These range in severity from limitations on stamina to paralysis. Some mobility impairments are caused by conditions present at birth while others are the result of physical injury. Injuries cause different types of mobility impairments, depending on what area of the spine is affected. Quadriplegia, paralysis of the extremities and trunk, is caused by a neck injury. Students with quadriplegia have limited or no use of their arms and hands and often use electric wheelchairs. Paraplegia, a paralysis of lower extremities and the lower trunk, is caused by injuries to the mid-back. Students often use a manual wheelchair and have full movement of arms and hands (Disability Services, U of Minnesota, 1995).
With respect to postsecondary and vocational education services, a handicapped person who meets the academic and technical standards requisite to admissions or participation in the recipient’s education program or activity (Section 504 of the 1973 Rehabilitation Act).
Any person who (1) has a physical or mental impairment which substantially limits one or more major life activities; (2) has a record of such impairment; or (3) is regarded as having such an impairment. (Section 504 of the 1973 Rehabilitation Act - PL 93-112).
Students with psychiatric disabilities may experience significant emotional difficulty that generally has required treatment in a hospital setting. With appropriate treatment, often combining medications, psychotherapy, and support, the majority of psychiatric disorders are cured or controlled (Disability Services, U of Minnesota, 1995). Some examples include depression, bipolar disorder, anxiety disorders, and schizophrenia.
Those modifications and aids with which an otherwise qualified person with a disability could do a particular job, e.g., making existing facilities accessible, job restructuring, part-time or modified work schedules, reassignment, acquisition/modification of equipment or devices, adjustment or modification of examinations, training materials or policies, provision of a reader or interpreter. Those accommodations which would impose an undue hardship on the operation of the business of the employer are excluded (Goldman, 1991).
Conditions affecting one or more of the body’s systems. These include the respiratory, immunological, neurological, and circulatory systems (Disability Services, U of Minnesota, 1995).
Though not always visible and seemingly minor, brain injury is complex. It can cause physical, cognitive, social, and vocational changes that affect an individual for a short period of time or permanently. Depending on the extent and location of the injury, symptoms caused by a brain injury vary widely. Some common results are seizures, loss of balance or coordination, difficulty with speech, limited concentration, memory loss, and loss of organizational and reasoning skills (Disability Services, U of Minnesota, 1995).
An action requiring significant difficulty or expense (Goldman, 1991).
There are three degrees of vision loss: 1. visual acuity of 20/200 - the legally blind person can see at 20 feet what the average sighted person can see at 200; 2. low vision - limited or diminished vision that cannot be corrected with standard lenses; and, 3. partial sighted - the field of vision is impaired because of illness, a degenerative syndrome, or trauma (Disability Services, U of Minnesota, 1995).
The student may need the use of adjustable height tables, chairs and/or lab stools to provide an accessible workspace.
A trained stenographer who will record the class lecture will accompany the student. This information will be relayed with a few second delay to the student via a laptop computer. (Also referred to as real-time captioning.)
T
he student will need to use an assistive listening device that requires the faculty member to wear a small transmitter and lapel microphone. The student will wear a small receiver and ear bud or telecoil that enables only the student to hear the instructor’s amplified voice with minimal background noise.
the student may need access to course lecture notes and/or visually presented materials, such as overheads and information written on the chalkboard or white board, either from the instructor or a volunteer classmate. Carbon-less note taking paper can be provided to the volunteer or copies can be made at ODS. The student may provide the faculty member with an announcement card to be made to the class to solicit a volunteer note taker.
The student may bring recorder to class and have class lecture recorded.
The student may need to sit in front of the class or in another location suited to adapting to his/her disability related needs.
The student will be accompanied by an American Sign Language (ASL) interpreter and may need to work with the instructor in choosing and ideal location for the interpreter.
The student may need the use of a word processor, other computer-based software, or other equipment (Closed Circuit Television) for in class papers and for test taking.
The student will need tests and all other class related materials printed clearly in black ink on white paper only.
The student may need the test converted into Braille. If the instructor can provide the test on disk (in advance of the test), ODS can produce a Braille copy for the student.
The student may need to use the computer and voice output for testing purposes. If the instructor can provide the test on disk (in advance of the test), ODS can format the test to be read by the computer to the student.
The student should not be penalized for misspellings and/or should be allowed to use a Franklin Spell Checker or similar device.
The student may need to take tests in a quiet, uninterrupted, and uncluttered environment.
The student may need to have tests enlarged by means of computer (usually 24 font will suffice) or copy machine.
The student may need time-and-a half, double, or triple time for completing tests.
The student may need someone to rephrase questions, without alluding to the answers.
The student may need someone to read the test to him or her.
The student may need someone to record answers for him or her.
The student may need the test recorded on tape so that he or she can either read along with the tape or have access to the print material in this format.
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