In 1973, the U.S. Congress passed landmark legislation which dramatically expanded rights and opportunities for persons with disabilities in this country. The Rehabilitation Act of 1973, the first national civil rights legislation ever enacted for persons with disabilities, mandated that recipients of federal funds accommodate the needs of the disabled. MSU, as a recipient of federal money, was among hundreds of colleges and universities nationwide required under Section 504 of the Rehabilitation Act to make its facilities and programs accessible to persons with disabilities. Like most institutions, MSU did little to comply with the requirements of Section 504 during the first five years after enactment. In 1978, however, the year by which Section 504 regulations had mandated compliance, MSU established the office of Disabled Student Services. With that move and the subsequent completion of a Section 504 institutional self-study, MSU-Bozeman became the first unit in the Montana University System to attend seriously to the post-secondary education needs of disabled persons.
After the establishment of Disabled Student Services on campus, students began to trickle in. At first, we attracted mostly wheelchair users, then visually impaired students and a few with chronic health problems. Later came students with hearing impairments, psychological disabilities, and droves of students with specific learning disabilities. From that first trickle of students with disabilities in 1978, the population of students with disabilities identified and served by Disabled Student Services has now grown to more than 250.
Though instructors have done quite well over the past 20 years with little information about DSS policies or effective ways of working with students with disabilities, this site may ease the burden a bit and will, it is hoped, help improve the campus climate for the students we all serve.
Recommended syllabus statement
DSS strongly encourages faculty members to put the following statement (example) in their syllabus:
"If you have a documented disability for which you are or may be requesting an accommodation(s), you are encouraged to contact your instructor and Disabled Student Services as soon as possible."
- Ask for the student's "blue card" from DSS, as this provides the approved accommodations from DSS.
- When talking to a student, inquire about special needs in the classroom, in the lab, in fieldwork, and on field trips. Work with the student and DSS to determine appropriate accommodations.
- Media in the classroom: Media used in the classroom must be accessible to students with disabilities. Prior to purchasing the media, ask vendors whether they have captioned a video (for deaf and/or hard-of-hearing students) or have descriptive version (for visually/low vision students). If accessible formats are not available, please visit with DSS to come up with alternative solutions.
- Feel free to discuss safety concerns with the student and/or a DSS staff member, as there may be alternative approaches to help alleviate the concern.
Service Animal Protocol
Service animals are animals trained to assist people with disabilities in the activities of daily living. The Americans with Disabilities Act (ADA) definition of a service animal is: “…any…animal individually trained to do work and perform tasks for the benefit of an individual with a disability, including but not limited to, guiding individuals with impaired vision, alerting individuals who are hearing impaired to intruders or sounds, providing minimal protection or rescue work, pulling a wheelchair or fetching dropped items.” If an animal meet this definition, it is considered a service animal regardless of whether it has been licensed or certified by a state or local government training program. This policy differentiates “service animals” from “pets,” denotes campus locations that could be off-limits to service animals, and sets behavioral guidelines for service animals.
Working with students with disabilities: tips and strategies
- Find out how the person best communicates.
- Gain the student's attention before starting a conversation.
- Use a pencil and paper to communicate thoughts.
- Remember that body language is important.
- Try to match your facial expressions and body language with what you are saying. For example, if you are angry and saying angry words, show that anger on your face.
- Face the student when speaking.
- Use written assignments, lab instructions, and demonstration summaries.
- Use visual aids.
- Consider using e-mail to communicate.
- Repeat questions and statements from other students.
If the Person Lip-reads
- Speak in a normal, unexaggerated manner. Simple, short sentences are best.
- Provide a clear view of your mouth; consider lighting.
Communicating through an Interpreter
- Address the person with the hearing disability, rather than the interpreter!
- Ask the student to introduce you to the interpreter.
- Ask for a brief explanation of the interpreter's role in the classroom.
- Discuss with the student and interpreter what seating arrangements will be most suitable.
- Let the interpreter know when any audio-visual equipment will be used. If low light conditions are used for films or slide presentations, the interpreter may need to request a lamp. DSS can assist you to meet this request.
- Ask for clarification if the interpreter voices the student's remarks in an unintelligible manner. Similarly, if the instructor speaks too fast during class, if someone speaks inaudibly, or if several people talk at once, the interpreter will not be able to provide a clear interpretation to the student.
- Ask the interpreter if he or she can provide assistance after class should you wish to speak with the hearing impaired student; the interpreter may have other obligations.
- Although it is generally permissible for the student and interpreter to clarify some brief remark, signed, spoken, or spelled during the class time, they should not have private conversations with each other during class.
- Consider providing course and lecture outlines.
- Contemplate incorporating visual, aural, and tactile demonstrations into your instruction.
- Make certain that field trips take place in accessible locations.
- Contact the Disabled Student Services office if you are unable to provide necessary special equipment.
- Give complete, unhurried attention when talking to someone who has difficulty speaking.
- If understanding the person is troublesome, don't simply pretend to understand. Ask the student to repeat what was said. If this doesn't work, use writing as an alternative form of communication.
- If distracting noise makes it more difficult to understanding the person, move to a quieter location.
- Be patient and do not speak for people. Let them complete their own sentences.
- When necessary, ask short questions that require short answers (or a nod, or shake of the head).
If a person has low vision. . .
- Provide seating where the lighting is best.
- Consider using an electronic format for class assignments.
- Use large print for handouts. (The Disabled Student Services office can assist.)
- Describe visual aids that are used in class.
If a person is blind. . .
- Offer your services by asking, "May I help you?"
- Ask the blind person if he or she would like to take your arm when walking together; the motion of your body will tell him or her what to expect.
- Be specific when giving directions.
- Place the blind person's hand on the back or arm of a chair and say, for example, "Your hand is on the left arm of the chair," when directing him or her to a seat.
- Speak to a person who is blind the same way you would to anyone else.
- Say the name of the person to whom you are speaking when conversing in a group.
- If you move during a conversation with a blind person, indicate where you are so that the person may face you.
- Obtain permission before interacting with someone's guide dog.
Handling introductions. . .
- Identify who you are and what your job or role is. Several introductions may be necessary before the blind person is able to recognize you by your voice.
- Introduce anyone who is with you and give any pertinent information about them. For example, "On my right is Lucy Smith. She is vice-president."
- Relax and make eye contact.
- Sit down when possible to give the person a more comfortable viewing angle.
- Ask before helping, and don't provide the assistance until your offer has been accepted. Listen to any instructions the person may want to give.
- Make sure the person is ready before you start pushing the wheelchair.
- Don't lean on the person's chair or put your feet on it. Many view such behavior as overly intrusive.