Instructor Handbook: Teaching Students With Disabilities
(Links to WORD and PDF versions of this brochure are on the right)
Table of Contents
- Introduction
- Mission
- Mandates
- Six Main ODS Service Areas
- Seven Points to Guide Instructors
- Frequently Asked Questions
- Specific Suggestions for Instruction
- Special Considerations
- Emergency Procedures
- Students With Mobility Limitations
- Elevator Breakdowns
- Students Who Are Blind/Low Vision
- Students Who Are Deaf/Hard of Hearing
- Seizures
- Contact Information
Introduction
The Office for Disability Services (ODS) provides services, auxiliary aids, and accommodations for students at The Ohio State University with documented disabilities. At the same time, ODS assists faculty in their responsibilities to ensure all students have access to classroom instruction. This instructor handbook is a guide to assist you in this endeavor.
Mission
The mission of The office for Disability Services is to collaborate with and empower students who have disabilities in order to coordinate support services and programs that enable equal access to an education and university life.
Mandates
There are two legal mandates that protect students with disabilities from discrimination and ensure that they have equal access to all aspects of university life. These laws include Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990.
Section 504 of the Rehabilitation Act states: “No otherwise qualified individual with a disability in the United States…shall, solely by reason of his or her disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”
Title II of the ADA states: “A public entity shall make reasonable modifications in policies or procedures when the modifications are necessary to avoid discrimination on the basis of disability, unless the public entity can demonstrate that making the modifications would fundamentally alter the nature of the service, program, or activity.”
In our efforts to provide appropriate services, ODS works to make sure services are in compliance with the law. At the same time, we are available to assist you in making sure that your efforts as instructors of students with disabilities are also consistent with the law. ODS maintains a close and collaborative relationship with the ADA Coordinator's Office to ensure compliance. You also are welcome to contact this office at (614) 292-6207.
Six Main ODS Service Areas and Your Involvement With Them
ODS collaborates with students with documented disabilities and their instructors to provide reasonable accommodations, auxiliary aids, and support services that are based upon documentation, functional limitations, and a collaborative assessment of needs. Students are taught to use advocacy skills to request authorized accommodations specific to class needs and personal preference. ODS may not be able to meet all personal preference requests but does provide reasonable accommodations/auxiliary aids. Students need to be involved in service decisions and request accommodations. Instructors are involved in a myriad of ways, i.e. assisting students in arranging for note takers, helping to facilitate the exam taking process, and collaborating with students and ODS staff to make sure their textbooks are converted to alternative media when needed. Clearly, students, ODS staff, and faculty need to work together to ensure access to the classroom and learning.
Note: ODS does not provide personal assistance or equipment, i.e. homework assistance, typing, personal laptops, or personal aids.
There are six main service areas at ODS. They include:
- Exam Accommodations
- Alternative Media
- Sign Language Interpreting/Transcribing Services
- Assistive Technology and Training Center (ATTC)
- Note Taking Assistance
- Counseling and Auxiliary Aids Staff Support
1. Exam Accommodations
ODS works with students and their instructors to create an exam situation that emulates the class as closely as possible and yet allows students to use the needed exam accommodation(s) necessary to help level the playing field. Instructors are critical partners in the collaborative process to ensure that students get appropriate accommodations for their exams. Any student who requests exam accommodations from you will ask you to fill out a proctor sheet. After you complete the proctor sheet, students may schedule to take exams in one of 14 studio spaces or alternate spaces in order to use the specific accommodations appropriate for their needs and class needs. Exam accommodations include but are not limited to:
- Extra time, generally 50 percent extra time or possibly double time
- Distraction-reduced space
- A reader and/or a scribe
- Use of a closed-circuit television that enlarges print
- Audiotaped exams or exams converted to electronic formats
- Computers
- Assistive technology
- Adjustable tables
- Enlarged-print exams
2. Alternative Media
ODS converts textbooks, exams, and other print materials into a more usable format than the original print version for students who are unable to use traditional print. Those students who use this accommodation are students who are blind or have low vision, students with learning disabilities in reading, and students with upper-body mobility limitations. The role of faculty for this auxiliary aid is to identify for ODS the print materials used for a given class. The creation of a textbook in alternative format is labor intensive and time consuming; therefore, early textbook identification is critical. Delays in textbook identification may result in students not being able to access their textbooks when all other students are able. Alternative formats include:
- Audio output: Audio output is accomplished via the use of scanned books that are then read by computer screen reading software. The computer reads aloud scanned text to students while the text is displayed and highlighted on the screen. Another option for audio output is by converting the same scanned files into CDs, which allows a student to listen using a portable CD player. Books on tape are no longer used frequently, but they are still used with scientific/symbolic type materials.
