Disability Support Services — Faculty & Staff Guide Notes
Services for Students with Disabilities
Mission of DSS at Midwestern State University (MSU)- Provide an academic experience that is fully inclusive & accessible for all students, ensuring equal opportunities to participate in and benefit from university programs.
Remove physical and attitudinal barriers that might hinder students with disabilities, fostering an environment of equity and understanding.
Core services offered- Ensuring accessibility to all university programs, facilities, and activities.
Accommodations counselling & guidance: DSS staff work individually with students to understand their needs and determine appropriate academic adjustments.
Evaluation referrals: DSS itself does not conduct testing, but connects students with qualified external evaluators for disability documentation.
Supplying comprehensive disability-related information & resources: Provides students, faculty, and staff with knowledge about various disabilities and support services.
Adaptive technology services & loan-out equipment: Offers access to specialized hardware and software, and provides assistive devices on loan to enhance learning and participation.
Interpreter services for academically related purposes: Includes American Sign Language (ASL) interpreters for classes, meetings with advisors, and university-sponsored academic events.
Services not provided directly, yet referrals available- Disability evaluation/testing (students are referred to external professionals), tutoring (students are directed to university tutoring centers), personal attendants (e.g., for dressing, eating, personal care), and payment of personal expenses (e.g., medical costs, transportation).
Eligibility for Services
To receive DSS accommodations, a student must:-
Apply & be admitted to MSU through the regular admissions process, like any other student.
Complete the DSS application form: This initiates the formal request for accommodations and includes student contact information and general details about their disability.
Submit current & comprehensive documentation of a temporary or permanent disability requiring accommodation: This often includes medical records, psychoeducational evaluations, or reports from licensed professionals, verifying the diagnosis and functional limitations.
Re-register with DSS at the beginning of each semester: This ensures that accommodations are current, align with the student's changing course schedule, and reflect any new needs.
Legal definition used (ADA ):- “Any mental or physical condition that substantially limits one or more major life activities.”
Major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working.
Typical disability categories (non-exhaustive)- Physical disabilities (e.g., mobility impairments, chronic pain), learning disabilities (e.g., dyslexia, ADHD), visual impairments (e.g., blindness, low vision), hearing impairments (e.g., deafness, hard of hearing), neurological disabilities (e.g., epilepsy, multiple sclerosis), chronic/temporary health problems (e.g., diabetes, cancer, broken bones), communication disorders (e.g., stuttering, aphasia), and psychological disabilities (e.g., anxiety disorders, depression, PTSD).
DSS Procedures
Self-identification: The student (not parents/faculty) is responsible for voluntarily disclosing their disability and submitting the necessary documentation to DSS.
Documentation review: The Director of DSS or a qualified staff member reviews the submitted documentation to determine if the student meets the legal eligibility criteria for services. This review focuses on the current functional limitations described.
Interactive meeting: Once eligibility is confirmed, the Director or Accommodations Coordinator meets individually with the student. Together, they discuss the student's specific needs, academic history, and functional limitations to jointly determine reasonable and appropriate accommodations based on the submitted documentation.
Responsibilities clarified: During the interactive meeting, DSS policies and procedures are thoroughly explained. The student is responsible for delivering their official DSS accommodation letters to their instructors each semester and discussing the logistical implementation of these accommodations directly with them.
Academic Accommodations (Examples)
Extended-time testing: Allows students additional time (e.g., x or x the standard time) to complete exams, addressing processing speed or writing difficulties.
Qualified interpreters: Provides ASL interpreters for deaf or hard-of-hearing students to facilitate communication in academic settings.
Supplemental note-taking assistance: Offers support such as access to peer notes, copies of lecture outlines, or use of smartpens to ensure comprehensive note acquisition.
Reader services: Provides assistance for students with visual impairments or learning disabilities who have difficulty reading standard print materials.
Audio or alternative-format course materials: Converts textbooks and other course content into accessible formats like audiobooks, large print, Braille, or electronic text that can be used with screen readers.
Early registration: Allows students with certain disabilities to register for classes earlier, helping them secure necessary accommodations (e.g., accessible classrooms, scheduling around medical appointments).
Providing Reasonable Accommodations
Goal: To provide equal access without compromising academic standards. Accommodations aim to level the playing field, ensuring students with disabilities have the same opportunity to demonstrate their knowledge as their non-disabled peers, without lowering the rigor or expectations of the course.
DSS verifies appropriateness & coordinates logistics: DSS ensures that requested accommodations are directly related to the documented disability and works with students and instructors to implement them effectively.
Recommended syllabus statement (abbreviated):- It is advisable to include a statement like: “Midwestern State University is committed to providing reasonable accommodations for students with disabilities. If you have a disability and require accommodations to participate in this class, please contact Disability Support Services (Clark Student Center Room , ) to arrange services.” This proactive statement encourages students to seek support.
Reality check- Accommodations do not guarantee success; students retain the right to fail like anyone else. Accommodations provide access and opportunity, but the academic responsibility, effort, and performance ultimately rest with the student.
Testing Accommodations
Purpose: To measure a student’s knowledge of course material, not the functional limitations imposed by their disability. The goal is to separate the assessment of content mastery from challenges related to a disability.
Common adjustments- Extended time: As detailed below, to allow for processing, writing, or reading time.
Quiet / non-distractive environment: Reduces sensory input and allows for greater concentration for students easily distracted or with certain psychological disabilities.
