Although the module was very informative, I feel as if we should take our responsabilities a step further or "to the heart". Each and every student deserves the upmost respect and assistance for the decision they made to commit to school and achieve their goals. Showing students we care and inform the students that we are here for them goes a long way, especially for any student who may have a disability.

The module was very informative and detailed about the laws and opportunites that students with disabilities qualify for. I feel it is of high importance that students with disabilities are aided these opportunities to accomplish any educational goal to have a successful future.

can the registrar perform unofficial estimates as to the students' transferability of credits? When will it be considered an Official one? I am an Admissions Representative.

what's the regulatory time to keep the student's records in file?

How has the admissions practices have changed since the FERPA Act?

The good thing about placements, yes the student get a job but our customer services is not done because the call to the employer keeps the college in good standing as a community education place. Placements are a win win for everyone.

As I went through an audit I understood the connection of title IV funds and DOE. Making sure that the college is on top of its paper work. this information has given me more reason to make sure we stay compliant. Can a college be shut down for too many violations?

This is not a complete "success" story, but it did show me that I can not make assumptions about what an individual with a disability can and cannot do. We had a blind student who was adamant about getting student employment in building services cleaning guests rooms. My thought was that he wouldn't be able to accomplish many of the tasks because of his visual impairment. He was adamant that he could do the job, so we let him show us how he would accomplish the tasks of cleaning a room. Although it took him significantly more time to clean the room and there were a few issues (eg. smudges on the mirror, a piece of paper in the corner). He did a fairly good job and completed some tasks surprisingly well. The time that it took him to complete the job was an issue though and he was not hired for the position.

I think it's best to acknowledge where deficiencies are and work with a team of colleagues to eliminate them.

Some examples I can think of are: 1) large bright keyboard keys that can assist someone in seeing who is maybe legally blind or deaf. 2) Programs that you may talk to and it will type your response which would also assist the blind.

Since every accomadation should be on a case by case basis to ensure proper access for the individual, I think there are times when more information can help and I would think that in most, not all, cases this could be achieved through the interaction with the individual seeking access.

While it could be argued that all students would excel if they were given more time, the bigger issue is HOW the time is spent. In the case of an ADHD student, time is relative. An hour of solid work for this type of student could be double that for a student unaffected by this limitation. In most cases extended time is access, not success, because the student is being given the same relative amount of time to complete the assessment as other students. Also the amount of preparation for each student needs to be taken into account. Students are all given the same amount of time to prepare for the test, which if the student has a learning disability they would need to study even harder in the time leading up to the test to ensure that he/she retains the information necessary. It is reasonable to assume then that even though they are given extra time to take the test, they may be at a disadvantage when it comes to being prepared.

Sure, but the "qualified/unqualified" decision is usually for the marketplace or a regulatory body and not the educational institution. The FAA, for example, effectively defines the blind as "unqualified" for a pilot's license.

This student may have a hard time focusing in a fast-paced and highly distracting environment. In the case of UTI students, they will need to stay focused as they diagnose problems with vehicles while also trying to maintain high levels of professionalism and safety standards.

This is a very interesting question and I believe it is an area that may complicate creating and completing accomadations since the focus can get diverted to guaranteeing success as opposed to facilitating access.

A person with a disability is a person with a disability. As long as reasonable accommodations are being made, there's no need to start nitpicking on the type. Does it really matter what one person is offered over another if what's offered is what is needed to have equal opportunity??