Presentation DRC Basics DRC for 101 Title Goes

Presentation DRC Basics DRC for 101 Title Goes Student Facing Here Staff Subtitle of Presentation available for download at drc. uic. edu/presentations

AGENDA • DRC Basics • What is Disability? (Interactive) • Disability Resource Center Process - Letters of Accommodation • Making Appropriate Referrals • Resources/Q+A

Located in Suite 1070 of SSB 1200 W Harrison Street http: //drc. uic. edu // drc@uic. edu

DRC NOW REPORTS TO OFFICE FOR ACCESS AND EQUITY DISABILITY RESOURCE CENTER • Student Accommodations • Campus Awareness and Outreach • Resource Referrals OFFICE FOR ACCESS AND EQUITY • Employee Accommodations • Discrimination Complaints • Title IX Compliance and Training • Pregnancy Accommodations DISABILITY CULTURAL CENTER • • • Office of Diversity Cultural, social and educational programming Advance disability experience as a source of pride

WHAT IS DISABILITY?

GROUP DISCUSSION: What is disability? What does disability mean to you, and where did you get that information? After some time to think, you can share your thoughts aloud, or in the Chat (to Everyone or to Kelly Gerhardt)

HOW DO WE DEFINE DISABILITY? Legally: a physical or mental impairment that substantially limits a major life function Medical Model: a diagnosis; a problem within a person that needs to be “fixed” Social model: environmental, attitudinal, and societal barriers cause disability

DISABILITY RESOURCE CENTER PROCESS

The Americans with Disabilities Act (ADA) had an important birthday this year? How old is the ADA? A) 30 years old B) 50 years old C) 100 years old

DISABILITY RIGHTS LAWS IN HIGHER ED Passed as a result of civil unrest and protest Different legal protections than for K-12 students: guarantee equal ACCESS At the college level: - Students with disabilities meet the same standards You must ask for help if you need it (self-advocate)

REASONABLE ACCOMMODATIONS Not an advantage - about removing the barrier to equal access: • Testing accommodations • Sighted lab assistance, ASL interpreter, CART, captioning • Classroom relocation, accessible furniture • Alternate text formats like audio, Braille • Note taking - software or peer • Assistive technology and software • Accessible transportation and housing • Attendance and deadline flexibility

REASONABLE ACCOMMODATIONS • NOT of a personal nature (personal care attendant, mobility equipment, speech therapy, etc. ) • CANNOT pose a direct threat to student or others • CANNOT significantly alter curriculum (essential elements of course) • Ex) EMT Test

INTERACTIVE PROCESS • Determines reasonable accommodations that meet individual student’s needs • Made on a case-by-case basis • Based on disability documentation and student interview with Disability Specialist • Not prescriptive by disability – what works for one student may not be a good fit for another What are the steps? 1. Registration Form 2. Intake appointment with your Disability Specialist 3. Letter of Accommodation specifies your unique accommodation plan

Letter of Accommodation (LOA) • Student is responsible to share with instructors. • Accommodations ONLY go forward starting when the LOA shared with course instructor • Does not expire • Can start at any point during the semester • Can revise or update at any time The DRC is available if there any questions or issues with implementation for your particular course at drc@uic. edu or at (312) 413 -2183.

MAKING APPROPRIATE REFERRALS

MAKING APPROPRIATE REFERRALS DOs • Make a general announcement about the DRC in Week 1 of class • Resources Available on DRC Referral Resource Page Refer students who disclose disability status to the DRC (they can call, email, or stop by) • Ask leading questions “Has this kind of assignment always been difficult for you? ” • Show list of resources that includes DRC to open door for self-disclosure •

MAKING APPROPRIATE REFERRALS • • DON’Ts Make assumptions about disability status Ask for or collect medical documentation Make up accommodations with students outside DRC process Make discriminatory comments: • • • “Are you sure you want to pursue such a difficult career path? ” “You don’t look disabled. ” Praise or valorize students for not making use of an disability accommodation

A student in your cohort mentions that they have been having a lot of trouble working through longer reading assignments in class. What should you do?

DRC. UIC. EDU

DRC Website: Get Resources, Report Access Issues

QUESTIONS? CALL US: (312) 413 -2183 EMAIL US: DRC@UIC. EDU Disability Resource Center | Office of Access and Equity