Specialized equipment (e.g., word processors): Allows students with writing or dexterity impairments to complete exams efficiently.
Readers & scribes: Provides human assistance for students who cannot independently read or write exams.
Alternative formats: Large print, Braille, or electronic formats ensure that exam content is perceivable by students with visual impairments.
Extended Time (Key Justifications)
Dexterity issues slower writing: Conditions like arthritis or neurological impairments can make handwriting slow and painful, necessitating more time to complete written tasks.
Blind/low-vision require reading assistance or Braille: Students need additional time to read materials either via a reader, screen reader, or tactile Braille.
Psychological disabilities heightened test anxiety: Conditions such as generalized anxiety disorder or PTSD can significantly impair cognitive function during high-stakes situations, leading to slower processing and difficulty retrieving information.
Learning disabilities slower information processing: Disabilities like dyslexia or ADHD can affect reading speed, comprehension, organization of thoughts, or recall, requiring more time to fully engage with and respond to test questions.
Research finding (Runyan, ):- Studies, such as Runyan's, have shown that extended time significantly benefits students with disabilities by creating a more equitable testing environment. Crucially, it does not produce significant gains for nondisabled peers.
Therefore, extra time is a levelling mechanism, designed to provide an equal opportunity to demonstrate knowledge, rather than an unfair advantage.
Instructor Role in Testing Accommodations
Instructor & student decide how & where to test: This collaborative discussion ensures that the accommodation meets both the student's needs and the logistical requirements of the course.
Alternative room must be free of interruptions & distraction; proctoring should be sensible & sensitive: If an instructor proctors, the environment must genuinely provide the specified accommodation (e.g., quiet, reduced distractions). Proctoring should be unobtrusive and respect the student's privacy.
Choices- Instructor self-proctors & supplies all adjustments: The instructor takes full responsibility for providing the recommended accommodations (e.g., extended time, quiet space) within their department.
Refer the exam to DSS office: The instructor can send the exam to DSS, and DSS will manage the proctoring and accommodation delivery in their dedicated testing facility.
Testing in the DSS Office
Student schedules each quiz/exam with DSS: Students are responsible for scheduling their exams with DSS well in advance, typically via an online scheduling system, to ensure room and proctor availability.
DSS emails instructor an exam request + accommodation details: Once a student schedules, DSS notifies the instructor, confirming the exam date, time, and specific accommodations required.
Secure chain of custody- DSS student worker can collect & return exam directly to professor: This ensures the integrity and confidentiality of the exam materials, minimizing the risk of loss or tampering.
Exams stored in locked file room: All physical exam materials are kept in a secure, restricted-access location when not in use.
Monitoring: Video recording or in-room proctor at all times: To maintain academic integrity and an appropriate testing environment, all testing rooms are monitored, either through continuous video surveillance or by a direct proctor.
Faculty encouraged to contact DSS with any concerns: DSS provides support for faculty regarding accommodations, logistical questions, or any issues that arise during the testing process.
Advocacy & Consultation
DSS staff available to advise on any disability-related matter: This includes guiding students through academic challenges, discussing faculty concerns about accommodations, or addressing general questions about disability rights and responsibilities.
Provides outreach & training for students, faculty, staff, administration: DSS conducts workshops and presentations to raise awareness, promote inclusive practices, and educate the campus community on disability understanding and accommodation implementation.
Technology Resources (Adaptive Technology Services — ATS)
Purpose: To use technology to equalize learning opportunities for students with disabilities, enabling them to access information and demonstrate knowledge effectively.
Services & tools- Accessible computer workstations: Computers equipped with specialized hardware and software for students with various needs.
Individual adaptive technology assessments: DSS staff evaluate a student's specific needs to recommend and train them on the most appropriate assistive technologies.
Specialized software (screen readers, magnifiers, etc.): Includes JAWS and NVDA (screen readers for text-to-speech), ZoomText (screen magnification), and Dragon NaturallySpeaking (speech-to-text).
Audio & alternative format production: Converts print materials into accessible formats such as recorded audio, large print, or Braille. This includes text and images.
Scanning/OCR services: Uses Optical Character Recognition (OCR) technology to convert scanned documents (e.g., textbooks, handouts) into editable and searchable text for use with assistive software.
Text-to-speech & speech-to-text applications: Tools that convert written text into spoken words and vice versa, assisting with reading comprehension and written expression.
Incorporating Accessibility & Usability in Online Learning
Images- Ensure necessity & relevance; avoid clutter: Every image should serve a clear purpose (e.g., illustrative, decorative). Excessive or irrelevant images can be distracting and increase cognitive load.
ALT Text- Provide a functional description of each image for screen reader users: Alternative text (ALT text) describes the content and purpose of an image, allowing visually impaired users to understand the visual information. For example, for a graph, describe the data it presents.
Hyperlinks- Use descriptive text (e.g., “Course Syllabus” not “click here”): Descriptive link text tells users, especially those using screen readers, what the link leads to without needing surrounding context. Avoid generic phrases.
Headings- Employ true heading styles to create a logical hierarchy: Use built-in heading styles (H1, H2, H3, etc.) in word processors or learning management systems. This creates a navigable outline for screen readers and improves document structure for all users.
Size & Color- Avoid using size/color alone to convey meaning; maintain strong contrast: Information conveyed only by color (e.g.,