WEBVTT 00:00:02.320 --> 00:00:05.320 ALL BACKGROUND NOISE DOWN AS MUCH 00:00:05.320 --> 00:00:08.320 AS POSSIBLE TO HEAR YOU CLEARLY. WITH THAT, I 00:00:08.320 --> 00:00:11.320 WILL TURN IT OVER TO OUR PRESENTER, JULIE. >> THANK YOU SO 00:00:11.320 --> 00:00:14.320 MUCH. HI, WELCOME 00:00:14.320 --> 00:00:18.320 EVERYBODY. WELCOME, WELCOME. WELCOME TO CONVERSATION 00:00:18.320 --> 00:00:21.320 S WITH FACULTY, ASSESSING STUDENT ACCOMMODATION 00:00:21.320 --> 00:00:24.320 S AND ACCOMMODATION DENIAL IN HIGHER EDUCATION CHLTD I 00:00:24.320 --> 00:00:27.320 AM JULIE BALINGER, WITH THE SOUTH WEST 00:00:27.320 --> 00:00:31.320 ADA CENTER. AN AFFILIATE WITH THEM. 00:00:31.320 --> 00:00:34.320 MY CONTACT INFORMATION IS ON THE FIRST SLIDE. 00:00:34.320 --> 00:00:38.320 I WANT TO THANK YOU APRIL FOR THE OPPORTUNITY TO 00:00:38.320 --> 00:00:41.320 PRESENTING TO YOU ALL TODAY. I GO 00:00:41.320 --> 00:00:45.320 WAY WAY WAY BACK IN INDEPENDENT LIVING HERE IN NEW MEXICO 00:00:45.320 --> 00:00:48.320 . I EVEN AT ONE POINT IN MY 00:00:48.320 --> 00:00:52.320 CAREER DIRECTED THE CENTER FOR INDEPENDENT LIVING. 00:00:52.320 --> 00:00:55.320 I WANT TO THANK SIERRA AND 00:00:55.320 --> 00:00:58.320 MARY FOR WORKING SO HARD ON TECHNICAL SIDE 00:00:58.320 --> 00:01:01.320 . THANK YOU SO MUCH AND BROOK, I WANT TO THANK YOU YOU FOR BEING THE 00:01:01.320 --> 00:01:04.320 MONITOR TODAY AND READING THE QUESTIONS FOR ME 00:01:04.320 --> 00:01:07.320 AND EVERYTHING ELSE YOU GET TO DO. SO 00:01:07.320 --> 00:01:11.320 MY PROFERRED PRONOUNS ARE SHE, HER AND HERS 00:01:11.320 --> 00:01:14.320 . I AM 00:01:14.320 --> 00:01:18.320 FEMALE, BLONDE, WELL, MOST 00:01:18.320 --> 00:01:21.320 LY BLONDE AS I GET OLDER IT 00:01:21.320 --> 00:01:24.320 IS NOT ALL BLONDE. MY BACK 00:01:24.320 --> 00:01:28.320 GROUND IS FOCUS OF MY BACKGROUND IS A 00:01:28.320 --> 00:01:30.320 BEAUTIFUL OIL PAINTING OF NORTHERN NEW MEXICO, OF 00:01:30.320 --> 00:01:34.320 GRASSS AND MOUNTAINS AND 00:01:34.320 --> 00:01:37.320 ADOBE HOUSES. I LIKE TO SHOW IT OFF 00:01:37.320 --> 00:01:40.320 BECAUSE I LOVE IT SO MUCH. I DO -- 00:01:40.320 --> 00:01:44.320 I HAVE BEEN IN THIS GIG 00:01:44.320 --> 00:01:47.320 FOREVER. OVER 33 YEARS I 00:01:47.320 --> 00:01:50.320 HAVE BEEN DOING THIS. AND WHAT ELSE 00:01:50.320 --> 00:01:53.320 ? I THINK THAT'S GOOD ENOUGH 00:01:53.320 --> 00:01:56.320 . NOW BECAUSE WE ARE 00:01:56.320 --> 00:02:00.320 RECORDING BEAR WITH ME. I'M SIMPLY GOING TO 00:02:00.320 --> 00:02:03.320 READ THE DISCLAIMER. THE INFORMATION HERE IN 00:02:03.320 --> 00:02:06.320 IS INTENDED SOLEY AS INFORMAL 00:02:06.320 --> 00:02:09.320 GUIDANCE AND IS NEITHER A DETERMINATION OF LEGAL RIGHTS 00:02:09.320 --> 00:02:13.320 , OR RESPONSIBILITIES UNDER THE ACT OR ANY OTHER LAW 00:02:13.320 --> 00:02:16.320 . NOR BINDING ON 00:02:16.320 --> 00:02:19.320 ANY AGENCY WITH ENFORCEMENT RESPONSIBILITY 00:02:19.320 --> 00:02:22.320 UNDER ADA OR ANY OTHER LAW. NOW WHAT I'M 00:02:22.320 --> 00:02:26.320 GONNA DO IS GO OFF CAMERA 00:02:26.320 --> 00:02:29.320 WHILE I TRAIN AND I'LL COME BACK ON 00:02:29.320 --> 00:02:33.320 WHEN I ANSWER QUESTIONS. 00:02:33.320 --> 00:02:36.320 ALL RIGHT. NEXT SLIDE WHICH IS SLIDE 00:02:36.320 --> 00:02:39.320 TWO. BE AWARE OF THE AD 00:02:39.320 --> 00:02:42.320 A NATIONAL NETWORK. INFORMATION GUIDANCE AND TRAIN 00:02:42.320 --> 00:02:45.320 ING ON NOT ONLY THE AMERICANS WITH DISABILITIES ACT, 00:02:45.320 --> 00:02:48.320 BUT OTHER DISABILITY RELATED LAWS 00:02:48.320 --> 00:02:52.320 . THERE ARE 10 REGIONAL 00:02:52.320 --> 00:02:55.320 ADA CENTERS THROUGHOUT THE NATION. WE'RE THE SOUTH 00:02:55.320 --> 00:02:58.320 WEST ADA CENTER. WE ALL COMPRISE THE 00:02:58.320 --> 00:03:01.320 ADA NATIONAL NETWORK. WE 00:03:01.320 --> 00:03:04.320 SERVE NEW MEXICO, TEXAS, ARKANSAS, LOUISIANA, AND OKLAHOMA 00:03:04.320 --> 00:03:08.320 . OUR OFFICE IS LOCATED IN 00:03:08.320 --> 00:03:11.320 HOUSTON TEXAS, AND I AM LOCATED HERE 00:03:11.320 --> 00:03:14.320 IN NEW MEXICO. SO TO CONTACT 00:03:14.320 --> 00:03:17.320 YOUR REGIONAL CENTER IT IS ADA 00:03:17.320 --> 00:03:21.320 TA.ORG. OR CALL THE 8 00:03:21.320 --> 00:03:24.320 00 NUMBER AND IT WILL DIRECT YOU TO 00:03:24.320 --> 00:03:27.320 YOUR REGIONAL CENTER OF 1 00:03:27.320 --> 00:03:30.320 08 9 4 9 4 2 00:03:30.320 --> 00:03:34.320 (108) 949-4232. AS I THINK I SAID, WE ARE 00:03:34.320 --> 00:03:37.320 FEDERALLY FUNDED. NEXT SLIDE, SLIDE THREE 00:03:37.320 --> 00:03:40.320 . THE ACT IS POWERFUL IN ITS 00:03:40.320 --> 00:03:43.320 SIMPPLICITY. IT WILL ENSURE THAT PEOPLE WITH DIS 00:03:43.320 --> 00:03:46.320 ABILITIES ARE GIVEN THE BASIC GUARANTEES WHICH THEY HAVE 00:03:46.320 --> 00:03:49.320 WORKED SO HARD. INDEPENDENTANCE 00:03:49.320 --> 00:03:53.320 , FREEDOM OF CHOICE, CONTROL OF THEIR LIVES X 00:03:53.320 --> 00:03:56.320 AND THE OPPORTUNITY TO GLEND FULL 00:03:56.320 --> 00:04:00.320 Y SDP EQUALLY INTO RICH MOZIIC OF 00:04:00.320 --> 00:04:03.320 AMERICAN MAIN STREAM. PRESENT GEORGE 00:04:03.320 --> 00:04:06.320 BUSH AT SIGNING OF ADA IN 19 90. 00:04:06.320 --> 00:04:10.320 NEXT SLIDE WHICH IS SLIDE 4. FEDERAL 00:04:10.320 --> 00:04:13.320 LEGISLATURE IN HIGHER EDUCATION. 00:04:13.320 --> 00:04:16.320 I DO TEND TO GIVE QUITE A BIT OF TECHNICAL TRAIN 00:04:16.320 --> 00:04:20.320 ING TO HIGHER EDUCATION AND IT IS AN 00:04:20.320 --> 00:04:23.320 INTERESTING ANIMAL TO SAY THE LEAST. IN 00:04:23.320 --> 00:04:27.320 TERMS OF ACCESSIBILITY IN HIGHER ED, I WANT TO 00:04:27.320 --> 00:04:30.320 ACKNOWLEDGE THAT WE'VE COME ALONG WAY 00:04:30.320 --> 00:04:33.320 S BUT WE HAVE A WAYS TO GO. ANY OF YOU WHO ARE INVOLVED IN 00:04:33.320 --> 00:04:36.320 HIGHER EDUCATION I THINK YOU KNOW THAT 00:04:36.320 --> 00:04:39.320 . SECTION 5 0 4 OF 00:04:39.320 --> 00:04:43.320 THE REHABILITATION ACT, I THINK YOU 00:04:43.320 --> 00:04:46.320 ALL PROBABLY KNOW THAT. IF YOU RECEIVE FEDERAL FUND 00:04:46.320 --> 00:04:49.320 ING YOU CANNOT DISCRIMINATE BASED ON DISABILITY 00:04:49.320 --> 00:04:52.320 AND MOST AT LEAST STATE AND PUBLIC UNIVERSITY 00:04:52.320 --> 00:04:55.320 S CERTAINLY RECEIVE FEDERAL FUNDING. HIGH 00:04:55.320 --> 00:04:59.320 ER EDUCATION IS ALSO COVERED UNDER TITLE 00:04:59.320 --> 00:05:02.320 2, STATE AND LOCAL GOVERNMENT AND TITLE 3, 00:05:02.320 --> 00:05:06.320 BUSINESSES AND NONPROFITS OF AMERICANS WITH DISABILITIES ACT 00:05:06.320 --> 00:05:09.320 . THE REASON IS THAT EVEN THOUGH YOU MAY 00:05:09.320 --> 00:05:12.320 BE GOING TO A STATE UNIVERSITY, 00:05:12.320 --> 00:05:16.320 THEY USUALLY ARE REGISTERED AS A NONPROFIT. BUT 00:05:16.320 --> 00:05:19.320 THEY'RE REALLY HAVE AN INTERESTING MARRIAGE WITH 00:05:19.320 --> 00:05:22.320 TITLE 2, STATE AND LOCAL GOVERNMENTS. SO 00:05:22.320 --> 00:05:25.320 REALLY TITLE 2 APPLIES FOR PUBLIC 00:05:25.320 --> 00:05:28.320 EDUCATION AND HIGHER EDUCATION. 00:05:28.320 --> 00:05:32.320 SO WHAT DOES THAT MEAN? HIGHER 00:05:32.320 --> 00:05:36.320 EDUCATION, MUST BE ACCESSIBLE TO AND 00:05:36.320 --> 00:05:39.320 USABLE BY PEOPLE WITH DISABILITIES INCLUDING LEARNING ONLINE PROGRAMS 00:05:39.320 --> 00:05:43.320 . REGARDING CAMPUS HOUSING, 00:05:43.320 --> 00:05:46.320 THAT'S THE FAIR HOUSING ACT COMES INTO 00:05:46.320 --> 00:05:49.320 PLAY. SECTION 5 0 4 COMES IN 00:05:49.320 --> 00:05:52.320 TO PLAY AND ADA COMES INTO PLAY. 00:05:52.320 --> 00:05:55.320 EVEN THOUGH HOUSING IN THE COMMUNITY 00:05:55.320 --> 00:05:58.320 SECTION 5 0 4 AND ADA MOST LIKELY DON'T COME 00:05:58.320 --> 00:06:01.320 INTO PLAY DEPENDING ON THE FAIR HOUSING 00:06:01.320 --> 00:06:05.320 ACT ABSOLUTELY DOES. BUT FOR HIGHER EDUCATION AND 00:06:05.320 --> 00:06:08.320 CAMPUS HOUSING, DORMITORY 00:06:08.320 --> 00:06:11.320 S, YES, ALL THREE OF THOSE LAWS COME INTO 00:06:11.320 --> 00:06:14.320 PLAY. NEXT SLIDE 5 00:06:14.320 --> 00:06:18.320 . I JUST WANT TO POINT OUT WHAT WE'RE GONNA TALK 00:06:18.320 --> 00:06:22.320 ABOUT TODAY. THERE IS A PUBLICATION 00:06:22.320 --> 00:06:25.320 AND IT IS A GUIDE THAT I HAVE WRITTEN THAT 00:06:25.320 --> 00:06:28.320 I HAND OUT QUITE A BIT. THIS 00:06:28.320 --> 00:06:31.320 GUIDE WILL GIVE POTENTIAL AND 00:06:31.320 --> 00:06:35.320 PRESENT STUDENTS, ADVOCATES AND HIGHER 00:06:35.320 --> 00:06:38.320 EDUCATION PROFESSIONS AN ORGANIZED STRAIGHT FOR 00:06:38.320 --> 00:06:41.320 WARD TOOL TO USE WHEN ENGAGING 00:06:41.320 --> 00:06:44.320 , EDUCATING AND RESOLVING ISSUES WITH 00:06:44.320 --> 00:06:48.320 FACULTY REGARDING ACADEMIC DISABILITY RELATED 00:06:48.320 --> 00:06:51.320 ACCOMMODATIONS. THIS GUIDE ABSOLUTELY CAN BE SHARED WITH ANYONE 00:06:51.320 --> 00:06:54.320 AND EVERYONE AND BEARS 00:06:54.320 --> 00:06:58.320 THERE IS THE LINK TO IT ON OUR WEBSITE. 