I have learned to distinguish between 504 and ADA II & II. I will use the chronic heatlh condition clause as I have recently received an inquiry from faculty. Accomodations my be denied for saftey, curriculum, services and excessive cost
I have learned the differnce between a disability and an accomodation.
There was a lot of information in this section, and I think what I've found most helpful is that being compliant with Section 504 and the ADA means looking at the access to opportunities, and not getting bogged down in the specific disability of a student.
Every effort needs to be made to accodate students with a dissability even if it is not a visual dissability.
The ADA went into effect in 1991 for colleges. It stated that all students with disabilities have the right to equal access to education.
People with physical and mental disabilities need to have the same level playing field. The educational institutions should provide reasonable accommodations for the students with disabilities.
At the risk of sounding unpopular, the use of "emotional support animals" has been perpetuated inappropriately. The ADA currently only recognizes dogs and miniature horses as true support animals. How are instructors handling situations when students request an alternative type of animal in the classroom?
Accomodation of disabled students is the law
The spirit of the law is the letter of the law. Understanding a specific request and student situation is vital in making a decision about a current accommodation. Each student will be different and an answer which was acceptable for one person, may not be for another.
I have learned how different students have disabilities that may have not been thought of to me previously as a disability which may have made someone feel excluded previously. I learned how to be inclusive and supportive of those needs as well.
Giving equal access for people with disabilities and protecting the person with diability.
I though the reading was clear and concise; Federal law assures equal access for people with disability by protecting the person (not the disability) from discrimination. I liked the clarification on whether emotional support animals are considered service animals-they are not. I GREATLY appreciated the subject matter acknowledging and teaching about unique challenges such as with Asperger’s syndrome and how equal access is achieved when students have the same opportunities as their nondisabled peers, the emphasis is to focus on this end goal even if the the “means” to get there is different-this really struck me as a mentor and I’ll definitely use this in my advising scope.
I've learned how accomidations can be made for disabilities. I found the difference between a "service animal" and an "emotional support animal" interesting.
I learned that accommodations are a floor but not a ceiling for those with disabilities. Therefore making it fair for those who have physical or mental limitations in education.
I have learned that as instructors/educational institutions we must not discriminate those with disabilities. We must do what we can to reasonably accomidate these students.
I have learned students with disabilitieshave one right under federal law.
Theu have the right to equal access to educational opportunities
I have learned who can receive accomodations, reasonable accomadations and what laws protect students with disabilities. It is important not to think that a student with accomodations is at an advantage amongst peers without a learning disability. I'm happy these laws are in place and plan support any of my students who made need reasonable accomodations wihtin the classroom.
this hits home when you have a family member with a disability
I have learned a new accomodations for Asperger syndrome, behavior contracts.
By providing the neccessary accomadtions that a student needs and giving them the support as well.
