College

Geography and Christian: A Case Study in Accommodating In-Class Computer-Based Testing

Background

My name is Christian and I'm a geography major. I have a learning disability that affects my reading and writing skills.

Access Issue

Due to my disability, I receive testing accommodations (extended time and computer access) through the disability services office. I recently enrolled in a geography course where my exams are given in class followed by continued lecture time. I was concerned about how I would take the extended time I needed for tests on the in-class computers and access the lecture material following the exam.

Kutztown University: A Promising Practice in Campus-wide Accessible Meetings and Events

Some rooms and buildings at Kutztown University in Pennsylvania are inaccessible to people with certain types of disabilities. In the past, when scheduling a room for meetings, events, or programs, information about the accessibility of specific rooms was unavailable. This often created accessibility problems and complaints from event planners and participants.

Symptom Management: A Case Study on Addressing Medication Side Effects

Background

My name is Owen. I am a college student with depression and narcolepsy. I take medication for symptom management. One side effect of this medication is severe migraine headaches that cause me to have difficulty concentrating, sleeping, and attending class consistently.

Access Issue

I never know when I might get a migraine headache and be forced to miss class. As a result, I have missed quizzes, tests, and assignment deadlines.

How can foreign language courses be made more accessible to students with disabilities?

In the United States, foreign language is often a requirement for college graduation. Many college students have disabilities that impact their ability to see, hear, or process language. As a result, these students may struggle with the oral, visual, and processing tasks of learning a foreign language. However, foreign language classes can be made accessible to students with disabilities through careful planning and implementation of innovative teaching methods, such as those included in the following resources:

DASA and Campus Accessibility: A Promising Practice of a Student Organization

In 2003, several undergraduate students taking a class in disability studies at the University of Washington in Seattle discovered that there wasn't a strong student group on campus working to advocate for students with disabilities. The students thought that members of this campus community should have a stronger voice in promoting accessibility and diversity on campus. So, as a class project, they decided to form such a student organization to promote accessibility and disability activism on their campus.

Sara in Medical School: A Case Study on Dealing with Deafness in a Clinical Health Setting

Background

My name is Sara and I'm 23 years old, profoundly deaf and in medical school. I use interpreters and speak American Sign Language (ASL) when I can in order to communicate with my professors and classmates. When I have an interpreter in classes I understand the material and I feel well liked by my classmates. I am also a proficient lip reader, a skill which helps me out in many situations, too.

Opportunities!

The Opportunities! newsletter helps students with disabilities learn about technology, locate campus resources, apply for internships and scholarships, access community and campus resources, engage in research, and attend local events such as job fairs.

The DO-IT Center partners with postsecondary institutions nationwide to create customized newsletters for each campus. You can view the most recent editions by clicking the links below. 

How does a student who is blind learn to navigate around campus?

Orientation and mobility (O & M) specialists work with individuals with visual impairments to help them learn how to safely navigate their environment. On a postsecondary campus, an O & M specialist could help an individual plan campus routes, apply techniques for safe indoor and outdoor mobility, and analyze intersections and traffic patterns. These services are typically available through state agencies that coordinate services for people who are blind.

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