00:06:58.320 --> 00:07:01.320 SLIDE 6. SO OUR 00:07:01.320 --> 00:07:05.320 TRAINING OBJECTIVE IS GOING TO SOUND PRETTY MUCH WHAT I JUST 00:07:05.320 --> 00:07:08.320 READ. TO GIVE STUDENTS 00:07:08.320 --> 00:07:11.320 AND ADVOCATES AND HIGHER EDPRO 00:07:11.320 --> 00:07:15.320 FESSIONS THAT ORGANIZED STRAIGHT FORWARD TOOL WHEN 00:07:15.320 --> 00:07:18.320 ENGAGING EDUCATION AND RESOLVING 00:07:18.320 --> 00:07:21.320 ISSUES WITH DEPARTMENTS AND FACULTY REGARD 00:07:21.320 --> 00:07:24.320 ING ACADEMIC DISABILITY RELATED ACCOMMODATION 00:07:24.320 --> 00:07:28.320 S. SLIDE 7. 00:07:28.320 --> 00:07:31.320 SO HERE'S WHAT IS REALLY INTERESTING. 00:07:31.320 --> 00:07:34.320 I'M SURE YOU ALL ARE FAMILIAR WITH THE A 00:07:34.320 --> 00:07:38.320 DA AMENDMENTS ACT. YOU KNOW 00:07:38.320 --> 00:07:41.320 WE ALL HAD TO GET TOGETHER AND PASS THIS ACT AFTER 00:07:41.320 --> 00:07:44.320 THE SUPREME COURT GOT AHOLD OF AD 00:07:44.320 --> 00:07:47.320 A AND THROUGH SEVERAL RULINGS REALLY REALLY IMPEDED 00:07:47.320 --> 00:07:50.320 WHO COULD SEEK PROTECTION UNDER THE ADA. SO 00:07:50.320 --> 00:07:53.320 THAT'S MAINLY WHAT THE ADA AMENDMENT 00:07:53.320 --> 00:07:56.320 S ACT IS ABOUT IS RESTORING THE ORIGINAL 00:07:56.320 --> 00:08:00.320 INTENT OF WHO CAN SEEK PROTECTION 00:08:00.320 --> 00:08:04.320 UNDER THE ADA. AND YET, 00:08:04.320 --> 00:08:07.320 CONG RESADD 00:08:07.320 --> 00:08:10.320 ED THIS SECTION. UNDER SECTION 6 OF RULES 00:08:10.320 --> 00:08:14.320 OF CONSTRUCTION, IT HAS (INAUDIBLE) ALTER 00:08:14.320 --> 00:08:17.320 ATION. NOTHING IN THIS ACT ALTERS THE PROVISION 00:08:17.320 --> 00:08:20.320 OF SECTION 3 0 2 B2 A 00:08:20.320 --> 00:08:24.320 . SPECIFY ING THAT REASONABLE MOD 00:08:24.320 --> 00:08:27.320 IFICATIONS IN POLICIES PRACTICES, OR PROCEDURES 00:08:27.320 --> 00:08:31.320 SHALL BE REQUIRED UNLESS 00:08:31.320 --> 00:08:34.320 AN ENTITY CAN DEMONSTRATE THAT 00:08:34.320 --> 00:08:38.320 MAKING SUCH MODIFICATIONS IN 00:08:38.320 --> 00:08:42.320 POLICIES, PRACTICES OR PROCEDURES IN 00:08:42.320 --> 00:08:45.320 CLUDING ACADEMIC REQUIREMENTS IN POST SECOND 00:08:45.320 --> 00:08:48.320 ARY EDUCATION. WITH FUNDAMENTALLY ALT 00:08:48.320 --> 00:08:51.320 ER THE NATURE OF GOODS, 00:08:51.320 --> 00:08:55.320 FACILITYS, OR ACCOMMODATIONS INVOLVED. 00:08:55.320 --> 00:08:58.320 SO THIS IS A CLEAR 00:08:58.320 --> 00:09:02.320 MESSAGE. IT IS AN AD 00:09:02.320 --> 00:09:05.320 A. THEY STUCK IT IN THE AMENDMENTS ACT THAT HIGH 00:09:05.320 --> 00:09:08.320 ER EDNEEDS TO BE ACCESSIBLE 00:09:08.320 --> 00:09:11.320 AND IT IS A PRETTY HIGH BAR AND WE'RE 00:09:11.320 --> 00:09:14.320 GONNA TALK ABOUT THAT TO SHOW THAT IF THEY ARE NOT 00:09:14.320 --> 00:09:18.320 ACCESSIBLE TO A STUDENT IT 00:09:18.320 --> 00:09:21.320 BETTER BECAUSE THERE IS 00:09:21.320 --> 00:09:25.320 FUNDAMENTAL ALTERATION OR UNDUE 00:09:25.320 --> 00:09:30.320 ADMINISTRATIVE BURDEN. SLIDE 8. SO 00:09:30.320 --> 00:09:33.320 THEREFORE, AN ADJUSTMENT CAN ONLY BE 00:09:33.320 --> 00:09:36.320 DENIED IF IT CAN BE SHOWN THAT IT WILL 00:09:36.320 --> 00:09:39.320 EITHER FUNDAMENTALLY ALTER THE CLASS REQUIREMENTS 00:09:39.320 --> 00:09:43.320 , OR PROGRAM, GIVE THE STUDENT AN UNFAIR AD 00:09:43.320 --> 00:09:46.320 VANTAGE OVER OTHER STUDENTS. IN OTHER WORDS 00:09:46.320 --> 00:09:49.320 , IT EXCEEDS EQUAL ACCESS, OR RESULT IN 00:09:49.320 --> 00:09:53.320 AN UNDUEFICIAL AND ADMINISTRATIVE BURDEN 00:09:53.320 --> 00:09:56.320 . THAT'S WHAT HAS TO BE PRESENT TO DENY 00:09:56.320 --> 00:09:59.320 ACCESS TO A STUDENT. 00:09:59.320 --> 00:10:03.320 NEXT 00:10:03.320 --> 00:10:07.320 . SLIDE 9. SO 00:10:07.320 --> 00:10:10.320 THE US DEPARTMENT OF EDUCATION OFFICE 00:10:10.320 --> 00:10:14.320 OF CIVIL RIGHTS, OCR, THIS IS WHAT THEY HAVE TO SAY 00:10:14.320 --> 00:10:17.320 . SHIFT AWAY FROM THE 00:10:17.320 --> 00:10:20.320 APPROACH WHERE THE STUDENT DISABILITY SERVICES OFFICE 00:10:20.320 --> 00:10:24.320 HAS THE BURDEN OF CONVINCING THE 00:10:24.320 --> 00:10:27.320 PARTICULAR ACADEMIC DEPARTMENT OR INSTRUCTOR TO 00:10:27.320 --> 00:10:30.320 PROVIDE THE ACCOMMODATION OR MODIFICATION. 00:10:30.320 --> 00:10:34.320 THE ABILITY OF THE DIS 00:10:34.320 --> 00:10:37.320 ABLED STUDENT SERVICES OFFICE TO PERSUADE AN 00:10:37.320 --> 00:10:41.320 INSTRUCTOR OR ACADEMIC DEPARTMENT TO PROVIDE AN ADJUSTMENT 00:10:41.320 --> 00:10:44.320 OR ACCOMMODATION SHOULD NOT BE THE 00:10:44.320 --> 00:10:47.320 DETERMINATEING FACTOR OF WHETHER THE STUDENT IS AFFORD 00:10:47.320 --> 00:10:51.320 ED AN ACCOMMODATION IN WHICH THEY ARE 00:10:51.320 --> 00:10:54.320 ENTITLED. SLIDE 00:10:54.320 --> 00:10:57.320 10. 00:10:57.320 --> 00:11:00.320 SO IF ANY OF YOU ARE INVOLVED IN HIGHER 00:11:00.320 --> 00:11:04.320 ED, YOU'LL SEE THAT THIS CULTURE ABSOLUTELY DOES 00:11:04.320 --> 00:11:07.320 EXIST. TO WHERE 00:11:07.320 --> 00:11:11.320 THE STUDENTS SERVICES WHEN 00:11:11.320 --> 00:11:14.320 THEY'RE IN CONFLICT OR THE STUDENT, WHEN 00:11:14.320 --> 00:11:17.320 THEY'RE IN CONFLICT WITH THE DEPARTMENT OR WITH A PARTICULAR INSTRUCTOR 00:11:17.320 --> 00:11:20.320 , THERE IS THIS CULTURE OF CON 00:11:20.320 --> 00:11:23.320 VINCING THE DEPARTMENT OR THE INSTRUCTOR. 00:11:23.320 --> 00:11:27.320 AND THE 00:11:27.320 --> 00:11:30.320 SCHOOLS ABSOLUTELY NEED TO MOVE AWAY FROM THAT 00:11:30.320 --> 00:11:33.320 CULTURE. ENCOURAGEING WHAT I'M GOING TO BE 00:11:33.320 --> 00:11:36.320 COVERING TODAY. NOW BEFORE WE GET IN 00:11:36.320 --> 00:11:41.320 TO 00:11:41.320 --> 00:11:45.320 HOW CIVIL RIGHTS SHOULD BE DETERMINED IN THE HIGHER EDUCATION 00:11:45.320 --> 00:11:48.320 SETTING, IT'S ALWAYS JUST A GOOD 00:11:48.320 --> 00:11:51.320 PRACTICE TO START WITH A CONVERSATION 00:11:51.320 --> 00:11:55.320 THAT HELPS THE INSTRUCTOR OR 00:11:55.320 --> 00:11:58.320 THE DEPARTMENT UNDERSTAND THE PURPOSE OF THE NEED 00:11:58.320 --> 00:12:01.320 ED ACCOMMODATION, 00:12:01.320 --> 00:12:04.320 AND HELP THE DISABILITY SERVICE PROFESSIONAL OR 00:12:04.320 --> 00:12:07.320 STUDENT UNDERSTAND THE NATURE OF THE COURSE OR EXAM, AND HOW 00:12:07.320 --> 00:12:10.320 THE ACCOMMODATION FITS WITHIN THE SPECIFIC CON 00:12:10.320 --> 00:12:13.320 TEXT. SO THAT'S THE INFORMAL 00:12:13.320 --> 00:12:17.320 CONVERSATION OF THIS IS WHAT I NEED, THIS IS WHY I 00:12:17.320 --> 00:12:20.320 NEED IT. THIS IS HOW IT FITS IN WITH THE COURSE OR THE 00:12:20.320 --> 00:12:23.320 EXAM. THAT DOESN'T 00:12:23.320 --> 00:12:28.320 WORK, IF CONFLICT STILL EXISTS, 00:12:28.320 --> 00:12:31.320 SLIDE 11. THEN 00:12:31.320 --> 00:12:35.320 LET'S LAUNCH INTO WHAT SHOULD BE DONE. FIRST, 00:12:35.320 --> 00:12:38.320 OCR SAYS 00:12:38.320 --> 00:12:41.320 UNIVERSITYS, COLLEGES SHOULD HAVE 00:12:41.320 --> 00:12:44.320 A CLEARLY ARTICULATED 00:12:44.320 --> 00:12:47.320 WRITTEN PROCEDURE FOR ADDRESSING SUCH CONFLICT 00:12:47.320 --> 00:12:51.320 . INCLUDING 00:12:51.320 --> 00:12:54.320 DESIGNATION OF AN ADMINISTRATOR 00:12:54.320 --> 00:12:59.320 WITH AUTHORITYS OVER THE PARTIES AND 00:12:59.320 --> 00:13:02.320 RESPONSIBILITY TO RESOLVE ACCOMMODATION DISPUTES. THAT IS 00:13:02.320 --> 00:13:06.320 AN EFFECTIVE METHOD FOR ENSUREING 00:13:06.320 --> 00:13:10.320 INSTITUTIONAL COMPLIANCE. HIGHER EDUCATION COMPLIANCE 00:13:10.320 --> 00:13:13.320 WITH SECTION 5 0 4 IN TITLE 2. AND YES, THIS 00:13:13.320 --> 00:13:16.320 PROCEDURE SHOULD BE A FORMAL PROCEDURE 00:13:16.320 --> 00:13:19.320 BECAUSE THE 00:13:19.320 --> 00:13:23.320 EDUCATIONAL INSTITUTION HAS A REAL OBLIGATION 00:13:23.320 --> 00:13:27.320 TO SEEK SUITABLE MEANS OF REASONABLY 00:13:27.320 --> 00:13:30.320 ACCOMMODATING A PERSON WITH A DISABILITY AND TO 00:13:30.320 --> 00:13:33.320 SUBMIT A FACTUAL RECORD IN 00:13:33.320 --> 00:13:36.320 DICATING THAT IT CONS 00:13:36.320 --> 00:13:40.320 SHEENCH SLY CARRIED OUT THEIR 00:13:40.320 --> 00:13:43.320 LEGAL OBLIGATION. THAT IS PRETTY CLEAR. 00:13:43.320 --> 00:13:47.320 THAT'S PRETTY CLEAR THAT HIGHER ED 00:13:47.320 --> 00:13:51.320 NEED TO DO WHAT THEY NEED TO DO. THEY NEED TO PUT RE 00:13:51.320 --> 00:13:54.320 SOURCES DO TO DO WHAT THEY NEED TO DO 00:13:54.320 --> 00:13:57.320 TO MAKE HIGHER EDUCATION ACCESSIBLE TO AND USABLE 00:13:57.320 --> 00:14:00.320 BY STUDENTS WITH VARIOUS DISABILITIES 00:14:00.320 --> 00:14:03.320 . SLIDE 12. 