotte faculty and staff with a brief overview of the rights, responsibilities, accommodations, and legislation involved in working with students with disabilities.

UNC Charlotte is fortunate to have a diverse student body that enriches the classroom experience for all. In fact, the university’s mission statement to “…extend educational opportunities and to ensure success for qualified students of diverse backgrounds…” embraces the value of diversity. Students with disabilities are part of UNC Charlotte’s diverse student body. They meet the same academic requirements for admission as their non-disabled peers. Also, students with disabilities are protected legally by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. A disability is a physical or mental impairment that substantially limits one or more major life activities (such as walking, seeing, hearing, speaking, breathing, learning, or working.) The majority of disabilities represented on campus are not visible.

It is the ethical and legal responsibility of the University of North Carolina at Charlotte to reasonably accommodate student disabilities in order to allow for equal access to education. The Office of Disability Services determines eligibility for services based on documentation and identifies appropriate and reasonable accommodations to ensure academic access. Faculty and staff working with students with disabilities are strongly encouraged to contact Disability Services with questions or issues that arise.

Responsibilities of Students, Faculty/Staff, and Disability Services

Students

Students with disabilities have to: 1) Comply with all university standards and codes 2) Provide comprehensive disability documentation to the Office of Disability Services 3) Request accommodations (such as Braille text, extended time) 4) Check-in with Disability Services at the beginning of each semester 5) Request accommodations from faculty.

Disability Services

The Office of Disability Services ensures that students with documented disabilities acquire reasonable and appropriate accommodations. The specific accommodations are dependent upon the individual’s distinct needs. After review of the documentation, a counselor will meet with the student to develop a plan that addresses the disability.

Faculty and Staff

Faculty and Staff should not identify or disclose to others that a student has a disability.
If Notified in Writing by the Office of Disability Services: Faculty/staff have the responsibility to cooperate with Disability Services in providing authorized accommodations.

If Not Notified in Writing

If a student requests accommodations (such as additional time on exams) and faculty/staff have not received notification from the Office of Disability Services, then faculty/staff should refer the student to Disability Services. Further, if the disability is visible and the accommodation appears appropriate, faculty/staff should provide the accommodation while awaiting verification from Disability Services.
The Office of Disability Services invites faculty and staff to contact our office with any disability-related questions or concerns.

Suggestions for the Classroom

In a university setting, a student with a disability desiring accommodations must initiate the request through Disability Services. Students with disabilities often feel uncomfortable approaching faculty when they have difficulties. Thus, faculty are encouraged to address accessibility issues with a statement on the class syllabus.

Course syllabi should contain a statement such as:

“If you have a disability that qualifies you for academic accommodations, please provide a letter of accommodation from Disability Services in the beginning of the semester. For more information regarding accommodations, please contact the Office of Disability Services at 704-687-4355 or stop by their office in 230 Fretwell”

* Use a “Universal Design” approach to teaching coursework. Face the class when speaking. Repeat discussion questions. Write key phrases on the blackboard. Provide information in oral, written, and electronic format. Use captioned films.

* Identify core skills that students must have to succeed in course.

* When talking with the student, privately inquire about special needs in the classroom and labs.

* Avoid making humorous or questionable comments about disabilities to students.

* If the student has a visual impairment, select course materials (syllabi, assignments, and reading lists) early so that Disability Services can convert text to Braille or electronic format.
*If the student uses an interpreter, remember to look at the student, not the interpreter. The interpreter should be located near the instructor so that the student can see the lecturer and the interpreter.

* Work with the student and Disability Services to determine and provide appropriate accommodations.

Examples of Disabilities

Attention Deficit Hyperactivity Disorder, Blindness, Deafness, Hard of Hearing, Learning Disability, Low Vision, Medical Conditions (e.g. Cancer, Multiple Sclerosis), Physical Impairments, and Psychological Disabilities.

Examples of Academic Accommodations

American Sign Language Interpreter, Note takers, Face student when speaking, Low distraction test environment, Assignments and communication in electronic format, Food breaks during long exams/classes, Audio-tape class, Extended time for exams, Text in Braille, Spell checker, Large print handouts, Audio-taped lecture notes, Computer enlarged images, Electronic text voiced by reader software, Adjustable tables, Lab equipment located within reach, Voice activated computer software, Alternative keyboard, Classroom relocation, Flexible attendance requirements.