Faculty Handbook

Speak directly to the person.  Explore your mutual interests.  The conversation need not be limited to issues of disability.

Persons with disabilities are usually accustomed to explaining their disability and accommodations.  Relax.  If you do not know what to say, allow the person with the disability to help put you at ease.

When you are unsure if a person with a disability needs assistance, ask.  For example, before you push someone’s wheelchair, ask if assistance is needed.  Ask how to proceed for ramps, curbs, or other obstacles.
It is proper to address a person who is deaf (via an interpreter) directly by speaking in first person, e.g., "Did you finish your report?"

Speak calmly and distinctly to people who are deaf or hard of hearing, or to those who have difficulty processing speech.  Look directly at the person, and use gestures and writing to supplement your spoken words.

Consider the time it may take for a person with a disability to say or do things.  Let the person set the pace for walking, talking, etc.  Give unhurried attention to someone who has difficulty speaking.  When necessary, ask questions that can be answered with a yes or no response.

Allow the student the same anonymity as other students.  Avoid pointing out the student or the alternative arrangements to the rest of the class.

When a student uses a service animal, it is important to understand that it is a working animal rather than a pet.  It should be left alone unless the student states otherwise.  Similarly, a wheelchair is considered to be a part of a person’s physical space, and treated with respect.

Provide a detailed course syllabus. Make it available in the department or on the MSU Billings website prior to the registration deadline. The Office of Civil Rights (OCR) requires educational institutions to inform students with disabilities of the services available to them, and OCR “strongly suggests" that class announcements and syllabus statements are the most effective method.

Course Instructors are encouraged to provide appropriate individual flexibility to all students. However, when disability-related accommodations are requested, Instructors should refer students to Disability Support Services and consult with DSS staff to identify strategies or accommodations which provide access and maintain academic rigor. If an accommodation is determined to be appropriate, faculty may coordinate it directly or ask DSS for assistance. 

Including a statement on your syllabus preserves students' privacy and indicates your willingness to provide accommodations. The following statement is suggested for use on syllabi:

For University Campus classes:

MSU Billings is committed to providing equal access and creating a learning environment that supports all students. If you anticipate or experience barriers related to the format or requirements of this course, please talk with me so we can find ways to ensure your full participation. If you need disability-related accommodations, contact Disability Support Services (DSS) at 406-657-2283, located in the College of Education, Room 135, or email disability@msubillings.edu. DSS coordinates accommodations and services for students with disabilities.

If you use DSS for exam accommodations, please schedule your exams through the Accommodate Portal as early as possible at https://msubillings-accommodate.symplicity.com/

For City College classes:

MSU Billings is committed to providing equal access and creating a learning environment that supports all students. If you anticipate or experience barriers related to the format or requirements of this course, please talk with me so we can find ways to ensure your full participation. If you need disability-related accommodations, contact Disability Support Services (DSS) at 406-247-3029, located in the Tech Building, Room A016, or email disability@msubillings.edu. DSS coordinates accommodations and services for students with disabilities.

If you use DSS for exam accommodations, please schedule your exams through the Accommodate Portal as early as possible at https://msubillings-accommodate.symplicity.com/

 

Define expectations early as students with disabilities often need time to arrange for support services through DSS. 

Use a variety of teaching methods.  Some examples are:

• Face the class when speaking
• Put your lecture outline online (or pass out a hard copy).
• Write key phrases on the whiteboard/smartboard.
• Present vocabulary aloud and in written form.
• Use visual aids to reinforce the lecture.
• Describe aloud any visual aids used during class.
• Illustrate abstract concepts with concrete examples.
• Give opportunities for hands-on learning where possible.
• Encourage students to use current technology, such as hand-held spelling devices or word processors for tests and assignments.  Faculty should be aware that penalties for misspelled but correct responses might put some students at a disadvantage due to their disability.
• Use closed captioning when showing videos in class.

Exam accommodations may be necessary to properly evaluate a student with a disability.  Examples of accommodations may include a distraction-reduced environment, extended time, a reader or scribe, and/or the use of a computer or adaptive equipment.  The DSS Director approves all disability-related accommodations. It is the student’s responsibility to meet with faculty to discuss the necessary accommodations well in advance of exams.

 

Procedures for arranging to take a test at DSS:
Student

1. Meets with Instructor to discuss exam arrangement
2. Contacts DSS to request time/space/assistance for an exam

Instructor

1. Meets with student to discuss exam arrangements

Informs DSS if there are any special instructions

Examples of special instructions may include:
        -Calculator allowed
        -Notes allowed
        -Open book
        -Dictionary allowed

Emails the test to DSS or makes another arrangement for DSS to get the test

DSS

1. Administers exam at the same time the class takes the exam. (Exceptions must be approved by the Instructor.)
2. Closely proctors all exams by video camera or live proctor.
3. Seals completed exams and returns to designated person (Instructor or administrative assistant).

