My role in the institution is working directly in the accommodations process, the information provided aligns with the work I currently do. I believe it is important for all members of an institution to understand the process of accommodations and working with students with disabilities, and who they can refer students to. As mentioned in the course, "As a representative of the school, your actions reflect on their success in meeting the legal mandates."
I learned that you cannot ask a student if they have a disability and there is a process put in place for students that we as Admissions HS Reps must follow to ensure an efficient and smooth transition.
The question of whether a student with disabilities meets the technical standards required by the program can only be asked once the student has been admitted--not before.
My role in supporting students with disabilities is to do my best to treat them the same way that I would treat other students and not let my preconceived notions or personal experiences regarding disabilities affect the quality or type of support I offer. My role is limited to the scope of that of an I.T. support specialist; I am not qualified to make decisions or recommendations (promises or assurances) regarding disability services or accommodations, but I am expected to have the knowledge to properly route a student to the department or person that is qualified to help the student with their requests for accommodation.
based off what i learned i will make sure i treat students with disabilities equally and fight so they have equal opportunities and accommodations so they can thrive in whatever environment of there choosing
Disabled students are entitled to confidentiality of their disability information under federal laws, i.e., the Family Educational Rights and Privacy Act (FERPA), which requires written consent to share details with others and restricts disclosure to only those with a legitimate educational interest. Students have the choice to disclose their disability, and colleges must not include specific diagnoses on accommodation letters, but rather list the approved accommodations and how to provide them. Information is protected, and students can grant or revoke permission to share their information at any time.
Key Aspects of Confidentiality:
Student Choice and Control:
Students control whether they disclose their disability and to whom.
FERPA Protection:
The Family Educational Rights and Privacy Act (FERPA) protects student disability records and information.
Limited Sharing: Disability information can only be shared with a written release of information form signed by the student.
Legitimate Educational Interest:
Information can be shared with university officials who have a "legitimate educational interest" to fulfill professional responsibilities, but this does not include divulging specific diagnoses to instructors.
No Diagnosis on Letters:
Accommodation letters provided to instructors should not include the student's specific diagnosis.
Exceptions for Safety: Disclosure may occur in cases of health or safety emergencies or if required by law.
I’ve learned that supporting students with disabilities is to ensure they have equal access to education.
I intend on applying what I've learned to treat all students equally and ensuring they all have the same opportunities for success.
Ive learned that it is best to be honest when it comes to speaking with the students. Having great communication will be vital because we want the best for each student and their future
Everyone should be treated equally and given the opportunity to succeed.
My role is to point the student in the direction of the person who can help them
I learned that ADA students do not have a right to confidentiality under the 504 ADA. The statutes only grant a legal right to protection from discrimination on the basis of disability.
to be open and listen more and helpful specially when they ask for
I learned to keep information provided to me confidential, and not offer any advice or counseling to students with disability, refer them to the appropriate resources provided by the school.
Not stereotyping. Your job is to provide information and opportunities, and during admissions you may not ask about presence of disability before a decision is made only if the student has volunteered the information.
Learning the importance of how we treat students that have disabilities can help the students feel comfortable during the admissions interview process.
I learned that students with disabilities just want to be treated like everyone else so there's no need to tip toe around the obvious and its okay to offer assistance once a student has indicated they have a disability.
All people should be treated equally and given an equal chance of success.
Everyone deserves an opportunity and to be treated equally with respect.
Students with disabilities are students with dreams, goals, and aspirations. Explore the challenges and let them decide what path is most realistic for them.
