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Washington State University Health Sciences Spokane

Faculty Resources and Training

Access Services within the Division of Student Affairs at WSU Spokane has been charged by Washington State University with the responsibility of exploring possible coverage and reasonable accommodations for qualified students with disabilities for purposes of Section 504 of the Federal Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 (ADA) and the ADA Amendments Act of 2008.

Disability status and reasonable accommodation decisions are made by Access Services for students in the Colleges of Medicine, Nursing and Pharmacy at the WSU Health Sciences Spokane campus.

Access Services provides and coordinates accommodations, support services and programs that enable students with disabilities to maximize the quality of their experience at WSU Health Sciences Spokane by preventing discrimination and providing equal access to campus programs, services, and activities.

The Access Services office serves the faculty and students. We assist students once they are admitted to WSU, facilitate their requests and approve services. For faculty we are your resource and collaborator in ensuring the academic accommodations are in place and effective. If you as faculty have questions, problems establishing an accommodation, or need help on where to start, Access Services is here for you. We provide a variety of services for faculty delivering instruction, including by not limited to:

  • Troubleshooting/assisting with establishing classroom accommodations
  • Facilitation of extended time and low-stimuli testing environments
  • Providing consultation on working with various types of disabilities
  • Assist faculty in ensuring they have accessible course materials
  • Providing Faculty training & educational resources

The UCSF Faculty Training
Series is an eight part
online, video training
series to guide faculty
who work with students
with disabilities.

The Faculty Room was
created in consultation
with more than 30
campuses nationwide.
It includes a Knowledge
Base, Case studies, and
Promising Practices.

Faculty interested in
creating a more inclusive
learning environment for
all students will find
helpful tips in this
article on Universal
Design for Learning

Another excellent resource for more detailed information, including classroom manifestations and teaching strategies may be found on Colorado State University’s Access website:

Disabilites may include, but are not limited to:

Attention Deficit/Hyperactivity Disorders (ADHD)
Neurologically-based medical condition which is distinguished by persistent pattern of inattention and/or hyperactivity and/or impulsivity
Autism Spectrum Disorder
Range of complex neurodevelopment disorders, characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior

NIMH: Spectrum Disorders
Chronic Health Conditions
Long-standing illness that may include unpleasant and painful symptoms on a continual or intermittent basis

(Many websites available based specific to condition)
Hearing Impairments
Deaf or mild to moderate hearing loss
Learning Disabilities
Most common include reading (dyslexia), audio and visual processing disorders, math-related disorders (dyscalculia), executive functioning disorders
Physical and Mobility Impairments
Inability to use one or more extremity, lack of strength to walk, grasp or lift

(Many websites available based specific to condition)
Anxiety (includes PTSD) and mood (includes depression and bipolar) disorders
Visual Impairments
No vision or low level of vision (20/70) or less that cannot be fully corrected