00:14:03.320 --> 00:14:06.320 SO 00:14:06.320 --> 00:14:10.320 A GOOD PLACE TO START. A GOOD 00:14:10.320 --> 00:14:13.320 CULTURE TO DEVELOP WITHIN HIGHER EDUCATION 00:14:13.320 --> 00:14:16.320 . EFFECTIVELY FRAMING TO ACADEM 00:14:16.320 --> 00:14:20.320 IC DEPARTMENTS. 00:14:20.320 --> 00:14:23.320 DEPARTMENTS, INSTRUCTORS, SHOULD 00:14:23.320 --> 00:14:27.320 HAVE THE UNDERSTANDING THAT A DENIAL OF AN 00:14:27.320 --> 00:14:31.320 ACCOMMODATION COULD MEAN A DENIAL OF CIVIL RIGHT 00:14:31.320 --> 00:14:35.320 S. MEANING THAT THIS IS VERY SERIOUS 00:14:35.320 --> 00:14:39.320 ISSUE AND THAT THE INSTRUCTOR MUST BE FULLY 00:14:39.320 --> 00:14:42.320 PREPARED TO JUSTIFY THEIR DECISION TO 00:14:42.320 --> 00:14:45.320 THE STUDENT AND MAYBE 00:14:45.320 --> 00:14:48.320 EVEN JUSTIFY THEIR DECISION TO O 00:14:48.320 --> 00:14:52.320 CR OR MAYBE EVEN THE 00:14:52.320 --> 00:14:55.320 STUDENT'S LAWYER. 00:14:55.320 --> 00:14:59.320 THE INSTRUCTOR MUST TAKE AN ACTIVE ROLE OF 00:14:59.320 --> 00:15:02.320 DENIAL RATHER THAN A PASSIVE ONE OF JUST 00:15:02.320 --> 00:15:05.320 SIMPLY DISAGREEING WITH THE 00:15:05.320 --> 00:15:09.320 COLLEGE'S DISABILITY SERVICES OR THE STUDENT 00:15:09.320 --> 00:15:12.320 . IN OTHER WORDS, IF THERE IS A DENIAL OF AN 00:15:12.320 --> 00:15:15.320 ACCOMMODATION, IS THE DENIAL 00:15:15.320 --> 00:15:18.320 DEFENDABLE UNDER TITLE 2 OF THE ADA UNDER 00:15:18.320 --> 00:15:21.320 SECTION 5 0 4 OF THE 00:15:21.320 --> 00:15:25.320 REHABILITATION ACT. SLIDE 13. 00:15:25.320 --> 00:15:29.320 SO HOW IS THIS DONE? HOW DO WE 00:15:29.320 --> 00:15:32.320 FIGURE OUT THAT THE ACCOMMODATION IS 00:15:32.320 --> 00:15:36.320 OKAY OR IT CAN BE DENIED? AND THIS 00:15:36.320 --> 00:15:39.320 IS WHERE ASSESSING STUDENT ACCOMMODATION 00:15:39.320 --> 00:15:42.320 AND ACCOMMODATION DENIAL GUIDE CAN 00:15:42.320 --> 00:15:45.320 COME INTO PLAY. 00:15:45.320 --> 00:15:48.320 YOU ALL HAVE THE LINK TO 00:15:48.320 --> 00:15:52.320 THIS GUIDE. IT IS PERFECTLY OKAY IF 00:15:52.320 --> 00:15:55.320 YOU ARE SELF ADVOCATING, IF YOU'RE ADVOCATING FOR 00:15:55.320 --> 00:15:59.320 SOMEONE ELSE, IF YOU ARE FROM DIS 00:15:59.320 --> 00:16:02.320 ABILITY ACCESS SERVICES. IT IS PERFECTLY FINE TO 00:16:02.320 --> 00:16:06.320 SHARE THIS GUIDE AND SIT DOWN AND GO THROUGH IT 00:16:06.320 --> 00:16:09.320 WITH THE DEPARTMENT OR THE INSTRUCTOR 00:16:09.320 --> 00:16:13.320 OR WHO EVER YOU NEED TO SIT DOWN AND GO THROUGH IT. 00:16:13.320 --> 00:16:17.320 EVEN TO GO THROUGH IT WITH DISABILITY ACCESS 00:16:17.320 --> 00:16:21.320 SERVICES. SO 00:16:21.320 --> 00:16:24.320 HERE'S THE ANALYSIS THAT AN INSTRUCTOR 00:16:24.320 --> 00:16:27.320 SHOULD GO THROUGH. WHAT ARE 00:16:27.320 --> 00:16:31.320 THE INSTRUCTOR'S GENERAL CLASS POLICIES AND 00:16:31.320 --> 00:16:34.320 PROCESS AND HOW DOES THAT AFFECT EQUAL 00:16:34.320 --> 00:16:39.320 ACCESS DETERMINATIONS? 00:16:39.320 --> 00:16:43.320 DO THESE POLICIES INCLUDE HOW EACH INDIVIDUAL 00:16:43.320 --> 00:16:47.320 DISABLED STUDENTS ACCESS NEEDS ARE DETERMINED 00:16:47.320 --> 00:16:51.320 AND MET? IN OTHER WORDS, ANOTHER WAY 00:16:51.320 --> 00:16:54.320 OF SAYING THIS IS DESIGN WITH ACCESS IN MIND 00:16:54.320 --> 00:16:57.320 . DON'T 00:16:57.320 --> 00:17:01.320 DESIGN A CLASS AND THEN 00:17:01.320 --> 00:17:04.320 AS AN AFTER THOUGHT 00:17:04.320 --> 00:17:07.320 IT'S LIKE OH, OH, WE HAVE A STUDENT WITH 00:17:07.320 --> 00:17:10.320 A TRAUMATIC BRAIN INJURY, OH, HUH 00:17:10.320 --> 00:17:14.320 . OR OH, WE HAVE A STUDENT WHO IS A WHEEL 00:17:14.320 --> 00:17:18.320 CHAIR USER OR WE HAVE A STUDENT WITH A 00:17:18.320 --> 00:17:21.320 PSYCHOATRIC DISABILITY. DESIGN 00:17:21.320 --> 00:17:25.320 THE CLASS WITH ACCESS IN MIND. AND 00:17:25.320 --> 00:17:28.320 YOU KNOW, STUDENT CAN HELP WITH THIS. 00:17:28.320 --> 00:17:31.320 DISABILITY ACCESS SERVICES CAN HELP WITH THIS. 00:17:31.320 --> 00:17:34.320 WHERE A LOT OF 00:17:34.320 --> 00:17:38.320 CONFLICT OCCURS IS THAT CLASSES ARE DESIGNED 00:17:38.320 --> 00:17:41.320 WITHOUT THOSE OF US WITH DISABILITIES IN MIND AND OF 00:17:41.320 --> 00:17:44.320 COURSE, THERE IS GOING TO BE BARRIERS AND OF 00:17:44.320 --> 00:17:47.320 COURSE THEN THOSE BARRIERS HAVE TO BE ADDRESS 00:17:47.320 --> 00:17:51.320 ED. NUMBER 2, 00:17:51.320 --> 00:17:54.320 WILL OR DOES THE GRANTED ACCOMMODATION 00:17:54.320 --> 00:17:57.320 DIRECTLY CORRELATE WITH THE STUDENT'S DIS 00:17:57.320 --> 00:18:01.320 ABILITY OR BARRIERS? 00:18:01.320 --> 00:18:04.320 SO LET'S SAY FOR EXAMPLE, THE STUDENT WANT 00:18:04.320 --> 00:18:08.320 S EXTRA TIME ON THE TEST. 00:18:08.320 --> 00:18:11.320 THEIR DISABILITY IS THEY HAVE AN AMP 00:18:11.320 --> 00:18:14.320 UTATION. OKAY. SO 00:18:14.320 --> 00:18:18.320 HOW DOES THE DISABILITY CORRELATE 00:18:18.320 --> 00:18:21.320 -- HOW DOES THE ACCOMMODATION DIRECTLY 00:18:21.320 --> 00:18:24.320 CORRELATE WITH THE STUDENT'S DISABILITY? WELL, YOU 00:18:24.320 --> 00:18:29.320 CERTAINLY DON'T WANT THE 00:18:29.320 --> 00:18:32.320 INSTRUCTOR TO HAVE A KNEE JERK REACTION OR 00:18:32.320 --> 00:18:35.320 DISABILITY SERVICE GO WELL, YOU HAVE AMPUEEE, 00:18:35.320 --> 00:18:38.320 YOUR LEG IS AMPUTATED, WHAT DOES THAT HAVE TO 00:18:38.320 --> 00:18:41.320 DO WITH EXTENDED TEST TIME? THE INTERACT 00:18:41.320 --> 00:18:44.320 IVE PROCESS WITH THE STUDENT IS YOU MAY FIND OUT THAT ACTUALLY THE 00:18:44.320 --> 00:18:48.320 STUDENT LIVES WITH A GREAT DEAL OF PHYSICAL 00:18:48.320 --> 00:18:51.320 PAIN THAT'S RELATED 00:18:51.320 --> 00:18:54.320 TO THE AMPUTATION AND TO SIT FOR ANY LONG PERIOD OF 00:18:54.320 --> 00:18:57.320 TIME IS JUST TOO MUCH. AND SO YES, 00:18:57.320 --> 00:19:00.320 THE STUDENT MAY NEED EXTRA 00:19:00.320 --> 00:19:04.320 TIME ON THE TEST TO WHERE THEY TAKE PART OF THE TEST, 00:19:04.320 --> 00:19:07.320 THEY'RE ABLE TO STAND, MOVE AROUND, SHIFT OR WHATEVER THEY NEED TO 00:19:07.320 --> 00:19:10.320 DO SO THEY CAN GET THROUGH THE TEST. SO IT 00:19:10.320 --> 00:19:14.320 IS IMPORTANT THAT YES, THE 00:19:14.320 --> 00:19:18.320 ACCOMMODATION IS TIMED INTO THE DIS 00:19:18.320 --> 00:19:21.320 ABILITY AND THE BARRIERS 00:19:21.320 --> 00:19:24.320 , BUT, EXPLORE. 00:19:24.320 --> 00:19:27.320 THREE, WHAT IS STUDENT DISABILITY SERVICES 00:19:27.320 --> 00:19:30.320 RECOMMENDING AND WHY? 00:19:30.320 --> 00:19:35.320 SO A LOT OF TIMES ACCESS 00:19:35.320 --> 00:19:39.320 SERVICES ARE RECOMMENDING SOMETHING THAT SHOULD HAPPEN BUT THEY 00:19:39.320 --> 00:19:43.320 COME UP AGAINST PROBLEMS AND THE 00:19:43.320 --> 00:19:46.320 INSTRUCTOR OR DEPARTMENT WANTING TO DO THAT. 00:19:46.320 --> 00:19:49.320 HOW HAVE THESE SUGGESTED ACCOMMODATIONS OR MODIFICATION 00:19:49.320 --> 00:19:53.320 S BEEN TAKEN INTO CONSIDERATION? SO REALLY 00:19:53.320 --> 00:19:56.320 TRULY THE DEPARTMENT OR THE INSTRUCTOR NEEDS TO 00:19:56.320 --> 00:19:59.320 IN THEIR HEART OF HEARTS, MIND OF 00:19:59.320 --> 00:20:02.320 MINDS, SOUL OF SOULS, WHAT ARE THEY RECOMMENDING AND 00:20:02.320 --> 00:20:06.320 WHY? LET'S TALK ABOUT IT 00:20:06.320 --> 00:20:11.320 . SLIDE 14. 00:20:11.320 --> 00:20:14.320 FOUR, WHAT THE CLASS IS DESIGNED TO 00:20:14.320 --> 00:20:17.320 DO AND MEASURED SHOULD BE CAREFULLY EXAMINEED 00:20:17.320 --> 00:20:20.320 . WHAT KNOWLEDGE IS THE PROFESSOR TEACH 00:20:20.320 --> 00:20:24.320 ING. WHAT ACTIVITIES ARE BEING USED TO DETERMINE 00:20:24.320 --> 00:20:27.320 MEASURE THE STUDENT'S UNDERSTANDING, 00:20:27.320 --> 00:20:30.320 IMPALISMATION 00:20:30.320 --> 00:20:34.320 AND EXPRESSION OF GAINED KNOWLEDGE. FOR EXAMPLE, WHAT IS 00:20:34.320 --> 00:20:37.320 THE TEST TRULY MEASURING AND HOW DOES THE REQUEST 00:20:37.320 --> 00:20:40.320 ED ACCOMMODATION AFFECT OR NOT AFFECT THIS MEASUREMENT? 00:20:40.320 --> 00:20:43.320 IF THE TEST IS MEASURING HOW FAST YOU 00:20:43.320 --> 00:20:46.320 CAN DO SOMETHING, THE TEST CAN 00:20:46.320 --> 00:20:49.320 CERTAINLY MEASURE HOW FAST YOU CAN DO SOMETHING. AND 00:20:49.320 --> 00:20:53.320 THE ACCOMMODATION GIVEN TO THAT 00:20:53.320 --> 00:20:57.320 STUDENT SHOULD HOPEFULLY ALLOW THEM TO 00:20:57.320 --> 00:21:00.320 BE FAST. 00:21:00.320 --> 00:21:03.320 AND GETTING ACCOMMODATION THAT ACTUALLY STOPS 00:21:03.320 --> 00:21:06.320 THE MEASUREMENT OF HOW FAST SOMEONE CAN DO 00:21:06.320 --> 00:21:09.320 SOMETHING WILL THEN OF COURSE THAT ACCOMMODATION DOESN'T HAVE 00:21:09.320 --> 00:21:12.320 TO BE GIVEN. 