Section
504 and the ADA
Section 504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act of 1990 prohibit discrimination against qualified individuals
with disabilities regarding all programs and activities of a college
or university. These acts make it unlawful to deny access to, participation
in, or the benefits of any services, programs and activities, solely
on the basis of a disability.
Federal
law further imposes on the institution a responsibility to provide
reasonable accommodations to students who identify themselves as having
a disability, on an individual and flexible basis.
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University
policy
As a matter of policy and practice, American University complies with
the requirements of federal and local laws regarding non-discrimination
of individuals with disabilities. The university has designated the
Academic Support Center as the office responsible for evaluating documentation
of learning disabilities and recommending accommodations, if an y.
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Procedures
for Notifying Faculty of a Learning Disability
Students with learning disabilities that may require accommodations
are encouraged to identify themselves to the Academic Support Center
once admitted to the university or following diagnosis of the disability.
They must provide an Academic Support Center counselor with current
documentation from a qualified professional which will assist in determining
reasonable accommodations at the university.
The Academic
Support Center will prepare letters notifying faculty regarding possible
classroom modifications, upon written request from a student each
semester. Students should also discuss such requests with their professors.
If a
faculty member is the first point of notification of a student's learning
disability, or if the student has not provided a letter from the Academic
Support Center, it is the faculty member's responsibility to inform
the student that services are available. In such a case, the student
should be referred to the Academic Support Center to begin the process
of verification of a disability and notification to faculty. Accommodations
should not be provided without a letter from the Academic Support
Center. Faculty are encouraged to consult with an Academic Support
Center counselor if there are questions regarding accommodation issues.
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Confidentiality
Information about a student's disability and accommodations, if any,
is treated as confidential under applicable federal and local laws,
and is only provided to individuals who are required to receive such
information on a need-to-know basis and for whom the student has authorized
such a release.
With
a student's permission, a counselor may consult with faculty and staff
on the individual needs of a student. Once the Academic Support Center
discloses information about a disability, the recipient of that information
has the same responsibility to maintain confidentiality as the Academic
Support Center.
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Suggestions for Faculty
The university
is not required to modify academic requirements that are essential
to its program of study. Academic standards remain the same for all
students, regardless of accommodations in classroom procedures. Individual
methods for meeting academic standards may vary on a case-by-case
basis to ensure equal educational opportunity for students with disabilities.
Some
of the following strategies may be helpful for individual students
with learning disabilities:
Lecture
classes
-allow for tape-recording
-assist a student in finding a note-taker
-vary the presentation tools used, such as visual aids, handouts,
lecture outlines
-review a sample of a student's lecture notes during office hours
-encourage teaching assistants to provide support for lecture material
and review
for exams
Examinations
-provide study guides and review sessions for exams
-arrange for reasonable accommodations, such as extended time, a reduced-distraction
environment, the use of a computer for essay exams, the use of a calculator
for computation
-alter the response format of a test when appropriate
Writing
papers
-meet with students to clarify writing assignments
-evaluate a rough draft of a paper
-divide long-term assignments into component parts
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Suggestions
for Students
Below
are a variety of strategies that have enabled students to be successful:
work
with an Academic Support Center counselor to arrange for accommodations
and academic support, as needed.
consult with faculty in advance about accommodations.
maintain a reasonable workload when registering for classes.
arrange for assistance with lecture notes.
sit in the front of the classroom to reduce distractions.
work with professor or TA during office hours. be prepared with questions
to ask.
participate in study groups and study sessions.
hire tutors.
seek writing and math assistance from faculty or one of the university
labs.
use a word processor with spellcheck to facilitate writing.
order textbooks on tape from Recordings for the Blind and Dyslexic
(a process which can be facilitated by getting book lists well in
advance of a course).
learn the available resources on campus.
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Definition:
Learning Disabilities
Learning disabilities is a general term that refers to a heterogeneous
group of disorders manifested by significant difficulties in the acquisition
and use of listening, speaking, reading, writing, reasoning, or mathematical
abilities. These disorders are intrinsic to the individual, presumed
to be due to central nervous system dysfunction, and may occur across
the life span.
Problems
in self-regulatory behaviors, social perception and social interaction
may exist with learning disabilities but do not by themselves constitute
a learning disability. Although learning disabilities may occur concomitantly
with other handicapping conditions (for example, sensory impairment,
mental retardation, serious emotional disturbance) or with extrinsic
influences (such as cultural differences, insufficient or inappropriate
instruction), they are not the result of those conditions or influences.
National Joint Committee for Learning Disabilities, 1990
Typical
Characteristics of Students with Learning Disabilities
Learning disabilities are characterized by clusters of performance
that reflect a significant discrepancy from an individual's overall
ability or other areas of academic achievement. Individual characteristics
and the degree to which they are manifested vary greatly. Students
with learning disabilities may also exhibit some exceptional areas
of talent.
A student
with a learning disability may have weaknesses in:
Reading:
word attack, comprehension, speed
Writing: organization, sentence structure, word usage, spelling, grammar,
punctuation, handwriting
Oral language: word retrieval, grammar, meaning, fluency
Mathematics: basic facts, sequencing, word problems
Note-taking: taking notes while listening, organizing
Memory: short-term memory, visual/auditory memory, strategies for
retention
Spatial abilities: interpreting charts and graphs, following directions,
coordination
Social skills: reading nonverbal cues, controlling anger/anxiety related
to academic demands
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Definition:
Attention Deficit Disorder
(with or without Hyperactivity)
ADD is a neurological condition that affects learning and behavior....
It begins in childhood, and it was initially thought to be outgrown
by adolescence. However, ...this is probably true for about only 40%
to 60% of persons with ADD... Symptoms of the disorder may include
attention deficits, impulsivity, hyperactivity, mood swings, low frustration
tolerance, and difficulty falling asleep at night. Some people may
daydream, some may have difficulty completing tasks, others may be
disorganized and forgetful, or may procrastinate. All of the symptoms
of this disorder have an impact on academic performance.
Patricia Quinn, M.D., ADD and the College Student, 1994
Typical Characteristics of Students with ADD
The following
are possible areas of difficulty:
Attention
and concentration:
has trouble paying attention in class
is easily distracted by noise and movement
is unable to read for long periods of time
loses the train of thought in a conversation or discussion
Impulsivity:
speaks or acts without planning
responds quickly to exam questions
makes decisions without careful analysis
Hyperactivity [ADHD]:
is excessively restless and fidgety
seems "driven by an inner motor"
Organization
and study skills:
comes late to class or misses appointments
does not finish tasks on time
has difficulty handling more than one task at a time
loses possessions
has difficulty organizing ideas for papers and essay exams
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Academic
Support Center
The Academic Support Center provides support for all students at American
University to gain the tools necessary for academic success. Services
include individual counseling and workshops on topics such as time
management, textbook skills, note-taking, and exam skills. Tutoring
Services provides referrals for peer tutors who charge a modest fee.
Services for students with learning disabilities include a Writing
Lab, a computer lab, assistance with accommodations (including space
for testing accommodatons) and the Learning Services Program, for
selected freshmen with learning disabilities.
The Academic
Support Center staff has extensive experience and graduate training
in education, counseling and learning disabilities. Its mission is
to help all students at the university achieve their full potential.
For further information, or
to schedule an appointment with an Academic Support Center counselor,
contact:
Academic
Support Center
Mary Graydon Center 243
American University
4400 Massachusetts Avenue, NW
Washington, DC 20016-8027
Phone:
202-885-3360
Fax: 202-885-1042
Web: www.american.edu/asc
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