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
UCSF Medical Student Disability Services (MSDS) and UCSF Student Disability Services (SDS) in partnership with colleagues from around the country (Case Western Reserve University, Duke University, Northwestern University, Samuel Merritt University, Stanford University School of Medicine, the University of Washington, and Weill Cornell Medicine), developed The UCSF Faculty Training Series, an eight part online, video training series to guide faculty who work with students with disabilities.
To view the modules, please visit http://meded.ucsf.edu/msds/faculty-training-modules
The Faculty Room was created i consultation with more than 30 campuses nationwide. It includes a Knowledge Base of Q&As, Case studies based on real situation, and Promising Parctices: http://www.washington.edu/doit/programs/accesscollege/faculty-room/knowledge-base.
Faculty interested in creating a more inclusive learning environment for all students, including those with disabilities, will find some helpful tips in this article on Universal Design for Learning (UDL): Teaching Tips for an UDL-Friendly Classroom
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||www.add.org|
|Learning Disabilities||Most common include reading (dyslexia), audio and visual processing disorders, math-related disorders (dyscalculia), executive functioning disorders||www.ncld.org|
|Psychological||Anxiety (includes PTSD) and mood (includes depression and bipolar) disorders||www.apa.org|
|Chronic Health Conditions||Long-standing illness that may include unpleasant and painful symptoms on a continual or intermittent basis||Many websites available specific to condition|
|Autism Spectrum Disorder||Range of complex neurodevelopment disorders, characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior||https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml|
|Physical and Mobility Impairments||Inability to use one or more extremity, lack of strength to walk, grasp or lift||Many websites available specific to impairment|
|Visual Impairments||No vision or low level of vision (20/70 or less that cannot be fully corrected||www.nfb.org|
|Hearing Impairments||Deaf or mild to moderate hearing loss||www.nad.org|
An excellent resource for more detailed information, including classroom manifestations and teaching strategies may be found on Colorado State University’s Access website: http://accessproject.colostate.edu/disability/.