00:21:12.320 --> 00:21:15.320 FOR THE MOST PART THOUGH, TESTS ARE MEASURING WHAT DO 00:21:15.320 --> 00:21:18.320 YOU KNOW? HOW DO YOU 00:21:18.320 --> 00:21:22.320 APPLY WHAT YOU KNOW? SO LOOKING AT 00:21:22.320 --> 00:21:25.320 ACCOMMODATIONS THAT REMOVE 00:21:25.320 --> 00:21:28.320 S THE BARRIER FOR ME AS A STUDENT 00:21:28.320 --> 00:21:31.320 FOR EXAMPLE, SHOULD ALLOW THAT MEASUREMENT 00:21:31.320 --> 00:21:34.320 OF WHAT I KNOW AND HOW TO APPLY WHAT I KNOW 00:21:34.320 --> 00:21:37.320 . NUMBER FIVE, DOES THE REQUESTED 00:21:37.320 --> 00:21:41.320 ACCOMMODATION LOWER THE LEARNING STANDARDS 00:21:41.320 --> 00:21:45.320 ? IF IT DOES 00:21:45.320 --> 00:21:49.320 , EXACTLY HOW DOES IT 00:21:49.320 --> 00:21:53.320 ? AS YOU CAN SEE WHAT I'M PUSHING FOR IN THIS 00:21:53.320 --> 00:21:56.320 ANALYSIS IS WHERE THE? STRUCT 00:21:56.320 --> 00:21:59.320 INSTRUCTOR OR DEPARTMENT 00:21:59.320 --> 00:22:02.320 THEY MAY SAY NOPE, WE CAN'T DO THAT ACCOMMODATION BECAUSE 00:22:02.320 --> 00:22:05.320 YOU KNOW WHAT, IT IS GONNA LOWER THE LEARNING STANDARDS. YOU 00:22:05.320 --> 00:22:09.320 CAN'T STOP THERE. 00:22:09.320 --> 00:22:13.320 WHY? WHAT? WHAT IS HAPPENING? 00:22:13.320 --> 00:22:16.320 EXPLAIN THIS TO ME. 00:22:16.320 --> 00:22:19.320 WHEN YOU GO THROUGH THAT ACTUALLY 00:22:19.320 --> 00:22:23.320 INTERESTINGLY ENOUGH, SOLUTIONS CAN BE 00:22:23.320 --> 00:22:26.320 FOUND TO WHERE THERE ARE ACCOMMODATION 00:22:26.320 --> 00:22:29.320 S THAT DO NOT LOWER THE LEARNING 00:22:29.320 --> 00:22:33.320 STANDARD. SLIDE 15. 00:22:33.320 --> 00:22:36.320 00:22:36.320 --> 00:22:40.320 NUMBER 6, DOES THE REQUESTED 00:22:40.320 --> 00:22:43.320 ACCOMMODATION FUNDAMENTALLY ALTER 00:22:43.320 --> 00:22:47.320 THE CLASS REQUIREMENT? IF SO, 00:22:47.320 --> 00:22:50.320 BE VERY DETAILED IN HOW THIS IS THE 00:22:50.320 --> 00:22:53.320 CASE. YOU KNOW, IN GIVING MY 00:22:53.320 --> 00:22:57.320 TECHNICAL ASSISTANCE AND TRAINING IN HIGHER 00:22:57.320 --> 00:23:00.320 EDSETINGS, WHAT 00:23:00.320 --> 00:23:03.320 I HAVE FOUND IS THERE'S JUST THIS 00:23:03.320 --> 00:23:06.320 CULTURE OF NO MANY TIMES. LET 00:23:06.320 --> 00:23:09.320 ME EXPLAIN THAT. DOES THE REQUEST 00:23:09.320 --> 00:23:13.320 ED ACCOMMODATION FUNDAMENT 00:23:13.320 --> 00:23:17.320 ALLY ALTER THE CLASS REQUIREMENTS? THE ANSWER IS NO, 00:23:17.320 --> 00:23:20.320 WE CANNOT DO THAT ACCOMMODATION BECAUSE 00:23:20.320 --> 00:23:23.320 IT WILL FUNDAMENTALLY ALTER THE CLASS REQUIREMENT AND THAT IS THE END 00:23:23.320 --> 00:23:27.320 OF THE CONVERSATION. THERE IS A PERIOD THERE 00:23:27.320 --> 00:23:31.320 . WHAT NEEDS TO HAPPEN IS 00:23:31.320 --> 00:23:34.320 OKAY, GIVE ME LOTS OF DETAIL 00:23:34.320 --> 00:23:38.320 S ON HOW THIS IS THE CASE. WHY? 00:23:38.320 --> 00:23:41.320 WHY? WHY? AND EXPLAIN 00:23:41.320 --> 00:23:45.320 IT, EXPLAIN IT, EXPLAIN IT. AGAIN 00:23:45.320 --> 00:23:48.320 , THIS CAN ACTUALLY 00:23:48.320 --> 00:23:51.320 LEAD TO SOLUTIONS. NUMBER 7, 00:23:51.320 --> 00:23:55.320 DOES THE REQUEST GIVE THE STUDENT AN UNFAIR ADVANT 00:23:55.320 --> 00:23:58.320 AGE OVER OTHER STUDENTS AND IF SO 00:23:58.320 --> 00:24:01.320 , EXACTLY HOW? HOW 00:24:01.320 --> 00:24:04.320 DOES THIS UNFAIR ADVANTAGE 00:24:04.320 --> 00:24:07.320 COME INTO PLAY. JUST KNOW WE'RE 00:24:07.320 --> 00:24:10.320 TALKING ABOUT UNFAIR ADVANT 00:24:10.320 --> 00:24:13.320 AGE OVER OTHER STUDENT. IT CAN'T 00:24:13.320 --> 00:24:17.320 JUST BE THE ACCOMMODATION GIVES THE STUDENT 00:24:17.320 --> 00:24:20.320 EQUAL ACCESS AND REMOVES THE BARRIERS. THAT ACTUALLY 00:24:20.320 --> 00:24:24.320 THE ACCOMMODATION IN SOME WAY, AND WE WANT TO KNOW 00:24:24.320 --> 00:24:27.320 WHAT THAT WAY IS, ACTUALLY EXCEEDS 00:24:27.320 --> 00:24:30.320 EQUAL ACCESS BY GIVING AN UNFAIR EDGE 00:24:30.320 --> 00:24:34.320 . SLIDE 16. 00:24:34.320 --> 00:24:38.320 NUMBER 8, 00:24:38.320 --> 00:24:41.320 WITH THE ACCOMMODATION RESULT 00:24:41.320 --> 00:24:44.320 IN AN 00:24:44.320 --> 00:24:48.320 UNDUEFICIAL OR 00:24:48.320 --> 00:24:51.320 ADMINISTRATIVE BURDEN. WE CAN'T DO 00:24:51.320 --> 00:24:55.320 THAT BECAUSE OF UNDUE 00:24:55.320 --> 00:24:58.320 FINANCIAL OR ADMINISTRATIVE BURDEN. IF 00:24:58.320 --> 00:25:02.320 SO, EXPLAIN IT TO ME. KEEP IN MIND THE BURDEN 00:25:02.320 --> 00:25:05.320 DETERMINATION MUST INVOLVE THE HEAD OF THE COLLEGE 00:25:05.320 --> 00:25:12.320 OR HIS OR HER OR THEIR 00:25:12.320 --> 00:25:15.320 DESIGNATION. AFTER CONSIDERING ALL AVAIL 00:25:15.320 --> 00:25:18.320 ABLE USE IN OPERATION OF SERVICE, PROGRAM 00:25:18.320 --> 00:25:23.320 OR ACTIVITY AND MUST BE ACCOMMODATED 00:25:23.320 --> 00:25:26.320 BY A WRITTEN STATEMENT OF THE REASONS FOR REACHING 00:25:26.320 --> 00:25:29.320 THAT CONCLUSION. SO CLAIMING 00:25:29.320 --> 00:25:32.320 WE CAN'T DO THIS BECAUSE IT IS UNDUE 00:25:32.320 --> 00:25:35.320 FINANCIAL ADMINISTRATIVE BURDEN, IT IS A BIG DEAL. 00:25:35.320 --> 00:25:38.320 IT IS A BIG FORMAL 00:25:38.320 --> 00:25:41.320 DEAL. AS YOU CAN SEE, PEOPLE HAVE 00:25:41.320 --> 00:25:45.320 TO GET INVOLVED, PEOPLE WITH AUTHORITY HAVE TO GET 00:25:45.320 --> 00:25:50.320 INVOLVED ET CETERA. 00:25:50.320 --> 00:25:58.320 SLIDE 17. 00:25:58.320 --> 00:26:01.320 ALL RIGHT. WHAT 00:26:01.320 --> 00:26:05.320 OTHER EQUAL 00:26:05.320 --> 00:26:08.320 EFFECTIVE ACCOMMODATIONS CAN BE CONSIDERED 00:26:08.320 --> 00:26:11.320 AND PROVIDED THAT WILL OFFER EQUAL ACCESS 00:26:11.320 --> 00:26:14.320 TO THE STUDENT IF THE INSTRUCTOR 00:26:14.320 --> 00:26:17.320 DENIES REQUESTED ACCOMMODATION. SO VERY CLEARLY AND I 00:26:17.320 --> 00:26:21.320 THINK WE ALL KNOW IF THE INITIAL ACCOMMODATION IS 00:26:21.320 --> 00:26:24.320 DENIED FOR DEFENDABLE REASONS, AS WE HAVE BEEN 00:26:24.320 --> 00:26:27.320 TALKING ABOUT. OKAY, WHAT ELSE CAN YOU DO? WHAT 00:26:27.320 --> 00:26:30.320 ELSE? NUMBER 10, 00:26:30.320 --> 00:26:34.320 . DOES THE APPEAL PROCESS 00:26:34.320 --> 00:26:38.320 AFFORD IMMEDIATE OPPORTUNITY FOR THE STUDENT TO 00:26:38.320 --> 00:26:41.320 HAVE THEIR PETITION ADDRESSED IN A TIMELY 00:26:41.320 --> 00:26:45.320 MANNER IN ORDER TO PREVENT IRREP 00:26:45.320 --> 00:26:48.320 UTABLE HARM TO THE STUDENT IF THEIR APPEAL 00:26:48.320 --> 00:26:51.320 PREVAILS? WELL, IT IS HIGHER ED. 00:26:51.320 --> 00:26:54.320 CLASSES CONTINUE AND ROLL ON. IF 00:26:54.320 --> 00:26:58.320 I'M NOT AFFORDED THE ACCOMMODATION I 00:26:58.320 --> 00:27:01.320 THINK I SHED HAVE, THAT I THINK DOES NOT FUNDAMENTALLY 00:27:01.320 --> 00:27:04.320 ALTER THE CLASS OR GIVE ME UNFAIR ADVANTAGE. ACTUALLY 00:27:04.320 --> 00:27:08.320 REMOVES BARRIERS TO 00:27:08.320 --> 00:27:11.320 GIVE ME AN EQUAL OPPORTUNITY TO PARTICIPATE IN THAT 00:27:11.320 --> 00:27:15.320 CLASS, YES, 00:27:15.320 --> 00:27:18.320 THERE ABSOLUTELY SHOULD BE A KIND OF 00:27:18.320 --> 00:27:22.320 SPEED DIAL APPEAL PROCESS SO IT CAN BE RE 00:27:22.320 --> 00:27:25.320 SOLVED AND I WON'T AS A STUDENT, 00:27:25.320 --> 00:27:28.320 HAVE IRREPUTABLE HARM IN TERMS OF TRYING TO 00:27:28.320 --> 00:27:33.320 TO GAIN MY EDUCATION. 00:27:33.320 --> 00:27:36.320 ALL RIGHT. THAT IS THE 00:27:36.320 --> 00:27:39.320 TEN ANALYSIS POINTS AND AS YOU 00:27:39.320 --> 00:27:43.320 CAN SEE, IT JUST GOES THROUGH THIS LOGICAL 00:27:43.320 --> 00:27:47.320 THINKING PROCESS, RESPONSE 00:27:47.320 --> 00:27:50.320 PROCESS, INTERACTIVE PROCESS EITHER 00:27:50.320 --> 00:27:53.320 BETWEEN DISABILITY ACCESS SERVICES AND 00:27:53.320 --> 00:27:56.320 INSTRUCTOR OR DEPARTMENT. BETWEEN THE STUDENT AND 00:27:56.320 --> 00:28:00.320 INSTRUCTOR, BETEEN THE STUDENT AND THE DISABILITY ACCESS 00:28:00.320 --> 00:28:03.320 SERVICE 00:28:03.320 --> 00:28:06.320 S ET CETERA, ET CETERA. 00:28:06.320 --> 00:28:09.320 WHERE EVER THAT CONVERSATION AND WITH WHO EVER 00:28:09.320 --> 00:28:13.320 THAT CONVERSATION NEEDS TO TAKE PLACE, THIS 00:28:13.320 --> 00:28:16.320 ANALYSIS GIVES THAT GUIDE FOR PEOPLE TO COME TOGETHER AND HAVE 00:28:16.320 --> 00:28:19.320 THAT INTERACTIVE PROCESS TO 00:28:19.320 --> 00:28:22.320 COME TO BARRIER REMOVAL CONCLUSIONS 00:28:22.320 --> 00:28:28.320 . SLIDE 18. 00:28:28.320 --> 00:28:31.320 SO REMEMBER, AN 00:28:31.320 --> 00:28:34.320 ADJUSTMENT CAN ONLY BE DENIED 00:28:34.320 --> 00:28:38.320 IF IT CAN BE SHOWN THAT IT WILL 00:28:38.320 --> 00:28:42.320 EITHER FUNDAMENTALLY ALTER THE CLASS 00:28:42.320 --> 00:28:45.320 , REQUIREMENTS OR PROGRAM. GIVE THE STUDENT AN 00:28:45.320 --> 00:28:48.320 UNFAIR ADVANTAGE OVER OTHER STUD 00:28:48.320 --> 00:28:51.320 ENTS. IN OTHER WORDS, IT EXCEEDS EQUAL ACCESS 00:28:51.320 --> 00:28:54.320 . OR RESULT IN AN UNDUE 00:28:54.320 --> 00:28:59.320 FINANCIAL AND ADMINISTRATIVE BURDEN. 00:28:59.320 --> 00:29:03.320 SLIDE 19. 00:29:03.320 --> 00:29:06.320 NOW BEFORE I OPEN UP FOR QUESTIONS THERE IS SKRUS 00:29:06.320 --> 00:29:10.320 JUST A FEW MORE POINTS. 