- Enlargements: Low-vision students may request the above formats as well as paper enlargements (up to 11 x 17 inches) or electronic image files such as Portable Document Format (PDF) to view their books using a computer with screen enlargement software.
- Braille: Braille transcription using Duxbury computer software is provided when a student prefers Braille.
- Tactile Images or Raised Line Images: Some students need to be able to feel graphic images, so tactile images are created for their use.
3. Sign Language Interpreting/ Transcribing Services
Students who are deaf or hard-of-hearing can choose one of the following classroom accommodations:
- Interpreting/Transliterating - A team of American Sign Language interpreters will interpret/transliterate all academic related activities, i.e., lecture, recitation, lab, study groups. This service is recommended for native signers.
- TypeWell transcription - A transcriber will provide a script, in real time, through a laptop computer screen for all academic-related activities, i.e., lecture, recitation, lab, study groups. This service is recommended for non-signers and for classes with dense medical, scientific, or technical content or vocabulary.
The assistance that faculty can provide with these types of auxiliary aids is to help identify a location for interpreters so that they can be easily seen by a student who is deaf or make sure that both the student and transcriber have appropriate seating.
4. Assistive Technology Training Center
The Assistive Technology Training Center (ATTC) is a computer lab housed within ODS. The ATTC is designed to provide access to the latest in assistive technology (AT) software and hardware as well as provide a quiet and studious computing environment for all ODS students. Offering 16 workstations that are separated by carrels to minimize distraction and enhance productivity, the ATTC computer lab also features various assistive technology programs designed to assist students with disabilities. Below are descriptions of some of the types of software and hardware available in the ATTC:
- Reading/Writing Enhancement Software The ATTC computer lab has several programs that are specifically designed to assist users with reading and/or writing learning disabilities. Among the many tools these programs offer is a feature to scan textbook materials into the computer and then have it read out loud, often referred to as text-tospeech function. This function can also benefit students with attention deficit hyperactivity disorder (ADHD) as it can enhance focus and concentration.
- Voice Recognition Software The ATTC has a voice recognition station with software that allows the user to “type” hands-free. The user simply speaks, and the computer types. This is helpful for people who have difficulty typing, who have no ability to type, or who compose thoughts and ideas better orally.
- Screen Magnification Software Beneficial to students who are blind or have low vision, screen enlargement programs magnify the computer screen (in part or in entirety) and allow students to see with better clarity and focus.
- Screen Reader Software All workstations in the ATTC computer lab have software that can read aloud everything that is on the computer screen including Internet sites and word processing applications. This software accommodates users who are blind or have low vision.
- Alternative Input/Output Devices The ATTC has alternative input devices such as enhanced mice, an enhanced keyboard, a closed-circuit TV magnifier, and a refreshable Braille keyboard. The ATTC also offers some workstations with adjustable height tables and workstations for left-handed users.
The ATTC computer lab is open to all students registered with ODS regardless of disability. Students can arrange individualized training sessions with ATTC staff to learn how to use the technology and to advance their skills. All workstations have access to printers, the Internet, e-mail, and word processing programs as found in most campus computing sites.
5. Note Taking Assistance
Some students need note takers due to the functional limitations of their disability. They may come to you with a letter from ODS asking for assistance in locating a note taker. If the student is unable to find a note taker without your assistance, it is important that you assist the student in finding a volunteer note taker by making an announcement in class without revealing the student's name. If you have a graduate student in class to assist you and if this person takes notes, these notes may be another option. If you feel your notes are good, sharing your notes would be a third option.
ODS is hopeful that a volunteer is found. If you are able to find a volunteer, ODS can provide a note taker with a bookstore gift certificate once the class is completed. The amount varies with the number of credits for the class.
If you continue to have difficulty finding a note taker, contact the student's disability counselor. It is critical that a student who requires note taking services receive this service. Not providing this service is not an option for ODS nor for you. It is best to collaborate with the student's ODS counselor to determine the next step if a note taker cannot be found.
