Accommodations in the Postsecondary Classroom

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An Inside Look

• Accommodations in the Postsecondary Classroom

TeleTraining November 14, 2007
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An Inside Look
Accommodations in the Postsecondary Classroom
TeleTraining Co-Moderators
Jennie Bourgeois
Cindy Camp
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Dick Banks
Dick Banks, Chief Technology Officer EASI Equal
Access to Software and Information 1993-95 and
1997-- Dick designed and teaches 3 basic EASI
online courses Beginner Barrier-free Web Design,
Advanced Barrier-free Web Design and Accessible
Internet Multimedia. Dick maintains EASIs
extensive Web site http//easi.cc and assists in
the other courses that lead to EASIs Certificate
in Accessible Information Technology
http//easi.cc/workshop.htmm. These courses have
reached some 5,000 people in over 3 dozen
countries. He was also certified on NT Server
Management in April 1998 Dick was invited to
Ratchasuda College, Mahidol University, Thailand
1996 where he designed and implemented an
adaptive computing lab and set up an Internet
server and World Wide Web page.
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Jamy Dickson
Jamy Dickson is currently the Coordinator of
Disability Support Services for Hinds Community
College, Raymond Campus, located in Raymond, MS.
Jamy has a Masters degree in Vocational
Rehabilitation and Deafness from the University
of Tennessee and has worked in the field of
Services for Persons with Disabilities for
seventeen years.
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Nina Coyer
Nina S. Coyer, of Lancaster, is an assistant
professor at Eastern Kentucky University. She
received a bachelors degree in elementary
education and a masters degree in deaf education
from Eastern Kentucky University. Coyer is the
first culturally deaf to receive her tenure in
any university in the state of Kentucky. She
teaches American Sign Language, Deaf Culture and
Interpreting in the department of American Sign
Language Interpreter Education at Eastern
Kentucky University.  She is certified in the
qualified level of American Sign Language Teacher
Association.  She also works part time as Deaf
Interpreter throughout the state.  Coyer is also
a member of the Kentucky Association of the Deaf,
which she represents on the commission of the
Kentucky Commission on the Deaf and Hard of
Hearing.
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Questions

• What are the current requirements for
  documentation from students who are Deaf or hard
  of hearing in order to receive accommodations?
• What are some common accommodations which a Deaf
  or hard of hearing individual might receive?
• Are there any unique accommodations you are aware
  of such as a specialized situation that
  alternative accommodations had to be considered
  that were different from standard
  accommodations?
• Are you seeing a change in the type of D/HH
  student who are entering college today as opposed
  to 5 or 10 years ago?
• If so, how are these changes affecting
  accommodations and how Disability Service
  providers approach and handle these changes?

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Questions

• How do you define online classes and distance
  education classes?
• What are the various types of online and distance
  classes?
• Are these types of classes generally accessible
  to students who are D/HH?
• What are the current standards in accessibility
  in online learning?
• Are these types of classes a good choice for D/HH
  students? Why or why not?

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Questions

• Who is responsible under ADA for accommodations
  and accessibility of Online courses?
• What is the difference between asynchronous and
  synchronous formats?
• What are some guidelines for making synchronous
  online course accessible?
• Are there accessibility issues with asynchronous
  courses?
• What types of things should administrators be
  aware of when first creating online or distance
  courses in regards to accessibility for D/HH
  students?

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Question from Audience Member Sent through
E-Mail Instant Messaging
Email - pepnet.south_at_gmail.com AIM -
pepnetsouth
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Questions

• When a student who is D/HH enrolls in a program,
  how can they advocate for themselves to ensure
  they will receive appropriate accommodations in
  the course?
• If a D/HH student is dissatisfied with the
  accommodations being provided what should the
  student do?
• What do you do if the instructor and Disability
  Services office do not agree on the type of
  accommodations being provided to a student?
• What about dual accommodations?  Is it ever
  appropriate to provide an interpreter AND a
  captionist. If so, when might it be appropriate
  and when would it not be appropriate?

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Questions

• How do you decide which accommodation is the most
  appropriate?   When is verbatim captioning more
  appropriate than C-Print or Typewell
  (meaning-for-meaning systems) or vice-versa?  
• How do you handle accommodations for non-typical
  settings? For example a scuba diving class or
  student teaching in an elementary school?
• How do accommodations in the classroom differ
  from those in a community setting?

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Question from Audience Member Sent through
E-Mail Instant Messaging
Email - pepnet.south_at_gmail.com AIM -
pepnetsouth
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Questions

• What should happen if an instructor wants to show
  uncaptioned media in the classroom?
• What are some suggestions for accommodations?
• How can it be made accessible and what are the
  problems/issues with this?
• Text books often come with supplementary CD/DVDs
  today. What can be done to make these materials
  accessible?
• Suppose an instructor assigns online video clips
  such as those on You Tube as part of a research
  project on pop culture or sociology. How would
  you provide accessible access to those materials?
  Or would you ask for an alternative assignment?