00:29:10.320 --> 00:29:14.320 ESSENTIAL PROGRAM REQUIREMENTS. BEFORE A 00:29:14.320 --> 00:29:17.320 DECISION THAT A CLASS OR PROGRAM REQUIREMENT 00:29:17.320 --> 00:29:21.320 IS ESSENTIAL 00:29:21.320 --> 00:29:25.320 THE REQUEST SHOULD BE CAREFULLY REVIEWED AD 00:29:25.320 --> 00:29:28.320 HERING TO SPECIFIC PROCEDURAL GUIDELINES THAT IN 00:29:28.320 --> 00:29:31.320 CLUDES DEBATE ABOUT THE NATURE AND FUNDAMENTAL 00:29:31.320 --> 00:29:34.320 REQUIREMENTS OF A PARTICULAR CLASS 00:29:34.320 --> 00:29:38.320 OR PROGRAM SUBJECTING IT TO SUBSTANTIAL REVIEW 00:29:38.320 --> 00:29:41.320 . YOU WOULD THINK 00:29:41.320 --> 00:29:44.320 HIGHER EDUCATION DOES THIS WITH THEIR CLASSES 00:29:44.320 --> 00:29:47.320 ON A PERIODIC BASIS BUT I HAVE FOUND THAT 00:29:47.320 --> 00:29:50.320 IS NOT REALLY NECESSARILY TRUE. 00:29:50.320 --> 00:29:54.320 AND SO IF THE 00:29:54.320 --> 00:29:57.320 CONVERSATION OF BARRIER REMOVAL INVOLVE 00:29:57.320 --> 00:30:00.320 S ESSENTIAL REQUIREMENTS, 00:30:00.320 --> 00:30:03.320 THEN WHATEVER THAT PROGRAM OR CLASS 00:30:03.320 --> 00:30:07.320 THAT AN ESSENTIAL PROGRAM -- SORRY, OR 00:30:07.320 --> 00:30:10.320 CLASS REQUIREMENT, IS IT TRULY ESSENTIAL 00:30:10.320 --> 00:30:13.320 ? MAY BE, OR IT MAY BE EVEN OUTDATED 00:30:13.320 --> 00:30:19.320 . SLIDE 20. 00:30:19.320 --> 00:30:22.320 CLASS SUBSTITUTION. LET'S TALK ABOUT CLASS SUBSTITUTION 00:30:22.320 --> 00:30:26.320 . CONSIDER A CLASS 00:30:26.320 --> 00:30:29.320 SUBSTITUTION OR WAIVER -- 00:30:29.320 --> 00:30:32.320 CONSIDERATION OF CLASS SUBSTITUTION OR WAIVER SHOULD BE 00:30:32.320 --> 00:30:35.320 TAKEN INTO SERIOUS CONSIDERATION BY THE HIGHER 00:30:35.320 --> 00:30:39.320 ENTITY BARRING FUNDAMENTAL ALTERATION IF 00:30:39.320 --> 00:30:42.320 NO ACADEMIC ACCOMMODATION CAN BE GIVEN. 00:30:42.320 --> 00:30:46.320 00:30:46.320 --> 00:30:50.320 IF YOU WANT TO BE A JOURNALIST BUT 00:30:50.320 --> 00:30:54.320 YOU HAVE SEVERE LEARNING DISABILITIES THAT 00:30:54.320 --> 00:30:58.320 MAINLY MANIFEST IN MATHEMATICS 00:30:58.320 --> 00:31:01.320 , MOST LIKELY MANIFEST 00:31:01.320 --> 00:31:04.320 S IN OTHER AREAS OF YOUR LIFE, BUT FOR THIS SITUATION YOU 00:31:04.320 --> 00:31:08.320 WANT TO BE A JOURNALIST AND YOUR 00:31:08.320 --> 00:31:12.320 LEARNING DISABILITIES REALLY SHOW UP IN MATHEMAT 00:31:12.320 --> 00:31:15.320 ICS. THERE IS 00:31:15.320 --> 00:31:18.320 NO WAY TO ACCOMMODATE THAT STUDENT TO WHERE 00:31:18.320 --> 00:31:21.320 THEY CAN MEET ALL OF THEIR 00:31:21.320 --> 00:31:26.320 MATHEMATIC REQUIREMENTS. 00:31:26.320 --> 00:31:29.320 I REALLY CHALLENGE HIGHER EDSTOO 00:31:29.320 --> 00:31:32.320 TO THINK ABOUT THAT. ARE YOU REALLY GOING TO 00:31:32.320 --> 00:31:36.320 DENY THE STUDENT TO BECOME A 00:31:36.320 --> 00:31:39.320 JOURNALIST, TO BE ABLE TO 00:31:39.320 --> 00:31:42.320 BE EDUCATED, TO BE ABLE TO MOVE FORWARD 00:31:42.320 --> 00:31:45.320 IN LIFE, TO BE ABLE TO BE EMPLOYED, TO BE 00:31:45.320 --> 00:31:48.320 ABLE TO HAVE FINANCIAL SECURITY, TO 00:31:48.320 --> 00:31:51.320 BE ABLE TO MEET THEIR DREAMS OF 00:31:51.320 --> 00:31:54.320 BECOMING A JOURNALIST BECAUSE 00:31:54.320 --> 00:31:58.320 OF THE PHILOSOPHY THAT WHEN 00:31:58.320 --> 00:32:01.320 SOMEONE GRADUATES FROM MY INSTITUTION 00:32:01.320 --> 00:32:04.320 THEY HAVE WHAT'S TERMED A WHOLE OR WELL ROUND 00:32:04.320 --> 00:32:08.320 ED EDUCATION? I 00:32:08.320 --> 00:32:11.320 TOTALLY GET THAT CONCEPT. OCR TOTALLY 00:32:11.320 --> 00:32:14.320 GETS THAT CONCEPT, BUT IT IS TO 00:32:14.320 --> 00:32:17.320 GET HIGHER EDUCATION 00:32:17.320 --> 00:32:20.320 , UNIVERSITYS, AND COLLEGES 00:32:20.320 --> 00:32:23.320 TO THINK ABOUT DO I REALLY WANT TO SAY 00:32:23.320 --> 00:32:26.320 NO TO A STUDENT WHO CAN SUCCEED IN 00:32:26.320 --> 00:32:29.320 THE PROGRAM THAT THEY WANT TO BE IN. WHO 00:32:29.320 --> 00:32:33.320 CAN GET THEIR TWO YEAR DEGREE, THEIR 4 00:32:33.320 --> 00:32:36.320 YEAR DEGREE, ET CETERA, BUT I 00:32:36.320 --> 00:32:39.320 STOP THEM. I STOP THEM FROM GETTING IT 00:32:39.320 --> 00:32:42.320 BECAUSE I CAN'T SAY THAT THEIR EDUCATION 00:32:42.320 --> 00:32:45.320 WAS WELL ROUNDED. 00:32:45.320 --> 00:32:48.320 SOME ANSWERS. DOES THE COLLEGE HOPE 00:32:48.320 --> 00:32:52.320 FULLY HAVE A BROAD 00:32:52.320 --> 00:32:55.320 SUITE OF COURSES TO 00:32:55.320 --> 00:32:58.320 CHOOSE FROM TO STEER THE STUDENTS SO THAT THEY CAN HAVE THAT 00:32:58.320 --> 00:33:02.320 WELL ROUNDED EDUCATION? 00:33:02.320 --> 00:33:05.320 SO IF MATHEMATICS IS YOU KNOW, NOT 00:33:05.320 --> 00:33:08.320 GONNA HAPPEN OR SOME OF THE MATHEMATIC 00:33:08.320 --> 00:33:12.320 S IS NOT GONNA HAPPEN, WHAT CAN HAPPEN? 00:33:12.320 --> 00:33:15.320 WHAT CAN THAT STUDENT DO SO THAT 00:33:15.320 --> 00:33:18.320 THE UNIVERSITY CAN SAY YES, WE GAVE THAT 00:33:18.320 --> 00:33:22.320 STUDENT A WELL ROUNDED EDUCATION? 00:33:22.320 --> 00:33:26.320 SLIDE 21. 00:33:26.320 --> 00:33:29.320 KEEP IN MIND 00:33:29.320 --> 00:33:32.320 FUTURE REQUIREMENTS, THIS IS VERY IMPORTANT 00:33:32.320 --> 00:33:36.320 . A DENIAL OF ACCOMMODATION CANNOT 00:33:36.320 --> 00:33:39.320 BE JUSTIFIED BASED ON THE INSTRUCTOR'S 00:33:39.320 --> 00:33:43.320 PERSONAL DOUBTS ABOUT THE STUDENT'S ABILITY 00:33:43.320 --> 00:33:46.320 TO MEET FUTURE REQUIREMENTS OF THE DEGREE OR THE PRO 00:33:46.320 --> 00:33:49.320 FESSION. IT IS THE HERE 00:33:49.320 --> 00:33:52.320 AND NOW. CAN THE STUDENT 00:33:52.320 --> 00:33:56.320 IN THIS CLASS HERE AND NOW 00:33:56.320 --> 00:33:59.320 MEET THE REQUIREMENT? 00:33:59.320 --> 00:34:02.320 STUDENTS TAKE CLASSES FOR MANY REASONS 00:34:02.320 --> 00:34:06.320 AND NOT ALL OF THEM ARE NECESSARY TO 00:34:06.320 --> 00:34:10.320 EVEN COMPLETE A DEGREE. 00:34:10.320 --> 00:34:13.320 SO YOU CAN'T PREDICT THE 00:34:13.320 --> 00:34:16.320 FUTURE. IF I'M IN THE PROGRAM, I 00:34:16.320 --> 00:34:20.320 QUALIFY, I'M IN THE PROGRAM. I'M IN THAT DE 00:34:20.320 --> 00:34:24.320 GREE, I'M TAKING MY CLASSES, 00:34:24.320 --> 00:34:27.320 ACCOMMODATIONS HAVE TO BE BASED ON THE CLASS I'M 00:34:27.320 --> 00:34:30.320 TAKING RIGHT NOW. NOT WELL, IF WE GIVE 00:34:30.320 --> 00:34:33.320 YOU ACCOMMODATION IN THIS CLASS, THAT ACCOMMODATION 00:34:33.320 --> 00:34:36.320 IS NOT GONNA WORK IN TWO YEARS DOWN 00:34:36.320 --> 00:34:39.320 IN THIS CLASS. 00:34:39.320 --> 00:34:43.320 THAT'S PROHIBITED. IT IS 00:34:43.320 --> 00:34:46.320 THE HERE AND NOW. SO DENIAL OR APPROVAL OF 00:34:46.320 --> 00:34:49.320 AN ACCOMMODATION SHOULD BE BASED ON PRESENT CLASS 00:34:49.320 --> 00:34:53.320 OR PROGRAM REQUIREMENTS ONLY. 00:34:53.320 --> 00:34:57.320 I JUST WANT YOU TO KNOW HEAD. 00:34:57.320 --> 00:35:01.320 HEAD HAS EXCELLENT TRAINING MATERIALS ON THIS SUBJECT. 00:35:01.320 --> 00:35:04.320 22. 00:35:04.320 --> 00:35:07.320 SO IF THERE IS A DENIAL OF AN 00:35:07.320 --> 00:35:11.320 ACCOMMODATION, IF THE STUDENT BELIEVES IN THE END THAT THE COLLEGE IS 00:35:11.320 --> 00:35:15.320 MAKING AN UNJUST DECISION OF A DENIAL, 00:35:15.320 --> 00:35:18.320 THEN DISABLED 00:35:18.320 --> 00:35:21.320 STUDENT SERVICES HAS THE ROLE OF INFORMING THE STUD OF 00:35:21.320 --> 00:35:24.320 THEIR RIGHT TO APPEAL OR 00:35:24.320 --> 00:35:27.320 APPEAL AND/OR FILE WITH OCR. 00:35:27.320 --> 00:35:31.320 HOPEFULLY HIGHER 00:35:31.320 --> 00:35:34.320 EDHAS A GRIEVANCE PROCESS UNDER TITLE TO 00:35:34.320 --> 00:35:37.320 TWO OF THE ADA 00:35:37.320 --> 00:35:40.320 THEY'RE REQUIRED TO HAVE 00:35:40.320 --> 00:35:44.320 AN ADA GRIEVANCE PROCESS. AGAIN, IT SHOULD BE A PROCESS 00:35:44.320 --> 00:35:47.320 THAT IS QUICK IN MANY WAYS SO 00:35:47.320 --> 00:35:50.320 IRREPUTABLE HARM DOESN'T HAPPEN TO THE STUDENT BECAUSE 00:35:50.320 --> 00:35:53.320 CLASSES MARCH ON. SO TO PRE 00:35:53.320 --> 00:35:56.320 VENT THAT IRREPUTABLE HARM THERE SHOULD BE 00:35:56.320 --> 00:36:00.320 THOSE PROCEDURES IN PLACE AND YES, THE SCHOOL 00:36:00.320 --> 00:36:03.320 ABSOLUTELY HAS A LEGAL OBLIGATION 00:36:03.320 --> 00:36:06.320 TO INFORM THE STUDENT THAT 00:36:06.320 --> 00:36:13.320 THEY CAN APPEAL. 00:36:13.320 --> 00:36:16.320 ALSO, HAVING THIS TYPE OF PROCEDURE 00:36:16.320 --> 00:36:19.320 CAN HELP IN REDUCING FORMAL GRIEVANCE 00:36:19.320 --> 00:36:23.320 FILING WITH OCR, OR A STUDENT 00:36:23.320 --> 00:36:26.320 WHO GOING OUT AND GETTING THEIR OWN LAWYER. 23 00:36:26.320 --> 00:36:30.320 . 00:36:30.320 --> 00:36:33.320 DISABILITY COMPLAINTS, THIS IS WHERE THEY CAN GO IN TERM 00:36:33.320 --> 00:36:36.320 S OF OCR FOR SECTION 00:36:36.320 --> 00:36:39.320 5 0 4 00:36:39.320 --> 00:36:42.320 ET CETERA. I'M NOT 00:36:42.320 --> 00:36:46.320 GONNA TAKE THE TIME TO GO THROUGH THIS. I JUST WANTED IT 00:36:46.320 --> 00:36:49.320 THERE SO THAT PEOPLE KNOW WHERE THEY CAN GO 00:36:49.320 --> 00:36:52.320 TO FIND OCR AND FILE A COMPLAINT. 