Many faculty and departments have developed web site guided notes. This has been extremely helpful to many students who lack the ability to keep up the pace when taking thorough notes. It may also be appropriate for some students to tape a class.
6. Counseling and Auxiliary Aids Staff Support
The primary goal of each staff member at ODS is to make sure that students with disabilities have equal access to an education at The Ohio State University. Staff can also assist instructors with making decisions about reasonable accommodations, curriculum modifications, class adjustments, and instructional strategies for working with students who have specific disabilities. The following are some of the various staff who work at ODS:
- Counseling Staff: Students are assigned to a disability counselor who is trained and knowledgeable about specific disabilities. The counselors work with students on issues of academic accommodations, disability adjustment, advocacy skills, learning strategies, transition, and career planning.
ODS staff members may act as advocates for students to ensure access to appropriate accommodations/auxiliary aids. They may serve as consultants to faculty and staff on disability-related issues, provide in-service training for the university community, as well as participate on various university committees. - Accommodations/Auxiliary Aids Staff: ODS staff assist students in accessing exam accommodations, getting printed materials converted to accessible formats, and learning how to use assistive technology. Still others are in the classroom and at various university events providing sign language interpreting or transcribing.
Seven Points to Guide Instructors
- Provide accommodations for students with disabilities by collaborating with the student and ODS. Although ODS is the designated campus office to provide appropriate accommodations and auxiliary aids for students with disabilities, in order for most accommodations to occur, instructors, students, and ODS staff must collaborate, communicate, and follow through on commitments in a timely fashion.
- Include a statement regarding accommodations in your syllabi. This message should state, “If you are a student with a disability and need accommodations, you are welcome to meet with me to discuss arrangements for the accommodations.”
- Meet with students with disabilities regarding disability matters, and maintain their confidentiality. Conduct disability-related meetings in a private location. They may be requesting assistance getting notes or asking you to fill out a proctor sheet, a form used to facilitate taking exams with accommodations at ODS. In either event, privacy is essential.
- Work with ODS to provide students print materials, i.e. textbooks, handouts, etc., converted to alternate formats in a timely manner. Students need to get materials at the same time as their peers. Therefore, it is critical that you inform ODS about the textbooks you plan to use and all other print materials as soon as you are requested to do so either by a student or ODS.
- Do not feel obligated to provide accommodations if a student with a known disability has not requested them. In other words, you are not asked to guess or predetermine what a student may need. Students have the right to choose not to use accommodations. On the other hand, if a student asks retroactively to fix a problem because he/she has failed to use accommodations, you are not under any obligation to do so.
- Do not provide accommodations to a student who is not registered with ODS. Not all students with disabilities are registered with ODS. This office is the only office designated to review documentation of a disability and determine eligibility for specific accommodations for students. If in doubt, ask the student to provide a letter from ODS. Also, if a request for an accommodation is questionable or seems unreasonable, consult with the student's disability counselor.
- Work with ODS to provide individualized accommodations, auxiliary aids, and support services based upon disability documentation, functional limitations, and a collaborative assessment of student needs. ODS generally coordinates services for students with disabilities, but should you choose to provide accommodations without making arrangements through ODS, it is important that you provide appropriate accommodations.
Contact the student's disability counselor if you are uncertain what is appropriate.
Feel free to call ODS at (614) 292-3307 to discuss specific situations or need for clarification about these questions and answers.
Frequently Asked Questions
Q: Who is responsible for determining appropriate accommodations?
A: ODS is the office on campus that determines appropriate accommodations. The office bases decisions upon documentation collected from a student with a disability, the student's functional limitations, and the student's clarification about specific needs and limitations.
Q: Am I required to provide exam accommodations to students who request it?
A: Yes. The Rehabilitation Act of 1973, Section 504, as well as the Americans with Disabilities Act (ADA) protect students with disabilities. These laws require that qualified students with disabilities get equal access to an education, including exam accommodations.
Q: A student has asked for accommodations. How do I know the student truly has a disability and needs accommodations?
A: You may ask the student to provide you with a letter verifying that he or she has a disability. The student, if registered with ODS, will be given a letter within 24 hours after a request is made. ODS has a file with documentation of the disability for every student who is registered with the office. The specifics of the disability cannot be disclosed due to confidentiality issues.
