Besides being aware that disabilities do exist, I see my role is to try to assist anyone as much as I can, whether they are disabled or not.

I think everyone should have an equal opportunity to do whatever it is they want to do. And if they do need some assistance, than there should be a way to get that assistance.

Sometimes you just don't know what to do when a person with a disability is having a problem. All that you can think of is to refer them to someone who may be able to help them because you do not want to take the responsibility. So the impact is that you are just passing them on, and not really helping them.

I think that the word accomodation is scary to many instructors when it should not be. It's not that hard to accomodate a student when warranted. For example, if you have someone who has a learning disorder with reading. Part of your class you ask each student to read excerpts outloud from the book. Why not easily accomodate this student and let them know a week in advance what excerpt they will be called upon to read? This way, they can practice, not feel "stupid" when they read it out loud during class, and they can do the exercise just like the other classmates. To me, this is an easy thing and example of how to accomodate.

I gather that the institution must coordinate with and inform the instructor of the accommodations that is going to be provided to a particular individual with a disability. I wonder what is the percentage of cases in which this is true?

I think that alot of this information was informative, but as far as knowing your individual role and boundries is alot to absorb. There will also have to be someone on staff who is an expert in the subject matter as there seem to be many gray areas and opportunities to think outside the box.

We go above and beyond for all students. I feel we err on the side of facilitating success for all students, not just access. Does anyone else experience this at their campus?

What are some creative ways professors and staff have worked this concept into already working class and student interaction models?

Sometimes we don't know that there is a disability until it is too late. Is it ever to late? Especially when the student does not acknowledge their disabilites.

Older buildings, as the one in Louisville,makes it difficult to implement/build UD concepts/structures.

Are tutors the best offering we have for students with learning disabilities within college level classes? Often, I am challenged with students that I am sure need help, that my classes will not fully provide. Some simply do not have the tools or have disabilities that have gone undiagnosed for years.

sometimes is difficult to understand the law as applied to an impair individual

universal design benefits both individuals with learning disability and those without those disabilities; but more importantly makes the disable person less noticeable and therefore they may feel more comfortable in an educational setting.

I suppose in some cases it's very difficult to determine an individual's functional limitations even if one has personal interaction with them. It seems that the institution needs the help of experts on the particular field

My understanding is that any individual with disability is protected under these ACTs. Does a student with 'student visa' status have the same protection? My own answer would be YES; but how would the legal system resolve a case like this if a became Tort issue?

There have been many times in my career in the healthcare industry in several different capacities; as a student,practitioner, an employer and now as a teacher, I have had conflicting ideas regarding the realistic expectations and application of the ADA in each of these contexts. One thing I do know now and feel more comfortable about after the presentation is that a person (student,employee) needs to be able to do the work at hand and if they have a disability and are capable with an appropriate accommodation, then in each context meeting the requirements of accommodation for access is the key to ADA and 504.

In our quiz there is a question "A student with a disability is entitled to accommodation." True or False with the correct response in scoring indicated that it was false. Why is it false? What is missing from the question that makes it false and not true. Is the word reasonable accommodation part of 504 ADA?

I know the subject is about students rights and responsibilities, but what if the situation was reversed? Does the professor fall under the same guidelines with the institution?

I had a student who could engage me in conversation about his background, his home, and about any topic as part of a normal conversation. But once the conversation turned to the class subject the student was taking, the student's hearing disability appeared, and now he couldn't understand what I was saying.

Shouldn't the Instructor or staff be informed of disabilities involving any invisible disabilities that a student has?