Zoha Shidfar

I have come to know the significance of not making any assumptions or stereotypes about disabled students, and of keeping in view the issues of their confidentiality. Moreover, I have come to realize that my job is to make sure that I am giving correct information and focusing on the strengths of the student and the program requirements, instead of discussing anything disability related.

In terms of the accommodations themselves, I have learned that they are intended to provide equal access, not success, and are considered on a case-by-case basis. In addition, I am familiar with the role of Universal Design in facilitating greater accessibility. Moving forward, I plan to put this information into practice through my focus on eliminating obstacles and refraining from making assumptions.

Disabilities can affect students differently, as well as functional difficulties being more important than simply diagnosing the disability. Also, it was highlighted that it is essential to understand the unique needs of the students as well as to make appropriate adjustments for them. This knowledge will be applied by not making any assumptions, but paying attention to the particular obstacles faced by a student.

Section 504 and the Americans with Disabilities Act are interested in the issue of equal opportunities and access for students with disabilities. I have found out that it is important to provide accommodations depending on individual functional limitations, not on students’ diagnoses. I will try to do this through being fair and using established procedures of accommodation.

I have come to realize that there is an equal application of FERPA provisions for online or distance learning as compared to traditional learning environments. I have also understood the need for protecting student information in situations where technology is being used. This includes online forums, video recordings, and other electronic forms of documentation of student information. My intention is to utilize this knowledge by ensuring protection of students' information.

It is now clear to me that complying with FERPA requires one to strike a balance between privacy rights of students and legal/safety considerations. Access must be limited to those individuals who have a genuine need for the information for educational purposes, and strict security measures must be put in place to protect the privacy of student information.

It has come to my realization that it is important for one to make sure that the FERPA regulations are adhered to by making sure that all the student information is handled with utmost care. This includes the Directory Information and the information that has been flagged off from being disclosed. It is important for me to do the following.

FERPA safeguards the right of students to have access to and correct their educational records, in addition to controlling the release of such records. I have also realized that there should be a valid educational interest for any official to have access to records, and there is also an important difference between personal sole-possession notes and notes held in the student’s record.

I plan on using this knowledge through being cautious about the student’s information and ensuring that the records are given to the student where applicable.

I was taught the significance of being aware of the concept of consent, sexual violence, and stalking, as well as dealing with victims of such crimes in a non-judgmental manner and showing support. Additionally, I was educated on how interim measures, sanctions, and remedies can help protect the complainant and prevent future damage. My intention is to make use of this information in identifying warning signs and reporting issues accordingly.

I found out that Responsible Employees should report any suspected violation of Title IX to the Title IX Coordinator and inform students about limitations on confidentiality. I can use this information in my practice when I respond to the situation and refrain from discouraging reporting.