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August 30, 2011

Comments

I like the suggestions so far. Even if prerossofs have no specific knowledge of acommodations for specific disabiliites, making a verbal statement in class and/or a written statement on a syllabus or course website that they are aware some students may require acommodations and are approachable for discussion would go a long way.Some of my personal experiences are the converse of what is described in Thing 1. I have approached prerossofs or acommodations coordinators or administrators knowing exactly what sort of acommodations I needed, only to be told those were not permitted or not available. For example, I asked for access to a lecture hall through the accessible door, only to be told it was required to be locked at all times even though the inaccessible door was unlocked at all times. I asked permission to use computers which already existed to type things which were normally handwritten and was told this was not permitted. I asked about using alternate equipment for performing medical procedures during examination situations and was told the only testing acommodations permitted were for learning disabilities, not physical disabilities. They would have gladly (well maybe not gladly) given me extra testing time in a separate exam room, but could not understand my request to have lecture handouts placed in a location where I could reach them without climbing stairs. Advising students as to available acommodations is a useful thing, but it should be the opening of a conversation, not a list of the only possible permitted acommodations.

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