Working Together: Teaching Assistants and Students with Disabilities

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Legal Issues

Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and 2008 amendments, and Washington State laws prohibit discrimination against individuals with disabilities.

According to federal law, no otherwise qualified individual with a disability shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity.

"Qualified" with respect to postsecondary educational services, means "a person who meets the academic and technical standards requisite to admission or participation in the education program or activity, with or without reasonable modifications to rules, policies or practices; the removal of architectural, communication or transportation barriers; or the provision of auxiliary aids and services."

"Person with a disability" means "any person who (1) has a physical or mental impairment which substantially limits one or more major life activities [including walking, seeing, hearing, speaking, breathing, learning, and working], (2) has a record of such an impairment, or (3) is regarded as having such an impairment."

Disabilities covered by legislation include (but are not limited to) AIDS, cancer, cerebral palsy, diabetes, epilepsy, head injuries, hearing impairments, specific learning disabilities, loss of limbs, multiple sclerosis, muscular dystrophy, psychiatric disorders, speech impairments, spinal cord injuries, and vision impairments.

Accommodations

The student with a disability is the best source of information regarding necessary accommodations. In postsecondary settings it is the student's responsibility to request disability-related accommodations, but a faculty member can include a statement on the class syllabus inviting students who have disabilities to discuss academic needs. An example of such a statement is "If you wish to discuss academic accommodations, please contact me as soon as possible." On most campuses an office that supports students with disabilities informs instructors of reasonable accommodations for specific students.

Universal Design

Universal design has been defined by the Center for Universal Design as "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design" (www.ncsu.edu/project/design-projects/udi/center-for-universaldesign/the-principles-of-universal-design/). Applications of universal design are described at The Center for Universal Design in Education at www.uw.edu/doit/CUDE/ .

Universal design principles can be applied to the overall design of instruction as well as to specific instructional materials and strategies to improve access for everyone. For example, captions on multimedia benefit students with hearing impairments, those whose first language is not English, and people with some types of learning disabilities. Examples of how universal design of instruction can improve class climate; physical access, usability, and safety; delivery methods; information resources; interaction; feedback; and assessment can be found in Equal Access: Universal Design of Instruction at www.uw.edu/doit/Brochures/Academics/equal_access_udi.html. Universal design minimizes, but does not eliminate the need for accommodations.

Useful Teaching Techniques

Below you will find examples of teaching techniques in the classroom, laboratory, examinations, and fieldwork that benefit all students, but are especially useful for students who have disabilities.

Classroom

Laboratory

Examination and Fieldwork

Campus Resources

[Make your own modifications or contact DO-IT at doit@uw.edu to have this brochure personalized with your school's resources.]

Video

The videos, Working Together: Faculty and Students with Disabilities, Building the Team: Faculty, Staff, and Students Working Together, and Equal Access: Universal Design of Instruction may be freely viewed online at www.uw.edu/doit/Video/, or purchased in DVD format.

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the University of Washington.

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
University of Washington
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners


Copyright © 2012, 2011, 2010, 2008, 2007, 2004, University of Washington. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged.