The Accommodation Process | Origin: CM251
This is a general discussion forum for the following learning topic:
Students with Disabilities: Legal Obligations and Opportunities --> The Accommodation Process
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
In this section, I was interested in universal design, it makes me curious to learn more about the history of design related to accessibility. I appreciated the tips on considerations for design and how we can anticipate potential access and accessibility needs. With that perspective in mind, I would challenge the statement, "Strobe lights connected to the audible emergency alert system provide safety for all, regardless of hearing level." While that may be true in refrence to hearing levels, an exmaple of when this could be harmful may be if an individual has epileptic, flash-sensitive, or sense-based sensitivity concerns or symptoms.
Thanks , informative and helpful. Thanks
Comment on Savannah Hylton's post: I learned many things from reading this section. I had a student specifically asked for " need for accomodation". I had no official information on the student and had no idea that the student had a disability; but it was obvious that there was something out of place with this student. In a clinical lab situation for a morbidly obese student requesting access to the manikin ( used for a head to toe training ,along with 3 other students around a bed ) made me some what uncomfortable about the need of this student to be on one side of the manikin while asking the other 3 students to be on the opposite side of the bed. We usually keep 2 on each side of the bed. is there any discrimination from me towards this student / Or what should have been the best approach with this student. ?. All 4 students had to practice on the manikin and then show return demonstration one by one to pass the lab at the end.
I learned many things from reading this section. I had a student specifically asked for " need for accomodation". I had no official information on the student and had no idea that the student had a disability; but it was obvious that there was something out of place with this student. In a clinical lab situation for a morbidly obese student requesting access to the manikin ( used for a head to toe training ,along with 3 other students around a bed ) made me some what uncomfortable about the need of this student to be on one side of the manikin while asking the other 3 students to be on the opposite side of the bed. We usually keep 2 on each side of the bed. is there any discrimination from me towards this student / Or what should have been the best approach with this student. ?. All 4 students had to practice on the manikin and then show return demonstration one by one to pass the lab at the end.
Access and success are two different things. Access does not mean that a person with disability will be successful with accommodations.
I learned that the accommodation process ensures students with disabilities receive reasonable support to access the curriculum, without altering academic standards.
Accommodations allow all students to have a fair chance.
Make an effort to let your students know they can reach out to you if they need assistance . Students may be present in the class who have LD or ADHD but have managed to surmount this disability to be in a tertiary institution. It's a good idea to let all your students know, you're always ready to help.
The accommodation process for a person with a disability typically involves a few key steps to ensure they receive the support they need to perform their job or access services effectively.
For requesting assistance with accommodations, yes it may be less confusing to have a specific department or point of contact to initiate requests. However, each member of an institution may bear responsibility for carrying out the commitment to access in their own area of operation. An institution is responsible for providing equal access through the accommodation process.
I learned that in the mid 1980s, architect Ron Mace created the term Universal Design (UD) and the intent is to make it possible for more people to have immediate access to places and products.
Access vs. Success: Access means providing accommodations to ensure students with disabilities have equal opportunity alongside their non-disabled peers. Success refers to how well these students perform academically once they have received the accommodations needed. While accomodations help level the field, it is up to each student, disabled or not, to achieve the outcomes that they see fit. In other words, accomodations for disabled students do not and should not guarantee that they will be successful academically--that is entirely up to each individual.
Documents regarding disability and proof of disability should be managed by as little people as possible. One such person would be the disabled services provider of the institution. This person would help provide and identify whatever accommodations are necessary. Assuming they have conferred with staff/leadership, they may be able to solely approve or deny a requests for accommodation.
each student should have equal access to education and the accomodations that help them to succeed
Universal Design (UD), coined by Ron MaceIn, an architect in the mid-1980s. This is a process of creating buildings, structures, environments, products, and services that are usable by the broadest range of people possible, furthering the concept of no need for adaptation or specialized design.
I can see this on campus, at the hotel, and at most of the shopping areas, for example, ramps, well-placed banisters, elevators, and closed caption (CC) on most modern movies and TV shows.
I learned that the accommodation process is about working with the disability services office to make sure students with disabilities get the support they need to have equal access in class.
I had a wonderful time learning about how accommodations are in place for equal access, and I specifically enjoyed reading about how televisions operate!
I learned that accommodations should be determined on a case-by-case basis,a nd that the student feels comfortable enough to learn for their success.