00:36:52.320 --> 00:36:55.320 DO KEEP IN MIND IF 00:36:55.320 --> 00:36:58.320 A STUDENT IS DISSATISFIED WITH THE OUTCOME OF 00:36:58.320 --> 00:37:03.320 COLLEGE GRIEVANCE PROCEDURES AND THEY DO WANT THAT ALT 00:37:03.320 --> 00:37:06.320 ALTERNATIVE YES, O 00:37:06.320 --> 00:37:09.320 CR OR YOU CAN DIRECTLY 00:37:09.320 --> 00:37:13.320 FILE IN COURT. YOU CAN GO DIRECTLY IN COURT 00:37:13.320 --> 00:37:17.320 . 24. RESOURCE 00:37:17.320 --> 00:37:20.320 S. 25. 00:37:20.320 --> 00:37:24.320 AGAIN, THERE IS THE NATIONAL ADA NET 00:37:24.320 --> 00:37:27.320 WORK JUST GO TO ADA 00:37:27.320 --> 00:37:30.320 TA.ORG TO FIND YOURS AND IF 00:37:30.320 --> 00:37:33.320 YOU CALL THAT 800 NUMBER 00:37:33.320 --> 00:37:36.320 YOU WILL GET YOUR REGIONAL ADA CENTER. 00:37:36.320 --> 00:37:39.320 SLIDE 26 00:37:39.320 --> 00:37:42.320 . AHEAD. AHEAD IS A 00:37:42.320 --> 00:37:45.320 GOOD RESOURCE. THE ASSOCIATION OF HIGHER 00:37:45.320 --> 00:37:49.320 EDUCATION AND DISABILITY AND THERE 00:37:49.320 --> 00:37:52.320 MAY BE THOSE OF YOU ON THE TRAIN 00:37:52.320 --> 00:37:55.320 ING TODAY THAT YOU'RE AHEAD MEMBERS. VERY 00:37:55.320 --> 00:37:58.320 FAMILIAR WITH AHEAD. THEY'RE 00:37:58.320 --> 00:38:01.320 GOOD. THEY'RE GOOD. THEY'RE NATIONWIDE. I THINK 00:38:01.320 --> 00:38:05.320 THEY MAY EVEN BE INTERNATIONAL TO SOME EXTENT. AND 00:38:05.320 --> 00:38:08.320 THEY DO TRULY OFFER UN 00:38:08.320 --> 00:38:11.320 PARALLEL MEMBER EXPERIENCE. 00:38:11.320 --> 00:38:14.320 ANYBODY AND EVERYBODY CAN BECOME A 00:38:14.320 --> 00:38:18.320 MEMBER. THEY HAVE DIFFERENT MEMBERSHIP 00:38:18.320 --> 00:38:22.320 OPTIONS. I JUST WANT TO POINT OUT THAT 00:38:22.320 --> 00:38:26.320 THEY DO HAVE A STUDENT 00:38:26.320 --> 00:38:29.320 MEMBERSHIP OPTION THAT IS NOT VERY EXPENSIVE AT ALL. THEY 00:38:29.320 --> 00:38:32.320 HAVE WORTH IT IN MY OPINION. IF YOU 00:38:32.320 --> 00:38:35.320 ARE GOING TO GO TO COLLEGE, IF YOU 00:38:35.320 --> 00:38:38.320 ARE IN COLLEGE, IF YOU ARE PROFESSION 00:38:38.320 --> 00:38:41.320 AL MEMBER IN THE HIGHER ED 00:38:41.320 --> 00:38:46.320 PROFESSION, AHEAD IS 00:38:46.320 --> 00:38:49.320 BASICALLY THE RESOURCE FOR YOU. 00:38:49.320 --> 00:38:52.320 OKAY. THAT ACTUALLY CONCLUDES MY 00:38:52.320 --> 00:38:56.320 PRESENTATION AND I'M READY FOR QUESTIONS 00:38:56.320 --> 00:38:59.320 OR COMMENTS OR WHATEVER 00:38:59.320 --> 00:39:03.320 YOU WOULD LIKE TO OFFER. 00:39:03.320 --> 00:39:08.320 >> WE DO HAVE A FEW QUESTIONS AND JUST A REMINDER, IF 00:39:08.320 --> 00:39:11.320 YOU HAVE QUESTIONS YOU CAN DROP THEM IN THE Q AND A AND JULIE WILL ANSWER THEM 00:39:11.320 --> 00:39:15.320 HOPEFULLY. SO THE FIRST QUESTION WE HAVE 00:39:15.320 --> 00:39:18.320 IS FROM MARY OR MARI 00:39:18.320 --> 00:39:21.320 AND IT SAYS PERSON FIRST. WHY IS IT 00:39:21.320 --> 00:39:24.320 ADDRESSED QUOTE THE ABILITY OF A DISABLED STUDENT 00:39:24.320 --> 00:39:28.320 INSTEAD OF QUOTE, THE ABILITY OF A STUDENT WITH A DIS 00:39:28.320 --> 00:39:32.320 ABILITY? >> BECAUSE THAT'S OCR'S WORD 00:39:32.320 --> 00:39:36.320 ING. SO IF YOU 00:39:36.320 --> 00:39:39.320 WANT A DIRECT QUOTE FROM OFFICE OF CIVIL RIGHTS, THAT 00:39:39.320 --> 00:39:42.320 IS THEIR WORDING. BUT IT DOESN'T 00:39:42.320 --> 00:39:46.320 DIMINISH IN ANY WAY, SHAPE, OR FORM WHAT IT IS SAY 00:39:46.320 --> 00:39:49.320 ING. AND WHAT IT IS SAYING IS THAT STUDENT IN THE HIGHER 00:39:49.320 --> 00:39:53.320 EDUCATION SETTING ABSOLUTELY HAVE CIVIL 00:39:53.320 --> 00:39:56.320 RIGHTS. AND THE CIVIL RIGHTS NEED TO BE HONORED. WHEN 00:39:56.320 --> 00:40:00.320 THEY'RE NOT HONORED THE UNDERSTANDING HAS TO BE 00:40:00.320 --> 00:40:03.320 THAT YOU ARE DENYING SOMEONE THEIR CIVIL 00:40:03.320 --> 00:40:07.320 RIGHTS AND SO THAT'S WHY 00:40:07.320 --> 00:40:10.320 MY YEARS OF PROVIDING TECHNICAL ASSISTANCE TO HIGH ER ED 00:40:10.320 --> 00:40:15.320 , I CREATED THIS ANALYSIS PROCESS 00:40:15.320 --> 00:40:18.320 . >> ALL RIGHT 00:40:18.320 --> 00:40:21.320 . THE NEXT QUESTION COMES FROM ROB. 00:40:21.320 --> 00:40:24.320 WHAT ROLE DO YOU THINK CLAB ERATIVE 00:40:24.320 --> 00:40:27.320 AND SOCIAL EMOTIONAL LEARNING, CRAS 00:40:27.320 --> 00:40:31.320 CASTLE PLAYS IN SELF MANAGEMENT, 00:40:31.320 --> 00:40:34.320 SOCIAL MANAGEMENT AND RESPONSIBLE DECISION MAKING 00:40:34.320 --> 00:40:37.320 HIGHER EDACCOMMODATION SITUATIONS? 00:40:37.320 --> 00:40:40.320 >> SO I'M NOT FAMILIAR WITH CASTLE BUT 00:40:40.320 --> 00:40:44.320 IF I UNDERSTAND AND LET ME KNOW ROB, IF I'M NOT GETTING 00:40:44.320 --> 00:40:47.320 THIS. IS IN TERMS 00:40:47.320 --> 00:40:50.320 OF -- WELL, ACTUALLY I'M NOT SURE WHAT 00:40:50.320 --> 00:40:54.320 YOU ARE ASKING. WHAT I THINK YOU'RE ASKING IS 00:40:54.320 --> 00:40:57.320 STUDENT RESPONSIBILITY AND SUPPORT IN TERM 00:40:57.320 --> 00:41:00.320 S OF SOCIAL AND EMOTIONAL 00:41:00.320 --> 00:41:03.320 ? SO 00:41:03.320 --> 00:41:07.320 IF YOU WANT TO TELL ME MORE, I WOULD LOVE TO HEAR IT. 00:41:07.320 --> 00:41:10.320 >> HE DID SAY YES. >> 00:41:10.320 --> 00:41:13.320 OKAY. SO 00:41:13.320 --> 00:41:16.320 YES, STUDENT AS 00:41:16.320 --> 00:41:19.320 WITH ANY OF US WITH DISABILITIES AND CLAIMING OUR CIVIL 00:41:19.320 --> 00:41:23.320 RIGHTS IN OUR COMMUNITYS, WHETHER IT 00:41:23.320 --> 00:41:26.320 IS EDUCATION, EMPLOYMENT, GOVERNMENT 00:41:26.320 --> 00:41:30.320 SERVICES, GETTING SERVICES FROM 00:41:30.320 --> 00:41:34.320 NONPROFITS OR DOING BUSINESS WITH A COMPANY 00:41:34.320 --> 00:41:37.320 , WE DO HAVE ADULT RESPONSIBILITIES 00:41:37.320 --> 00:41:41.320 TO KIND OF HOLD UP OUR END OF 00:41:41.320 --> 00:41:44.320 THE BARGAIN SO TO SPEAK. 00:41:44.320 --> 00:41:47.320 WHAT'S INTERESTING ABOUT THE ADA IS THE ADA 00:41:47.320 --> 00:41:50.320 I GET TO DO OR YOU GET TO DO MOST OF THE 00:41:50.320 --> 00:41:53.320 TIME BUT NOT ALWAYS. THAT'S THE ADA UN 00:41:53.320 --> 00:41:57.320 FORTUNATELY. IT WAS THE COMPROMISE IN 00:41:57.320 --> 00:42:00.320 WHICH TO GET THE ADA PASSED. SO 00:42:00.320 --> 00:42:03.320 THERE ARE RESPONSIBILITIES 00:42:03.320 --> 00:42:08.320 THAT COME FORWARD, A STUDENT IN HIGHER ED 00:42:08.320 --> 00:42:12.320 , THEY NEED ACCOMMODATIONS, THEY HAVE TO DO PROCEDURES, THEY 00:42:12.320 --> 00:42:15.320 HAVE TO GO TO DISABILITY ACCESS SERVICES ET CETERA 00:42:15.320 --> 00:42:18.320 . THEY HAVE TO MAKE 00:42:18.320 --> 00:42:21.320 SURE AND GIVE FEEDBACK TO THE APPROPRIATE PERSON 00:42:21.320 --> 00:42:24.320 WHETHER IT IS DISABILITY ACCESS SERVICES AND/OR 00:42:24.320 --> 00:42:27.320 THE INSTRUCTOR. THE ACCOMMODATION IS NOT WORKING OR IT IS 00:42:27.320 --> 00:42:31.320 PARTIALLY WORKING. SO THEY HAVE TO 00:42:31.320 --> 00:42:34.320 BE PART OF THAT INTERACTIVE 00:42:34.320 --> 00:42:37.320 PROCESS IN WHICH THEY'RE 00:42:37.320 --> 00:42:41.320 PART OF MAKING SURE THE BARRIERS ARE RE 00:42:41.320 --> 00:42:44.320 MOVED FOR THEM IN HIGHER EDUCATION SETTING. SO I'M NOT 00:42:44.320 --> 00:42:47.320 REALLY SURE I ANSWERED YOUR QUESTION AND IF 00:42:47.320 --> 00:42:51.320 I'M NOT, LET ME KNOW. 00:42:51.320 --> 00:42:54.320 >> ALL RIGHT. IT LOOKS 00:42:54.320 --> 00:42:57.320 LIKE EVAN ADDED SOME INFORMATION IN THE 00:42:57.320 --> 00:43:03.320 CHAT IN REGARDS TO THE CLAB 00:43:03.320 --> 00:43:06.320 ERATIVE FOR ACADEMIC AND EMOTIONAL SOCIAL LEARNING. ST. 00:43:06.320 --> 00:43:09.320 IT IS AN ORGANIZATION THAT ADVANCE 00:43:09.320 --> 00:43:12.320 S OF ACADEMIC SOCIAL AND EMOTION 00:43:12.320 --> 00:43:15.320 AL COMP TENSE FOR ALL STUDENTS THEIR MISSION IS HELP MAKE 00:43:15.320 --> 00:43:19.320 EVIDENCE BASED SOCIAL AND EMOTIONAL LEARNING INTEGRAL PART 00:43:19.320 --> 00:43:23.320 OF EDUCATION FROM PRESCHOOL TO HIGH 00:43:23.320 --> 00:43:26.320 SCHOOL. CASTLE LABORATES TO ENSURE ALL 00:43:26.320 --> 00:43:29.320 STUDENTS BECOME KNOWLEDGEABLE RESPONSIBLE AND CARING AND 00:43:29.320 --> 00:43:32.320 CONTRIBUTING MEMBERS OF SOCIETY. 00:43:32.320 --> 00:43:36.320 ACADEMIC SOCIAL AND EMOTIONAL LEARNING IS HEAD QUART 00:43:36.320 --> 00:43:39.320 ERED IN CHICAGO ILLINOIS. THERE IS SOME MORE INFORMATION ABOUT 00:43:39.320 --> 00:43:42.320 CASTLE. >> THANK YOU FOR SHARING THAT. THAT IS FAB 00:43:42.320 --> 00:43:46.320 ULOUS. WHAT IT SOUNDS LIKE TO ME YOU KNOW, WE HAVE 00:43:46.320 --> 00:43:50.320 EQUAL OPPORTUNITY AND THEN WE HAVE EQUITY. 