Exams are kept in a secure file except during actual testing time or when being returned.

Disability Support Services invites Instructors to share any concerns regarding the alternative testing procedures or concerns regarding students with the Director of Disability Support Services.

THE STAFF OF DISABILITY SUPPORT SERVICES (DSS) OBSERVES THE FOLLOWING COMMON PROCEDURES TO ENSURE THAT STUDENTS RECEIVE APPROPRIATE TESTING ACCOMMODATIONS:

All exams should be scheduled in advance. Standbys may be accepted based on schedule availability.

The test will be given on the day and at the time scheduled. The amount of time authorized to complete the exam will be decreased by the amount of time the student is late.

Rescheduled exams are permissible with the consent of the Instructor and availability of DSS staff. Exams that are not taken by a student are shredded unless otherwise instructed.

It is the students' responsibility to notify the Instructor and DSS if they are not able to test at their scheduled time.
DSS staff are not authorized to modify instructions given by the Instructor.

Students are to remain in the assigned room once testing begins unless supervised breaks have been authorized. Staff may accompany the student during a break.

Students found with unauthorized instructional materials will be referred to the Instructor.

The following article by Ruth J. Fink, Ph.D. discusses how pop quizzes can be a valuable teaching tool, but may  create accessibility and fairness issues for students with disabilities:

The Accommodation Dilemma of Pop Quizzes

 

Requests for online testing accommodations must be completed by the student at the beginning of the semester.  The DSS Online Programs web page has more information, including links to apply for DSS services and what are considered reasonable accommodations for online classes. 

Tests can be delivered to DSS through one of the following options:

• Tests can be hand-delivered by the instructor to the Testing Center.
• Tests can be hand-delivered by the instructor to the DSS office which will deliver the tests to the Testing Center.
• Tests can be emailed to DSS where they will be printed and delivered to the Testing Center.

After receiving the test, DSS will use the following procedures:

• DSS will make necessary adjustments to test formats to ensure accessibility.
• If the tests are e-mailed, the test will only be kept on the computer for one week or until the student takes the test, and then the test is immediately deleted.
• On Friday, all paper tests WILL be destroyed unless the instructor advises differently (e.g., the student is absent or there is an unforeseeable testing delay).
• The test will be proctored according to the instructor’s directions to include the students’ qualifying accommodations.

Upon completion of the test, DSS will use the following procedures to ensure the integrity of the test:

• The test will be handled only by a staff member and placed in a sealed envelope.
• A confidential stamp will be used at least twice across the flap.
• The stamped flap will be covered with tape.  This will allow the instructor to see that the test has not been tampered with once it has left the Testing Center.
• The test will be placed in the instructor's mailbox or sent to the instructor via inter-campus mail if he/she is on the other campus.  If an instructor prefers, he/she can pick up the test at the Testing Center. 

DSS works with volunteers, workstudy students, and part-time help to provide access to classroom information and appreciates your cooperation in helping us to arrange for these assistants.

LAB ASSISTANTS perform the physical manipulation required for laboratory procedures, under the direction of the student with a disability.

READERS read text and describe visuals for students with various disabilities.

RESEARCH ASSISTANTS physically assist students with disabilities who are gathering research materials.

Interpreter Tips

• Direct questions and conversation to the student, not to the interpreter
• In class or group discussions, suggest that one student speak at a time to allow for the interpreter to catch up with what is being said
• Provide the interpreter with a list of technical terms and unfamiliar vocabulary to facilitate interpretation
• Notify the interpreter of schedule changes or class cancellations in advance

 

Students with disabilities need to become familiar with evacuation procedures and Areas of Rescue Assistance* in each building.  Students should be aware of at least two exits from each floor where they have a class (the elevator cannot be one of them).

In an on campus emergency, notify authorities immediately using the following numbers:

All emergencies: 911

University Police: 406-657-2147

Be aware of the location of pull alarms in each building.

In emergency situations, persons unable to use the stairways to exit a building will wait at the nearest designated Area of Rescue Assistance* location, if safe to do so, until someone comes to help them evacuate the building. Designated Areas of Rescue Assistance* locations are indicated by signs in buildings with stairwells. Montana State University Billings Campus Police or the Billings Fire Department will check all designated Areas of Rescue Assistance* locations for people who need assistance in the building when an evacuation is in progress. In cases of fire drills, persons needing assistance will be advised by those conducting the drill that if there had been a fire or other emergency, they would have received the help necessary to leave the building. Under no circumstances should anyone use the elevators, nor should any person who is disabled be carried down the stairways unless by trained personnel during an actual emergency evacuation. Be aware of the Areas of Rescue Assistance* in each multistory building.