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Questions

• What is universal design and how does this
  concept relate to providing services to D/HH
  students?
• Can you explain how making classes accessible to
  students with a hearing loss can help all
  students in the classroom?

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Question from Audience Member Sent through
E-Mail Instant Messaging
Email - pepnet.south_at_gmail.com AIM -
pepnetsouth
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Questions

• How can teachers make themselves available and
  accessible to students who are deaf and hard of
  hearing?
• What are some strategies an instructor to
  communicate with a student who is deaf?
• What are some strategies for an instructor to
  communicate with a student who is hard of
  hearing?
• What kind of technology is available for teachers
  to use in communicating with deaf and hard of
  hearing students?
• How should the office of disability services
  educate (or prepare) faculty about accessibility
  and accommodations in the classroom?  

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Questions

• How can instructors best work with students who
  are D/HH when it comes to oral presentations and
  class participation?
• Are there testing accommodations or special
  considerations give at times for D/HH students?
  Why or why not?
• Why do students who are D/HH need both an
  interpreter AND a notetaker?
• What should instructors do if they feel the
  accommodations are not working to meet the needs
  of a D/HH student? What role should the
  instructor play in finding other solutions and
  suggestions?

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Question from Audience Member Sent through
E-Mail Instant Messaging
Email - pepnet.south_at_gmail.com AIM -
pepnetsouth
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Special Thanks to Our Panel Members
Dick Banks
Nina Coyer
Jamy Dickson
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What Does PEPNet Do?

• Conducts training with secondary, postsecondary,
  vocational, and adult education professionals and
  support staff regarding transition and
  postsecondary educational services for students
  who are deaf and hard of hearing
• Develops a technical assistance network for the
  target groups
• Demonstrates how technology can be used to
  provide access and accommodations within programs
  for individuals who are deaf and hard of hearing

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PEPNet-Midwest St. Paul College 235 Marshall,
St. Paul, MN 55102651-846-1337
(Voice)651-846-1537 (TTY)651-221-1339 (Fax)
PEPNet-West National Center on Deafness
California State University, Northridge18111
Nordhoff StreetNorthridge, California 91330-8267
818-677-2099 (tty/v) 818-677-6270 (fax)
PEPNet-Northeast National Technical Institute
for the Deaf Rochester Institute of Technology 52
Lomb Memorial Drive, Rochester, New York
14623-5604 [phone] (tty/v) (585)
475-7660 (Fax)
PEPNet-South Center on DeafnessClaxton Complex
A239The University of TennesseeKnoxville, TN
37996-3442(865) 974-0607 (tty/v)[phone]
(Fax)
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PEPNet-South Central Office Center on
DeafnessClaxton Complex A239The University of
TennesseeKnoxville, TN 37996-3442(865) 974-0607
(V/TDD)[phone] (FAX)pepnet-south_at_utk.edu
Arkansas Alabama Mississippi Outreach
Site Amy Hebert University of Arkansas at Little
Rock 2801 S. University DSC 113 [phone]
(v) [phone] (Fax) amyhebert_at_ualr.edu
Georgia Florida Outreach Site Katherine
Bruni Georgia Perimeter College 324 Knots
Circle Woodstock, GA 30188 [phone]
(V/TDD) [phone] (Cell) [phone]
(Fax) kjbruni_at_aol.com

Kentucky Tennessee West Virginia Outreach
Site Tricia Davis Eastern Kentucky
University Center on Deafness 245 Wallace
Building 521 Lancaster Ave. Richmond, KY
40475-3102 [phone] (V) [phone]
(Fax) Tricia.Davis_at_eku.edu
Texas - LouisianaOutreach Site Jennie
Bourgeois Louisiana State UniversityOffice of
Disability Services111A Johnston HallBaton
Rouge, LA 70803(225) 578-4913 (V)[phone]
(TDD)[phone] (Fax) jsbourg_at_lsu.edu
South Carolina North Carolina
Virginia Outreach Site Pat Varner-Bland Clemson
University 225 S. Pleasantburg Drive Greenville,
SC 29606-5616 [phone] (V) [phone]
(Fax) pvarner_at_clemson.edu
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Upcoming Events
PEPNet Biennial Conference (www.pepnet.org)
April 15th 18th, 2008
November 18-20, 2008
Addressing the Needs of Students Labeled Deaf and
Low Functioning, At-Risk or Deaf Blind
Conference (www.esc4.net)