00:43:50.320 --> 00:43:53.320 AND WHAT I WOULD LIKE TO EVENTUALLY SEE HAPPEN IS 00:43:53.320 --> 00:43:56.320 EQUITY. EQUAL OPPORTUNITY GIVE 00:43:56.320 --> 00:43:59.320 S YOU THAT EQUAL OPPORTUNITY TO PARTICIPATE BUT 00:43:59.320 --> 00:44:02.320 IF YOU HAVE OTHER FACTORS HAPPENING IN 00:44:02.320 --> 00:44:05.320 YOUR LIFE. IF YOU'RE A PERSON OF COLOR, IF YOU'RE GAY 00:44:05.320 --> 00:44:09.320 , IF YOU'RE FEMALE, IF 00:44:09.320 --> 00:44:12.320 YOU'RE TRANSGENDER. YOU ALSO HAVE 00:44:12.320 --> 00:44:15.320 OTHER BARRIERS THAT YOU COULD BE FACING 00:44:15.320 --> 00:44:18.320 . IF YOU ARE 00:44:18.320 --> 00:44:21.320 SOCIOECONOMICALLY POOR 00:44:21.320 --> 00:44:24.320 , AND THIS SOUNDS LIKE A HELP OF 00:44:24.320 --> 00:44:28.320 A STEP UP TOWARDS MUCH MORE EQUIT 00:44:28.320 --> 00:44:31.320 Y OF ME BEING ABLE TO PAR 00:44:31.320 --> 00:44:35.320 TICIPATE IN MY EDUCATIONAL EXPERIENCE RATHER THAN 00:44:35.320 --> 00:44:39.320 ME JUST GOING INTO HIGHER EDAND SAYING OKAY, WHAT DO 00:44:39.320 --> 00:44:43.320 YOU NEED SO THIS IS FABULOUS 00:44:43.320 --> 00:44:46.320 . THANK YOU SO MUCH FOR SHARING. 00:44:46.320 --> 00:44:49.320 >> ALL RIGHT. THE NEXT QUESTION COMES FROMANDY. 00:44:49.320 --> 00:44:52.320 IT SAID WOULD THIS ALSO APPLY TO IF YOU WERE GOING 00:44:52.320 --> 00:44:56.320 TO A UNIVERSITY THEN 00:44:56.320 --> 00:44:59.320 COLLEGE? SO IT WOULD APPLY 00:44:59.320 --> 00:45:02.320 TO ALL HIGHER EDSETINGS 00:45:02.320 --> 00:45:06.320 , CORRECT? >> WHAT THIS 00:45:06.320 --> 00:45:09.320 APPLIES TO IS HIGHER 00:45:09.320 --> 00:45:12.320 EDSETTING THAT IS COVERED BY TITLE 2, STATE AND LOC 00:45:12.320 --> 00:45:15.320 AL GOVERNMENT, SECTION 5 0 00:45:15.320 --> 00:45:19.320 4 OF REHABILITATION ACT. IF 00:45:19.320 --> 00:45:22.320 YOU'RE TALKING ABOUT A PRIVATE 00:45:22.320 --> 00:45:26.320 COLLEGE, AND THEY DON'T GET ANY FEDERAL FUND 00:45:26.320 --> 00:45:29.320 ING OR STATE FUNDING, THEY'RE A PRIVATE COLLEGE. 00:45:29.320 --> 00:45:33.320 SO THEY FALL UNDER WHAT IS CALLED 00:45:33.320 --> 00:45:36.320 TITLE 3, PUBLIC ACCOMMODATIONS 00:45:36.320 --> 00:45:39.320 OF ADA. TITLE 3 IS BUSINESSES AND 00:45:39.320 --> 00:45:42.320 NONPROFITS. THEY DO NEED TO GO THROUGH THIS ANALYSIS, 00:45:42.320 --> 00:45:45.320 YES. THEY DO. BUT JUST KEEP IN 00:45:45.320 --> 00:45:49.320 MIND THAT THEIR UNDUE BURDEN IS 00:45:49.320 --> 00:45:52.320 A MUCH LOWER BAR TO MEET. 00:45:52.320 --> 00:45:55.320 SO PROVIDING EFFECTIVE COMMUNICATION IS A LOWER 00:45:55.320 --> 00:45:59.320 BAR ET CETERA. WHEN A UNIVERSITY 00:45:59.320 --> 00:46:02.320 'S IS COVERED UNDER TITLE TWO OF ADA, IT HAS 00:46:02.320 --> 00:46:05.320 TO OFFER WHAT IS CALLED PROGRAM ACCESS. PROGRAM 00:46:05.320 --> 00:46:08.320 ACCESS IS A VERY HIGH BAR. 00:46:08.320 --> 00:46:12.320 WHY? BECAUSE OF STATE AND LOCAL GOVERNMENT. THEY RUN ON TAX 00:46:12.320 --> 00:46:15.320 FUNDS AND SO PROGRAM ACCESS IS A VERY VERY 00:46:15.320 --> 00:46:18.320 HIGH BAR IN WHICH THEY MUST 00:46:18.320 --> 00:46:21.320 MEET AND THIS ANALYSIS 00:46:21.320 --> 00:46:25.320 HELPS THEM MEET THAT HIGH BAR. THIS ANALYSIS 00:46:25.320 --> 00:46:28.320 ABSOLUTELY CAN BE APPLIED TO 00:46:28.320 --> 00:46:31.320 PRIVATE COLLEGES THAT DON'T GET 00:46:31.320 --> 00:46:34.320 STATE, FEDERAL, LOCAL FUNDING FROM GOVERNMENTS AT 00:46:34.320 --> 00:46:38.320 ALL. BUT JUST KEEP IN MIND 00:46:38.320 --> 00:46:41.320 THAT THEIR CLAIM OF UNDUE 00:46:41.320 --> 00:46:44.320 BURDEN OR FUNDAMENTAL ALTERATION 00:46:44.320 --> 00:46:47.320 IS NOT 00:46:47.320 --> 00:46:50.320 AS STRINGENT. I HOPE I ANSWERED 00:46:50.320 --> 00:46:53.320 THE QUESTION. >> OKAY. SHE SAID THANKS IN THE CHAT SO 00:46:53.320 --> 00:46:57.320 I'M THINKING 00:46:57.320 --> 00:47:00.320 YOU DID GET THE ANSWER. IF A 00:47:00.320 --> 00:47:03.320 STUDENT DOESN'T RECEIVE THEIR 00:47:03.320 --> 00:47:06.320 DIAGNOSIS UNTIL THEY ENTER COLLEGE WHAT 00:47:06.320 --> 00:47:10.320 WOULD BE THE BEST COURSE OF ACTION OR SYSTEM CHANGE 00:47:10.320 --> 00:47:13.320 DIRECTS THESE STUDENT TO UNDERSTAND THEIR ACCESS TO ACCOMMODATIONS 00:47:13.320 --> 00:47:17.320 ? >> 00:47:17.320 --> 00:47:20.320 SO THE STUDENT IS COMING OUT 00:47:20.320 --> 00:47:23.320 OF HIGH SCHOOL OR THEY'RE AN ADULT AND 00:47:23.320 --> 00:47:27.320 THEY WANT TO GO INTO HIGHER EDAND 00:47:27.320 --> 00:47:30.320 THEY KNOW THEIR DIS 00:47:30.320 --> 00:47:34.320 ABILITIES BUT THAT'S NOT FORMALIZED THROUGH DOCUMENT 00:47:34.320 --> 00:47:37.320 ATION? >> SOMETIMES 00:47:37.320 --> 00:47:40.320 PEOPLE DON'T RECEIVE A DIAGNOSIS UNTIL THEY'RE IN 00:47:40.320 --> 00:47:43.320 THEIR EARLY ADULT YEARS. >> RIGHT, 00:47:43.320 --> 00:47:46.320 RIGHT. EXACTLY. AND THEY DON'T RECEIVE IT 00:47:46.320 --> 00:47:50.320 BECAUSE THEY DON'T NEED IT. BUT YES, WHEN THEY 00:47:50.320 --> 00:47:53.320 ENTER HIGHER EDUCATION 00:47:53.320 --> 00:47:57.320 INSTITUTES THE OFFICE OF CIVIL RIGHTS 00:47:57.320 --> 00:48:00.320 , OCR, THEY DO AS YOU ALL KNOW 00:48:00.320 --> 00:48:03.320 , THEY DO ALLOW THE COLLEGE 00:48:03.320 --> 00:48:07.320 TO COLLECT MEDICAL DOCUMENTATION THAT IS 00:48:07.320 --> 00:48:11.320 ACTUALLY A LITTLE MORE EXTENSIVE THAN ANY OTHER 00:48:11.320 --> 00:48:14.320 SETTING UNDER THE ADA. INTERESTING BUT 00:48:14.320 --> 00:48:17.320 IT IS REALITY. AND SO 00:48:17.320 --> 00:48:20.320 COUPLE OF THINGS THERE. 00:48:20.320 --> 00:48:23.320 THEY'RE 00:48:23.320 --> 00:48:26.320 ENTERING HIGHER ED. 00:48:26.320 --> 00:48:30.320 STUDENT ACCESS SERVICES IS WAITING FOR THE MEDICAL 00:48:30.320 --> 00:48:33.320 DOCUMENTATION. THAT DOES 00:48:33.320 --> 00:48:36.320 NOT MEAN THAT HIGHER EDCAN JUST SIT BACK. 00:48:36.320 --> 00:48:39.320 WHAT IT MEANS IS THAT 00:48:39.320 --> 00:48:42.320 THE HIGHER EDIS JUST WAITING FOR THE DOCUMENTATION 00:48:42.320 --> 00:48:46.320 . WHAT NEEDS TO HAPPEN FOR THE STUDENT WHEN THEY ENTER 00:48:46.320 --> 00:48:49.320 INTO THE INSTITUTION IS TO GO TO 00:48:49.320 --> 00:48:52.320 DISABILITY ACCESS SERVICES, AND START THAT 00:48:52.320 --> 00:48:55.320 INTERACTIVE PROCESS. YOU'RE 00:48:55.320 --> 00:48:58.320 AN ADULT NOW WHETHER YOU'RE 18 OR 00:48:58.320 --> 00:49:01.320 YOU'RE 40. YOU KNOW YOURSELF. 00:49:01.320 --> 00:49:05.320 YOU KNOW YOUR DISABILITIES. AND SO 00:49:05.320 --> 00:49:08.320 THAT INTERACTIVE PROCESS SHOULD START 00:49:08.320 --> 00:49:11.320 PRETTY IMMEDIATELY WHILE WAITING ON THE MED 00:49:11.320 --> 00:49:15.320 ICAL DOCUMENTATION. IF THE HIGHER ED 00:49:15.320 --> 00:49:18.320 INSTITUTE IS PUTTING OFF THAT INTERACTIVE PROCESS 00:49:18.320 --> 00:49:21.320 UNTIL AFTER THEY GET THE DOCUMENTATION, THAT'S 00:49:21.320 --> 00:49:24.320 A PROBLEM. THAT'S A REAL PROBLEM. THEY 00:49:24.320 --> 00:49:28.320 SHOULDN'T BE DOING THAT TO BE QUITE FRANK WITH YOU. 00:49:28.320 --> 00:49:31.320 AND SO DISABILITY ACCESS SERVICES SHOULD 00:49:31.320 --> 00:49:34.320 BE INTERACTING WITH YOU FROM THE 00:49:34.320 --> 00:49:37.320 GET GO. YOU'RE TELLING THEM ABOUT YOURSELF, THEY'RE TELLING 00:49:37.320 --> 00:49:40.320 YOU WHAT TO EXPECT 00:49:40.320 --> 00:49:43.320 IN COLLEGE. WHEN THEY'RE TELLING CROW WHAT TO EXPECT IN COLLEGE 00:49:43.320 --> 00:49:46.320 YOU'RE THINKING ABOUT OKAY, THIS IS WHERE I THINK I'M 00:49:46.320 --> 00:49:49.320 GONNA BE FACING SOME BARRIERS SO WHAT IS YOUR 00:49:49.320 --> 00:49:53.320 SUGGESTION FOR BARRIER REMOVAL DISABILITY 00:49:53.320 --> 00:49:56.320 ACCESS SERVICES? I HAVE SOME SUGGESTIONS FOR IT. EDUCATE 00:49:56.320 --> 00:49:59.320 ME HOW THIS ALL WORKS, DISABILITY ACCESS 00:49:59.320 --> 00:50:02.320 SERVICES. THAT IS WHAT SHOULD BE 00:50:02.320 --> 00:50:06.320 GOING ON PRETTY MUCH IMMEDIATELY AND THEN AS THE MED 00:50:06.320 --> 00:50:09.320 ICAL DOCUMENTATION ROLLS IN 00:50:09.320 --> 00:50:13.320 , THEN IT SUPPLEMENTS WHAT IS ALREADY GOING ON. DID I 00:50:13.320 --> 00:50:16.320 ANSWER THE QUESTION? >> 00:50:16.320 --> 00:50:19.320 I BELIEVE SO. AND WE HAD ONE OF THE 00:50:19.320 --> 00:50:22.320 PARTICIPANTS MASHA ADD TO THE 00:50:22.320 --> 00:50:25.320 CHAT, BE YOUR OWN ADVOCATE. >> RIGHT. 00:50:25.320 --> 00:50:28.320 AND THANK YOU. THAT'S A PHRASE I SHOULD 00:50:28.320 --> 00:50:32.320 HAVE USED. THAT IF THIS IS NOT HAPPENING 00:50:32.320 --> 00:50:35.320 FOR YOU, IF THE COLLEGE IS SAYING TO 00:50:35.320 --> 00:50:38.320 YOU, WE CAN'T TALK TO YOU UNTIL WE HAVE 00:50:38.320 --> 00:50:42.320 THE 00:50:42.320 --> 00:50:45.320 COMPLETE MEDICAL DOCUMENTATION, YES, YOU HAVE TO BE YOUR OWN 00:50:45.320 --> 00:50:49.320 ADVOCATE. ABSOLUTELY YOU DO BECAUSE THAT IS NOT OKAY 00:50:49.320 --> 00:50:52.320 . THAT PROCESS NEEDS TO START PRETTY QUICK 00:50:52.320 --> 00:50:55.320 LY. ESPECIALLY, E 00:50:55.320 --> 00:50:58.320 SPECIALLY IF FOR SOME REASON THERE IS A DELAY 00:50:58.320 --> 00:51:01.320 IN RECEIVING THAT DOCUMENTATION. FOR WHATEVER 00:51:01.320 --> 00:51:04.320 REASON AND THAT HAPPENS. LIFE HAPPENS AND 00:51:04.320 --> 00:51:07.320 IT CAN BE DELAYS IN THE 00:51:07.320 --> 00:51:10.320 COLLEGE RECEIVING THAT DOCUMENTATION. IT DOES NOT LET THE COLLEGE 00:51:10.320 --> 00:51:13.320 OFF THE HOOK TO PROGRESS WITH YOU IN 00:51:13.320 --> 00:51:16.320 REMOVING BARRIERS. 