If you know that someone needs evacuation assistance, notify rescue personnel immediately.

Keep Doors to Stairwells Closed.

Some MSU Billings' fire alarms are also equipped with flashing lights since deaf students may not hear the audio emergency alarms. It may be necessary to communicate with the hard-of-hearing student by writing a note to explain the emergency.

Students who are visually impaired may need to take someone's elbow and be escorted to the nearest emergency exit.

Wheel Chair Evacuation Areas: It is the responsibility of people in wheelchairs to familarize themselves with the locations of exits and Areas of Rescue Assistance.*  Please contact Disability Support Services at 406-657-2283 voice/VP or the University Police Department at 406-657-2147 if you have any questions.

*Areas of Rescue Assistance refers to a designated location where a person may wait for rescue personnel.  The wording is not meant to imply compliance with ADAAG requirements required for new multi-story buildings.

The age of onset of hearing loss will have a great impact upon the student’s English ability, both spoken and written. Generally, English is considered a second language for persons who are deaf.  Students who use interpreters will need to watch the interpreter and Instructor at the same time.  Therefore, they will sit at the front of the classroom.  Due to eyestrain, it is essential to have a short break every hour.  This will assist the interpreter as well.  

Sample Accommodations

Deaf or hard of hearing students typically access lectures, classroom discussions and activities, and exam instructions in three ways:

• Sign Language Interpreters: DSS does not staff interpreters but rather contracts with professional interpreters to provide access. You will be contacted by the student and interpreter before the start of the semester and may be asked to provide a copy of your syllabus and the textbook, if an extra copy is available.
• Remote Captioning: You will be asked to wear a lapel microphone. The student uses their personal device to contact the captioning service via Skype or Google Talk, and a trained transcriptionist types the lecture content in real time. The student is able to immediately read what is being spoken and receives a transcript of the lecture after class.
• FM Unit: Again, faculty are asked to wear a microphone which is paired with an amplification device that the student wears in their ear or around the neck. It is important to pass the microphone when there are questions or discussions, or to repeat the question for the benefit of the hearing-impaired student.

Environmental techniques

Allow students who are deaf or hard of hearing to sit in the front row or other optimum locations

Avoid standing with your back to a window or other sources of light because the glare makes it difficult to read lips and facial expressions

Maintain enough light during videos to enable the student to see the interpreter and the notetaker to take notes

Use closed captioning when possible

Suggest that hearing aid wearers adjust their hearing aids when there will be a noisy environment

Be aware that closed circuit FM systems are available from DSS to transmit lectures in large classrooms to students who are hard of hearing

Inform the student who is deaf or hard of hearing by touch, signal or note to evacuate the building in an emergency

Communication techniques

Confer with the student to determine the rate and volume of voice communication which will promote comprehension

Convey your message through facial expressions, gestures, and other body language

Avoid blocking the area around your mouth to facilitate lip reading

Avoid speaking with your back to the person who is hard of hearing

Avoid pacing and speaking while writing on the board

Check for comprehension by asking for explanations or illustrations

Restate questions that are asked by class members

Allow time for students who are hard-of-hearing or deaf to participate in discussion

Instructional techniques

Provide a detailed syllabus and lecture outline

Use electronic mail for private and class discussions

Supply a list of terminology and unfamiliar words or terms

Utilize overhead projectors as a substitute for board work so that you can face the class while writing

Write key words or phrases of the topic being discussed on the overhead projector (or board) to improve understanding

Post notices of class cancellations, assignments, etc.

If you have a complete set of class notes, it is useful to allow students who are deaf or hard of hearing to make copies of your class notes.

Students with learning disabilities are the largest population of students served by DSS. Learning disabilities affect the manner in which individuals acquire, integrate, and/or express knowledge.  Learning disabilities (LD) may affect a student’s performance in reading, writing, spoken language, mathematics, or orientation to space and time. Students with LD report they learn best when Instructors provide an accessible classroom, such as writing down key terms during lecture, giving opportunities for hands-on activities, and using all modalities when teaching.    

Sample Accommodations  (this is not an all-inclusive list)

Notetakers and/or audio taped class sessions

Visual, aural, and tactile demonstrations incorporated into instruction

Computer with voice output, spellchecker, and grammar checker

Alternative testing

Physical access is one of the major concerns for students with a mobility challenges.  Students may encounter unavoidable delays when, for example, a vehicle blocks a ramp. When a course requires travel to other locations, those locations must be accessible. In order to participate fully in classroom activities, students may need to use Educational Assistants.  