Q: A student with a disability has requested that she take an exam at oDS. How do I know that my exam will be safe and that the student will get no unfair advantage?
A: ODS has developed a systematic and secure procedure for getting exams from faculty and returning them once the student has taken the exam. We have rigid check in and check out procedures for exams, and no student is able to take an exam with appropriate accommodations without authorization. While exams are at ODS, they are kept in a locked file. As students are taking the exam, they are monitored. Test studios have small windows to enable the staff to periodically view the students while they are taking tests. Each in-house exam studio is outfitted with a video monitoring device. ODS staff may do a periodic room check. Any inappropriate behaviors or exam materials are reported back to the instructor. Occasionally, there are a few issues, but ODS works diligently to rectify any problems. Suggestions and feedback are always welcome.
Q: Students with disabilities ask me to fill out proctor sheets. I have a million things to do. I don't mind if they use exam accommodations, but do I have to fill out that form?
A: Yes. In order for students to arrange for exam accommodations at ODS and in order for ODS to administer your exam to your student, you must quickly and completely fill out the proctor sheets. It is often very helpful to meet with the student during office hours so that you and the person requesting accommodations can complete the proctor sheet together and are in agreement about the arrangements for the administration of your exam. Not only does the proctor sheet help facilitate scheduling and preparing to administer exams with appropriate accommodation, but it also helps ODS to administer the exams using your specific requirements for the entire quarter.
Q: I've been debating about what book I want to use for my class, but oDS keeps asking me to select a book ASAP. Do I have to?
A: Yes. Textbook conversion is a time-consuming, labor-intensive task, and ODS has over 400 books or other reading assignments quarterly to convert to electronic formats, audio tapes, Braille, or enlargements. Students who have difficulty reading need to be able to access their textbooks at the same time as others in the class. By delaying the selection of textbooks, ODS may not be able to get books converted to an appropriate format in a timely fashion. This means students may have to start the quarter without access to their textbooks. No one wants to contribute to a student getting behind or failing a class.
Q: When I have a student who is deaf in class, am I required to have an interpreter or transcriber in the class, too? My class is very crowded, and the students sometimes watch the interpreter instead of me.
A: Yes. You are required by law to have what is essential for the student to have equal access to an education, and this includes having a sign language interpreter or transcriber in the classroom when there is a need. Students will adjust in a few days and eventually will ignore the interpreter.
Q: A student in my class asked me for assistance getting notes. After I have made these arrangements, the student has missed most of the lectures. Should he be getting these notes?
A: If a student with a disability regularly skips class, then he or she has no right to get notes on the days skipped. The note taker should be informed of this. If the student has a legitimate excuse for the absence, i.e. illness, death in the family, handle the situation as you would with all other students.
Q: I have a student who is having difficulty in my class. I think he may have a disability. What should I do to help him?
A: Talk privately with the student to discuss your observations. The student may reveal he has a disability. If this is the case and the student is registered with ODS, suggest that he talk to his counselor in this office. The student may also be referred to ODS for diagnostic testing for a suspected learning disability, or ODS may refer students to other qualified professionals for other disability diagnoses. Suggest that the student call ODS at (614) 292-3307 for further information.
Q: Am I required to lower the standards of a required assignment because the student has a disability?
A: No. Standards should be the same for all students; however, some students with disabilities may exhibit their knowledge, production, and other course expectations differently than their peers. For example, a student with a learning disability in writing may produce an essay exam by using a computer or scribe rather than writing out an answer without the use of accommodations. The quality of the work should be the same.
Q: I have a student with a disability who is behind in her schoolwork. This student has missed a number of classes and has not handed in several assignments. Although she has taken a midterm and used accommodations, she received a D for the midterm. At this point, she is not passing the class. Do I have a right to fail a student with a disability?
A: The student with a disability has the same right to fail as anyone else. Their work should be equivalent to their peers. It may be a good idea to discuss your observations with this student just as you would with anyone else in your class who is experiencing difficulty.
Q: I have a student who is blind in my chemistry lab. How is he going to participate and be graded in his lab work?
A: If possible, assist the student in getting a lab partner or assign a student assistant to work with the student with a disability. In either situation, the student who is blind should direct the assistant to carry out the functions of the lab assignment. If a volunteer lab partner cannot be found, suggest to the student that he needs to contact ODS as soon as possible for assistance in getting a lab partner. The speed in making these arrangements is critical so that the student will not fall behind. In most situations, students have made arrangements for a lab assistant prior to classes starting.
