Program Review, Assessment and the Disability ... - NYSDSC

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Nov 17, 2013 (3 years and 8 months ago)

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The
Council for the Advancement of Standards in
Higher Education (CAS
)



Self
-
Assessment Guide for Disability

Support
Services (2009
)








Disabled Student Services Mission
Statement
: The mission of the Disabled
Student Services department is to ensure
that all qualified students with disabilities
have equal access to all programs, services
and activities of the institution
.




DISABLED STUDENT SERVICES



Program Review

March 2011

Objectives
:




To ensure that qualified individuals with disabilities receive
effective, timely and appropriate accommodations, auxiliary
aids and services regardless of cost or the nature of the
disability
.



To
advocate for equal access, accommodations and respect
for individuals with disabilities within the college and the
broader WNY community.



To
provide guidance and training to college staff and the
community in the understanding of disability rights and
issues.



To
collaborate with state and local government and
community agencies and service groups to continuously
expand and improve programs and services for students with
disabilities.


DSS
must work with the College administration to ensure access
and opportunities for individuals with disabilities in all facets of
the institution’s programs, activities, services and physical access.


DSS
must be staffed adequately by individuals qualified to
accomplish the mission and goals of the department





DSS
must have adequate resources such as budget allocations,
facilities, technology etc. to fulfill the mission and respond in a
timely and effective manner
.






These 5 critical factors for success were adapted from the CAS guide





The Coordinator must keep abreast of current and pending
changes in pertinent legislation and policy including emerging
issues and populations; litigation, interpretation of case law;
changes in the field of disability including documentation of
disability; and trends in the field of special education


DSS should offer and participate in educational activities
for faculty members, staff, students and other community
members to promote understanding, awareness and
advocacy on issues related to disability

Examples:


Sign in sheets


Student files


Test appointment rosters


Requests for books in alternate format


Requests for
notetakers


Requests for interpreters


Staff and budget information


Monthly/annual reporting



2005
-
2006

2006
-
2007

2007
-
2008

2008
-
2009

2009
-
2010

2010
-
2011

Students
identified (Fall
only) first
time/FT

750

871

838

886

1048

1094

FTE staff:














Central

2.5

2.5

2.5

2.5

1.5

1.5


City

2

2

2

2

2

2


North

2

2

2

2

2

2


South

2

2

2

2

3*

3.5*


campus ratio
staff:students



1:125



1:145



1:140



1:147



1:176



1:182



2005
-
06

2006
-
07

2007
-
08

2008
-
09

Fall 2010

All students identified for the
full year



886



925



1334



1483

354 new;
preliminary
fall report
1094

student appointments

non
-
testing/non
-

advisement





2539





2367





2869





2784



1464

students using testing
accommodations



494



402



480



790

188

# of tests administered



2451



2569



2696



2785

1996

Academic tests

2292

2221

2485

2588

1809

Pretests

151

329

203

190

181

Other tests

48

19

8

7

6

students using tutorial
services



91



82



89



104

109

students using alternate
format texts



52



57



63



96

32

students using tape recorded
notes



24



227



16



29

15

students using notetakers



158



52



154



139

89

students applying for course
substitutions



8



2



3



10

2

students requesting seating
assistance



23



18



24



30

11

students using FM systems



5



2



1



1

0

students using interpreter
services



9



11



12



13

9

students trained on
Technology

108

80

79

106

63

students using JAWS,
Zoomtext, Dragon



46



75



65



90

34


students requesting FT
status/PT enrollment



47



77



85



75

35


The Government Accounting Office (GAO)
Report 2009 entitled:


Higher Education and Disability: Education
Needs a Coordinated Approach to Improve Its
Assistance to Schools in Supporting Students
(
www.gao.gov/new.items/d1033.pdf
)


GAO

Report

Erie Community College

Students with disabilities represented nearly 11
percent of all postsecondary students in 2008,
according to a federal survey

Identified students with disabilities represent about 7
-
8%
of enrolled students.

Postsecondary schools are required to have an
individual who coordinates the school’s
compliance with the Rehabilitation Act and
ADA.

ECC 504/ADA Compliance officer is Darley Willis, Director
of Equity and Diversity

A procedure for requesting

accommodations or auxiliary aids or services

ECC has a college
-
wide procedure in line with other
postsecondary institutions that requires students to self
-
identify and provide documentation of disability to
support the need for accommodation.

The school must also have grievance
procedures that include steps to ensure
student can raise concerns fully and fairly and
provide for the prompt and equitable resolution
of complaints.



Complaints which cannot be resolved with the DSS
department are referred to either the Dean of Students or
the Assistant Academic Dean as a Grievance or to the
Equity and Diversity office for further investigation.

Written departmental procedures

DSS has written procedures which are constantly being
reviewed and updated to meet changes in legal
regulations and processes

Schools are required to assume costs incurred
for providing accommodations to students with
disabilities, unless doing so would result in an
undue burden or a fundamental alteration of
the program.

Most staff salaries are included in the College budget;
other than interpreter services most accommodations are
funded through the Carl D. Perkins grant.



Postsecondary schools provide a wide range of
accommodations to students with disabilities.

See chart page 8




Type of assistive
technology device

Description

ECC

Voice recognition
technology (or
voice input
technology)

Through voice recognition
technology, this software allows
a student to speak into a
microphone, and the commands
and text are relayed to the
computer.

Dragon Naturally Speaking
v 10 at all campuses

“Scribe pen”

This handheld pen records and
links class lectures and
discussions to handwritten notes
taken by the student on special
paper. Students can later place
the pen on the paper and play
back audio of the recorded
lecture at the point notes were
written.

Approximately 10 pens per
campus currently available.
Students have been
purchasing their own or
ACCES
-
VR or CBVH has
provided them.

Screen readers (or
voice output screen
review software)

Screen readers convert words on
a computer screen, including
electronic documents, e
-
mails
and internet pages, into voice
output.

JAWS (screen reader) 15
user site license college
-
wide


Kurzweil (content reader)
each campus

Premier any PC on campus
or off with XP,

Vista or Windows 7

SARA reading machines

Computer
screen
magnifiers

Screen magnifiers fit
over the computer
screen monitor and
magnify images that
appear on the
screen.

Zoomtext

15 user site license
college
-
wide

Switches,
trackballs, and
joysticks

These pointing or
typing aids for
computers and
keyboards can
replace a mouse and
be used to control a
keyboard by any
body part, for
example, the
forehead or foot.

As needed

Other:



Braille printers; high speed
scanners for production of
alternate format;

NCR paper for class notes; 20”
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Association for Higher Education and Disability


(AHEAD):


AHEAD Program Standards


AHEAD JPED Volume 24, Number 2:


A
Disability Services Evaluation Tool

The
iEvaluate

OSD Guidelines and Exemplars:

Lyman
Dukes III

University of South Florida St. Petersburg




The
iEvaluate

OSD Assessment Tool



The tool is intended to capture, in the fewest number of
questionnaire items possible, common daily practices of a
typical disability student services office
.
An
iEvaluate

OSD
evaluation form that can be reproduced free of charge for
office evaluation purposes is available
.


The
research question that guided the development of the
iEvaluate

OSD assessment tool was: “What service components
do postsecondary disability service experts perceive as
essential for inclusion in an office or program evaluation
instrument?”

Collect analyze

data

Program

Review

5 year plan

Annual
budget

Update

Annual action
plan