00:51:16.320 --> 00:51:20.320 NOW LET'S SAY THAT THEY 00:51:20.320 --> 00:51:23.320 GIVE YOU EXTRA TIME ON TESTING 00:51:23.320 --> 00:51:26.320 ET CETERA. LET'S SAY THAT IS AN ACCOMMODATION GIVEN 00:51:26.320 --> 00:51:29.320 AND YOU START A 00:51:29.320 --> 00:51:32.320 A CLASS AND THAT IS HAPPENING FOR YOU. YOUR 00:51:32.320 --> 00:51:36.320 DOCUMENTATION SLOWLY COMES IN AND IT IS A QUESTION OF WHETHER 00:51:36.320 --> 00:51:39.320 YOU NEED THAT EXTRA TIME. OKAY, 00:51:39.320 --> 00:51:42.320 THAT CAN BE EXAMINEED 00:51:42.320 --> 00:51:45.320 AT THAT POINT IN TIME. BUT THEY 00:51:45.320 --> 00:51:48.320 CAN'T SAY WE'RE NOT DOING ANYTHING FOR YOU. EVEN THOUGH 00:51:48.320 --> 00:51:51.320 CLASSES ARE STARTING WE HAVE TO WAIT FOR 00:51:51.320 --> 00:51:55.320 THAT DOCUMENTATION, NO, NO, NO 00:51:55.320 --> 00:51:58.320 . EVAN RESPONDED IN CHAT, YES, THANK YOU IT IS IMPORTANT 00:51:58.320 --> 00:52:01.320 FOR THE PLEDICAL PROVIDER AT THE UNIVERSITY WHO PROVIDED 00:52:01.320 --> 00:52:04.320 THE DIAGNOSIS SHOULD BE RESPONSIBLE FOR 00:52:04.320 --> 00:52:08.320 EDUCATING THE STUDENT ON DISABILITY SERVICES. SO 00:52:08.320 --> 00:52:11.320 I THINK SOMETIMES IT IS JUST KNOWING WHAT RESOURCES ARE 00:52:11.320 --> 00:52:14.320 EVEN AVAILABLE. >> YEAH, THAT'S 00:52:14.320 --> 00:52:17.320 EXACTLY RIGHT. IT IS KNOWING WHAT RESOURCES ARE AVAILABLE 00:52:17.320 --> 00:52:20.320 . THE DISABILITY ACCESS SERVICES THEY REALLY 00:52:20.320 --> 00:52:24.320 ARE THE PRIMARY FOLKS THAT SHOULD BE EDUCATING THE 00:52:24.320 --> 00:52:27.320 STUDENT ON HOW ALL OF THIS WORKS. 00:52:27.320 --> 00:52:30.320 THAT'S ONE OF THE REASONS THEY'RE THERE. 00:52:30.320 --> 00:52:33.320 IN SOME WAYS THEY CAN EVEN ADVOCATE ON 00:52:33.320 --> 00:52:37.320 YOUR BEHALF. THIS IS 00:52:37.320 --> 00:52:40.320 ONE OF THE REASONS I DID THE 10 POINT 00:52:40.320 --> 00:52:43.320 ANALYSIS. IT GIVES THEM A TOOL TO GO ADVOCATE WHEN 00:52:43.320 --> 00:52:46.320 THEY HAVE A PROFESSOR THAT SAYS NO. 00:52:46.320 --> 00:52:49.320 AND THEY SAY WELL, WE CAN'T STOP THERE SO LET'S 00:52:49.320 --> 00:52:52.320 SIT DOWN AND HAVE A 10 POINT TALK ET CETERA. 00:52:52.320 --> 00:52:56.320 SOME UNIVERSITYS HAVE ENOUGH 00:52:56.320 --> 00:52:59.320 RESOURCES WHERE YOU CAN GET YOUR DIAGNOSIS FROM SOMEONE AT THE 00:52:59.320 --> 00:53:03.320 UNIVERSITY. OTHERS DO NOT AND YOU HAVE TO 00:53:03.320 --> 00:53:06.320 GO OUTSIDE AND GET YOUR DOCUMENTATION ET CETERA. 00:53:06.320 --> 00:53:09.320 SO YEAH, IT IS IMPORTANT 00:53:09.320 --> 00:53:12.320 TO BE FAMILIAR WITH THE COLLEGE KROUR RUR GOING TO ATTEND. THAT 00:53:12.320 --> 00:53:16.320 YOU ARE ATTENDING AND WHAT THEY DO AND DON'T OFFER. 00:53:16.320 --> 00:53:19.320 >> ALL RIGHT. WE HAVE A FEW 00:53:19.320 --> 00:53:22.320 MINUTES LEFT SO I'M THINKING I'M GONNA READ ONE THAT ISN'T REAM 00:53:22.320 --> 00:53:25.320 REALLY A QUESTION AND THEN WE'LL DO THE FINAL 00:53:25.320 --> 00:53:28.320 QUESTION. SO A COMMENT 00:53:28.320 --> 00:53:31.320 FROM MASHA. I JUST WANTED TO SAY THANK YOU FOR YOUR 00:53:31.320 --> 00:53:35.320 PRESENTATION. I AM CURRENTLY IN MY JUNIOR YEAR AT THE 00:53:35.320 --> 00:53:38.320 UNIVERSITY OF WYOMING AND I DEFINITELY HAVE HAD SOME 00:53:38.320 --> 00:53:41.320 INTERESTING CONVERSATIONS WITH STUDENTS AND STAFF AND 00:53:41.320 --> 00:53:45.320 PEOPLE NEED BE MORE AWARE OF THESE THINGS. >> ABSOLUTE 00:53:45.320 --> 00:53:48.320 LY. ABSOLUTE LY. >> AND THEN THE 00:53:48.320 --> 00:53:52.320 LAST QUESTION, IF THERE ARE QUESTIONS WE DIDN'T GET 00:53:52.320 --> 00:53:55.320 TO, WE WILL SEND THEM TO JULIE AND HOPE 00:53:55.320 --> 00:53:58.320 FULLY POST SOME RESPONSES. SO THIS QUESTION COME 00:53:58.320 --> 00:54:01.320 S FROM AN ANONYMOUS ATTENDEE. 00:54:01.320 --> 00:54:04.320 WHEN A COLLEGE USES IN ACCESSIBLE TO 00:54:04.320 --> 00:54:07.320 PEOPLE USING SCREEN READERS OR BRAILLE IS 00:54:07.320 --> 00:54:10.320 THE ISSUE AND NOT UP TO INDIVIDUAL 00:54:10.320 --> 00:54:14.320 INSTRUCTOR, WHAT WOULD YOU SUGGEST? >> I'M 00:54:14.320 --> 00:54:17.320 SORRY. CAN YOU READ THAT TO ME AGAIN. 00:54:17.320 --> 00:54:20.320 >> IT SAYS WHEN A 00:54:20.320 --> 00:54:24.320 COLLEGE USES 00:54:24.320 --> 00:54:27.320 -- I'M GONNA KIND OF CHANGE SOME OF THE WORDING. 00:54:27.320 --> 00:54:32.320 WHEN A COLLEGE PRACTICES 00:54:32.320 --> 00:54:35.320 ARE INACCESSIBLE TO PEOPLE USING SCREEN VEED 00:54:35.320 --> 00:54:38.320 READERS AND BRAILLE AND THAT 00:54:38.320 --> 00:54:41.320 IS THE ISSUE AND IT IS NOT UP TO INDIVIDUAL 00:54:41.320 --> 00:54:44.320 INSTRUCTOR, WHAT WOULD YOU SUGGEST? >> 00:54:44.320 --> 00:54:48.320 WELL, WHAT'S INTERESTING ABOUT THE QUESTIONS IT IS NOT UP 00:54:48.320 --> 00:54:51.320 TO THE INDIVIDUAL INSTRUCTOR. IF THE 00:54:51.320 --> 00:54:55.320 STUDENT READS BRAILLE AND HAS 00:54:55.320 --> 00:54:58.320 A SCREEN READER, AND 00:54:58.320 --> 00:55:01.320 NEEDS SCHOOL MATERIALS ACCESSIBLE IN THAT 00:55:01.320 --> 00:55:04.320 MANNER, THE SCHOOL SIMPLY SHOULD BE DOING THAT. 00:55:04.320 --> 00:55:08.320 AND IT SHOULDN'T BE LEFT TO THE 00:55:08.320 --> 00:55:11.320 INDIVIDUAL INSTRUCTOR TO DECIDE WHETHER THAT HAPPENS OR NOT. 00:55:11.320 --> 00:55:14.320 THIS IS AN ALL ENCOMPASSING 00:55:14.320 --> 00:55:17.320 ACCOMMODATION. THAT ENCOMPASSES ALL 00:55:17.320 --> 00:55:20.320 ALL CLASSES 00:55:20.320 --> 00:55:24.320 , ALL STUDIES ET CETERA. SO THE 00:55:24.320 --> 00:55:27.320 NEED FOR ACCESSIBLE MATERIALS SO THE SCREEN READER CAN BE 00:55:27.320 --> 00:55:30.320 USED, SCREEN READERS SOFTWARE SHOULD BE 00:55:30.320 --> 00:55:33.320 PROVIDED. IN TERMS OF 00:55:33.320 --> 00:55:37.320 MATERIALS IN BRAILLE, THE SCHOOL HAS 00:55:37.320 --> 00:55:40.320 AN EFFECTIVE COMMUNICATION 00:55:40.320 --> 00:55:44.320 OBLIGATION UNDER TITLE 2 OF ADA. WHAT THAT BASICALLY 00:55:44.320 --> 00:55:47.320 MEANS THE COMMUNICATION THAT 00:55:47.320 --> 00:55:50.320 THE STUDENT HAS WITH THE MATERIAL, 00:55:50.320 --> 00:55:53.320 WITH INSTRUCTOR AND WHO EVER IS IN 00:55:53.320 --> 00:55:56.320 DEED EFFECTIVE FOR THEM. I HAVE SEEN 00:55:56.320 --> 00:56:00.320 THERE HAVE BEEN COMPROMISES THAT NOT EVERYTHING COMES IN 00:56:00.320 --> 00:56:03.320 BRAILLE BUT THEY MAKE IT ACCESSIBLE TO THE SCREEN READER 00:56:03.320 --> 00:56:06.320 ET CETERA ET CETERA. THAT IS THAT 00:56:06.320 --> 00:56:10.320 INTERACTIVE PROCESS OF FIGUREING OUT EFFECTIVE COMMUNICATION. 00:56:10.320 --> 00:56:13.320 SO THAT KIND OF ACCOMMODATION IS WHAT 00:56:13.320 --> 00:56:16.320 I CALL AN UM 00:56:16.320 --> 00:56:20.320 BRELLA ACCOMMODATION. DISABILITY ACCESS 00:56:20.320 --> 00:56:23.320 SERVICES SHOULD ACTUALLY BE THE ONE THAT MAKES SURE THAT 00:56:23.320 --> 00:56:26.320 HAPPENS ACROSS THE BOARD IN SOMEONE 00:56:26.320 --> 00:56:30.320 'S EDUCATION. 00:56:30.320 --> 00:56:33.320 SO I HOPE I ANSWERED THAT. 00:56:33.320 --> 00:56:36.320 >> I THINK SO. ALL RIGHT. WELL 00:56:36.320 --> 00:56:39.320 , THANK YOU. IT IS JUST A MINUTE BEFORE THE TOP OF THE HOUR 00:56:39.320 --> 00:56:42.320 . I DO WANT TO REMIND EVERYONE THANKS FOR 00:56:42.320 --> 00:56:45.320 JOINING US. THANK YOU JULIE FOR YOUR PRESENTATION AND HOPE 00:56:45.320 --> 00:56:48.320 FULLY YOU GUYS CAN TAKE THE EVALUATION FOR 00:56:48.320 --> 00:56:52.320 THIS 00:56:52.320 --> 00:56:55.320 BREAKOUT. WE REALLY USE THAT INFORMATION TO BUILD 00:56:55.320 --> 00:56:58.320 UPON FUTURE CONFERENCES. I DID PUT THE LINK IN THE CHAT 00:56:58.320 --> 00:57:02.320 . IT WILL AUTOMATICALLY POP 00:57:02.320 --> 00:57:05.320 UP WHEN THIS ENDS AND YOU CAN FIND IT THROUGH THE WEBSITE 00:57:05.320 --> 00:57:08.320 . SO THANK YOU. >> BEFORE WE SIGN 00:57:08.320 --> 00:57:11.320 OFF I JUST WANT TO SAY IF I DIDN'T ANSWER THE QUESTIONS THE 00:57:11.320 --> 00:57:15.320 WAY YOU WOULD HOPED I WOULD OR YOU HAVE ADDITIONAL 00:57:15.320 --> 00:57:18.320 QUESTIONS, YOU DO HAVE MY CONTACT INFORMATION ON THE FIRST SLIDE 00:57:18.320 --> 00:57:21.320 . SO DON'T HESITATE AND DON'T HESITATE TO 00:57:21.320 --> 00:57:24.320 USE YOUR ADA CENTER. 00:57:24.320 --> 00:57:27.320 THANK YOU, BROOK