I have learned about Section 504 and the Americans with Disabilities Act of 1990, along with how these civil rights statutes relate to students in public and private institutions. Institutions may not discriminate on the basis of disability at any time. These laws determine that students with disabilities must have case-by-case consideration for accommodations so they have equal access to available opportunities while in higher education settings (the whole way through graduation.
I learned the criteria of accommodation for common people with disabilities is only required if the accommodation will impact the way in which the instruction is given or not doing so will limit the idividual's ability to comprehend the material. For example, a blind person in a lecture will not necessarily need accommodations during the instruction lecture, however access to the facility should be accommodated.
I have learned that animals that only provide comfort or emotional support to their owners are classified as Emotional Support Animals, NOT Service Animals.
This course has exposed me to the nuances of ADA approval with regard to exclusions. Each student situation is different, so it's important to learn how to quickly discern what may disqualify a student.
I found it interesting that, even though the law allows it, no institution has ever been permitted to deny a reasonable accommodation based solely on undue financial burden.
Accommodations is student driven, there are laws to provide/protect accommodations. We all have a responsibility to understand what are and is not reasonable accommodations.
Equal Access to educational opportunities is a legal right for students with impairments. They are only entitled to a reasonable accommodation. Any breakage of this including any cheating during any accommodated tests would deny them equal access.
The institution has flexibility in giving accomodations as long as the goal of equal access to educational opportunities is achieved. Students are responsible for providing documentation and informing the school of their need for accomodations due to disability.
While some disabilities are "seen", there are several that are not. Institutions must give reasonable accommodations to all students with documented disabilities.
Access to opportunities must be created for all students - but what do you do when a student has a behavioral disability? I once had a student who could not sit still and would speak up every 5 mins and had a nervous tic. and jerky movements.
The modification I made was to teach him the acronym WAIT - Why Am I Talking? and ask him to write his questions or comments down, and we would spend 5 mins after class going over what was written rather than have him talking (or yelling) out every five mins.
Accommodations give no advantage, but are to level the playing field.
Several items were learned thus far. I now have a better understanding of 504 and the Americans with Disabilities Act. Further, what constitutes an accommodation, who is responsible for requesting one, and what higher educational institutions have to have in place when it comes to policy and procedure.
It is enlightening to understand that there are laws to provide equal access to those who suffer with disabilities.
I have learned that some accommodation's are unfairly used to there advantage but it is still fair to offer them to others who need them.
I have learned the different types of disabilities.
It was interesting to know that "emotional support animals" are not included into the category of "service animals". Also, I would challenge the statement regarding the excess of accommodations to one student with disability and the right of the institution to refuse access to another with an identical case.
This is a topic that will continue to evolve. In my role it will important to develop annual trainings to help all departments understand and remain compliant and confident when handling questions regarding accommodation.
Dissabilties vary and so do acomodations for them we need to be aware and responsive
Comment on Va Yang's post: Va, I felt the same way. I was glad they clarified the point about a service animal versus an emotional support animal. I do teach students with Asperger's and have learned a meltdown may just need a "calming" down room, but I can just see my students showing up in class with support animals...
I find it fascinating that these ADA and 504 plan were put into effect way before the Internet and online learning became so accessible. I had a sister, that lived her adult years in a motorized wheelchair, and put herself through college. She had to fight for wheelchair access for her classrooms. This all makes much sense. My challenge is I am a SpEd teacher for high school and now a part time employee of a college. My tendency is to give my college students with disabilities all those accommodations I am allowed for high schoolers, but not so in college. I am learning.