Sample Accommodations (this is not an all-inclusive list)

Alternative testing

Lab assistants

Classrooms, labs, and field trips in accessible locations

Adjustable tables; lab equipment located within easy reach

Class assignments and notes made available in electronic format

Assistive technology

Psychological disabilities include depression, bipolar disorder, anxiety disorders including Post Traumatic Stress Disorder, and schizophrenia, among others.  On rare occasions, classroom behavior can become an issue.  Students with disabilities who violate the student conduct code are subject to discipline according to that code. Faculty may want to discuss privately with the student what is and is not appropriate. DSS staff is available to consult on these issues.

Some students undergoing treatment take prescription medication to help control symptoms.  This medication may have side effects such as drowsiness or disorientation.

Sample Accommodations (this is not an all-inclusive list)

Alternative testing

Time extensions

Students with a seizure disorder may be affected at any time with little or no warning.  Some medications can lessen or control seizures, but produce side effects such as slowed response and impaired coordination.  

What should you do if someone has a convulsive seizure?

Keep calm and reassure other people who may be nearby. This is an important step! Check the carotid artery for a pulse. If you feel one, the person is not suffering from a heart attack, generally not connected with seizures. Clear the area around the person of anything hard or sharp. Loosen ties or anything around the neck that may make breathing difficult. Put something flat and soft, like a folded jacket, under the head. Turn the person gently onto his or her side. This will help keep the airway clear. Do not try to force the mouth open with any hard implement or with fingers. It is not true that a person having a seizure can swallow his or her tongue, and efforts to hold the tongue down can injure the teeth or jaw. You can lose a finger if you put one in the mouth. Don’t hold the person down or try to stop his or her movements. Don’t attempt artificial respiration except in the unlikely event that a person does not start breathing again after the seizure has stopped. Stay with the person until the seizure ends naturally. Be friendly and reassuring as consciousness returns. Offer to call an RA, friend, or relative to help the person get to their room if he or she seems confused or unable to get there by himself or herself.

Should an ambulance be called?

If you know the person has seizures it is usually not necessary to call an ambulance unless the seizure lasts for more than 10 minutes, unless another seizure begins soon after the first, or unless the person cannot be awakened after the jerking movements have stopped. If the person shows evidence of serious bleeding or other injury resulting from the seizure, escort the student to the nearest health services for attention, Keep in mind that the student may speak with you, but not remember any conversations until fully recovered from the seizure.

What does a seizure look like? Do they last long?

A convulsive seizure happens when the whole brain is suddenly swamped with extra electrical energy. It often starts with a hoarse cry caused by air being suddenly forced out of the lungs. The person may fall to the ground unconscious. The body stiffens briefly, and then begins jerking movements. Bladder or bowel control is sometimes lost. The tongue may be bitten. A frothy saliva may appear around the mouth, caused by air being forced through mouth fluids. Breathing may get very shallow and even stop for a few moments. Sometimes the skin turns a bluish color because the lower rate of breathing is supplying less oxygen than usual. The jerking movements then slow down, and the seizure ends naturally after a minute or two. After returning to consciousness the person may feel confused and sleepy, In some cases, only a very short recovery period is required, and most people can go back to their normal activities after resting for a while.

There are several kinds of speech/communication conditions, including stuttering, articulation problems, and voice disorders.  The ability to enunciate is not a measure of intelligence. Most students with speech disorders have a means of communication that is effective for them.  Faculty should encourage these students to use their preferred mode of communication.

 

Considerations:

• Check with the student to ensure materials work with their assistive technology
• Use clear, descriptive language when giving directions (e.g., “to your left”)
• Identify yourself when beginning a conversation and let the student know when you are leaving
• Use new, dark markers on whiteboards for better visibility

Sample Accommodations:

• Large print (black on white) handouts, signs, and labels
• Texts in alternative formats (audio, digital, or Braille)
• Enlarged text on computers or displays
• Audio recording of lectures (with appropriate permissions)
• Tactile graphics, raised-line drawings, or models
• Enlarged visual displays (e.g., screen-connected microscopes)
• Access to assistive technology, such as screen readers, optical character recognition (OCR), and Braille devices (available in LI 158)

There are a number of other disabilities and medical conditions that may interfere with a student’s academic work, concentration, and attendance.  Some students may be in pain or be taking medication with varying side effects, such as drowsiness.  The same general accommodations would apply here.  Questions about various disabilities may be directed to DSS.