Expect Success > What If?
Attendance during scheduled class times is a necessary part of the learning process. Disability Services coordinators may recommend flexibility in attendance requirements for some students. This is usually the case when the nature of the disability results in variable functioning levels, i.e., "good and bad days." Flexibility is negotiable, contingent upon the student and circumstance. Variables such as the course, the material and the necessity of interaction in the classroom are all considered. However, flexibility should not be interpreted as a blank check for absences.
Example:
Discourse between instructors and students is a critical aspect of learning in a literature course. Thus, it would not be possible simply to read the assigned texts and copy another student's notes before an exam. Similarly, a science lab course requires students to work, often together, to observe phenomena in experiments and record findings.
In other courses, such as large lecture courses, there may be more flexibility in attendance than in the previous two examples. Discussion between the student and instructor are essential. Disability Services coordinators are also willing to participate in such discussions.
Classrooms may be moved if the room is inaccessible to a student registered into the course. Whenever possible, the least intrusive intervention is taken. For instance, a student may be moved to another section of the same course at the same time if that section is scheduled in an accessible location. Faculty should be advised that not all students with severe mobility limitations, who may require room changes, have visible disabilities. A hostile learning environment can be created when questions are posed regarding a room change for a student with a disability. Instructors will be notified by the Registrar before any classroom changes are finalized.
It is not possible to accommodate disruptive behavior on the part of a student with a disability. Students with disabilities are expected to adhere to the Student Conduct Codes just as any other student. If disruptive behavior occurs, the instructor should give the student fair warning. Contact Disability Services if you have any other concerns.
Elevator breakdowns or other short-term barriers may constitute temporary access barriers for students with mobility limitations. Students may miss critical course information, be unable to take scheduled exams or pop quizzes, or be unable to give required presentations. This is a no-fault situation in many respects, but the University still assumes the responsibility of equal access. In such circumstances, the student should contact the instructor as soon as possible. He or she should request some assistance in obtaining course notes or rescheduling an exam or presentation. The student should not be adversely affected in terms of attendance. Most elevator breakdowns last only a few hours. In rare instances, though, breakdowns have lasted as long as several weeks. For this reason, Disability Services and the Registrar should be notified as soon as possible so that we can make arrangements to have the course moved.
In the case of snow fall, the University identifies priority routes for snow removal. The routes are identified on the Access Map available on the web from Disability Services. Access to some buildings may be delayed in the event of severe weather.
Many courses at the University of Montana-Missoula occur outside the traditional classroom or laboratory, and many programs require the completion of such courses as part of the standard curriculum.
Disability Services for Students (DSS) adheres to its over-arching policies regarding program access, reasonable accommodations and prohibition against discrimination with respect to these educational experiences.
When a student asks us to do so, Disability Services provides reasonable accommodations such as readers, scribes, Sign Language interpreters, assistive technology, and other emanuances. Disability Services covers the costs of some of these accommodations, and arranges cost-sharing with state vocational rehabilitation for others when the student is eligible for that program. Many accommodations are no-cost, and can be provided on site. For example, desks can be raised by blocks of wood to permit use from a wheelchair, work station lighting can be modified, and other no-cost accommodations can be provided upon request. At no time does a student pay fees for reasonable accommodations. However, personal services such as personal care attendants, drivers, etc. are the responsibility of the student.
The student arranges a practicum, internship, field trip or field experience or overseas study program through their instructor, advisor, professional school or other appropriate division of the University. If accommodations are likely to be required, the student must make the request. For example, use of an aid in student teaching would be requested by the student in advance. The purpose, activities and time necessary for the accommodations would be discussed by the Disability Services coordinator and the student, along with the practicum supervisor. Staff at the practicum site may need to be included as well. In other cases, the student makes the requests directly to the practicum site personnel, and comes to Disability Services only for services which would involve some cost, such as readers or scribes. Disability Services and the student agree on which accommodations are necessary and reasonable, and the authorization to implement them (such as hiring a reader or being assigned a Sign Language interpreter) is granted to the student. Supervising faculty should discuss the potential need for accommodations with students when appropriate.
Disability Services provides orientation and education to faculty and to on-site supervisors with respect to disability and to civil rights laws which provide protection against discrimination. The University of Montana-Missoula expects such remote learning sites to give assurances that they will comply with these laws. Upon request, Disability Services will follow up with students and faculty to ensure that reasonable accommodations which have been requested are being provided. Students should contact Disability Services and their faculty supervisor or instructor immediately if accommodations are not readily forthcoming.
With respect to these educational experiences, it is crucial that the student, especially for professional experiences in the student's final years of study, be prepared to make clear assessment of areas requiring accommodation. Disability Services often brainstorms with the student, and may offer various scenarios to consider in order to ensure that adequate thought is given to identifying post-graduation contingencies.
Deaf students may request the use of a sign language interpreter in order to have access to course lectures and other University activities. Sign Language interpreters are professionals employed by Disability Services. Their job is to provide access by interpreting lecture and other spoken communication into signed communication, usually American Sign Language. Interpreters maintain a professional level of distance in the classroom when interpreting for deaf students.
If a student is addressed by the instructor, the instructor should look directly at the deaf student and speak in the first, not the second, person. Likewise, if a deaf student wishes to ask a question, the interpreter will voice the student's question or comment. It is not ethical for the interpreter to carry the deaf student's part of the conversation with the instructor or other students, but simply to interpret spoken language into sign, and to voice Sign Language. The Sign Language interpreter is not responsible for the deaf students' grasp of material, homework, testing arrangements or attendance. These are the student's responsibility.
Similarly, note-takers, readers, and other auxiliary aides provide access to course lectures and other information. These services are usually provided by either student volunteers or by student employees. Again, questions or comments are meant for students with disabilities, not their aides. Students with disabilities insist on being accountable for their own academic performance, as does Disability Services.