Q: Do I have any recourse if I disagree about requested accommodations?
A: To clarify any disagreement about a requested accommodation, first contact ODS at (614) 292-3307. Start with the student's disability counselor, but you are also free to talk to the director of ODS. If the disagreement continues, you can contact Ohio State's ADA coordinator at (614) 292-6207. Occasionally, some students may ask for unreasonable accommodations. These requests are not authorized by ODS. When in doubt, call the office to discuss your concerns.
Q: We are making a decision about accepting a student with a disability into our professional degree program. I am concerned about the cost of providing accommodations, the extra time this student will require, etc. Are we required to accept this person?
A: Students with disabilities need to meet the same requirements as all other students when considering acceptance in a program. If a student with a disability meets the same requirements as other applicants and is otherwise qualified, then any disability-related concerns cannot be taken into consideration.
Q: A student came to me in the sixth week of the quarter requesting accommodations. I feel this is too late to ask for accommodations and arrangements should be made at the beginning of the quarter. I even made an announcement on the first day of class to meet with me about these arrangements. Do I have to provide accommodations for someone this late?
A: Yes. There could be numerous reasons why a student makes a late request. Perhaps he or she could not get documentation of his or her disability any earlier and, therefore, could not initiate accommodations earlier. Some students try to take a class without accommodations but find that they aren't doing well and need accommodations.
Whatever the reason, students may make requests for accommodations any time during the quarter.
There may be a few situations where students make a request for accommodations so late that appropriate arrangements are impossible to make. An example of such a request might be a student requesting an entire textbook be converted to alternate format at the end of a quarter. You must provide accommodations only at the point when a student makes a request and you and ODS are able to make appropriate arrangements. The student is too late if he or she reveals a disability after the completion of a class and requests deletion of unsatisfactory grades.
This section of the publication was previously published as part of a grant commitment funded by the U.S. Department of Education under grant #P333A990046. It has been updated for this publication, and additional questions have been added.
Specific Suggestions for Instruction
Students with disabilities vary considerably, even those with the same disability. For example:
- Some students have no vision; some are able to see large forms; others can see print if magnified; and still others have tunnel vision with no peripheral vision or the reverse.
- Some students use Braille, and some have little or no knowledge of Braille.
- Students who are deaf are often expected to use sign language; however, some students who are deaf do not use sign language.
- Some students with learning disabilities have difficulty with reading and writing but excel in math. Others can read and write well and perform math problems well, but their pace is below that of an average student.
Since students with disabilities vary so much, ask them about instructional strategies that might be helpful to them.
Students do not have to tell you the nature of their disability. As you probably already know, most of the students who come to you requesting accommodations have invisible disabilities. Some will choose to tell you, but many may choose not to discuss the specifics of their disability. What they have been instructed to do is self advocate and make requests for accommodations. Some will want to discuss their disability and not request accommodations. Accommodations may not be needed in every class. Please note that, although a disability is invisible, those who request that you complete a proctor sheet or provide you with a letter verifying a disability or a letter requesting assistance recruiting a note taker have a diagnosed disability. ODS has documentation that verifies the disability. The functional impact of an invisible disability may be just as impactful in an academic setting as someone with a more visible disability.
Students with disabilities vary in their academic success. You need to expect that some students with disabilities using accommodations will get A's on every test whereas some may fail every test. Just because a student gets A's doesn't mean that student doesn't need accommodations.
There are often special considerations when instructing students with disabilities. The following good teaching practices may be helpful to all students in the class.
Practice universal design for learning.
Universal design for learning is an approach to designing course instruction, materials, evaluation, activities, and content in such a way that all people can participate in the educational process without adaptation or retrofitting. Using this concept, accommodations would likely not be necessary because options for learning and evaluation are available to anyone participating in a class. This approach to teaching and learning is an ideal, but incorporating some aspect of this instructional approach may be feasible as well as helpful to students. Additional information can be found at ftad.osu.edu/publications/ teachinghandbook/chap-4.pdf.
Make sure web-enhanced instruction is accessible. If any of your classroom instruction is on the web, check with the Web Accessibility Center (WAC) at (614) 292-1760 or visit www.wac.ohio-state. edu to make sure your instruction is accessible.
Collaborate and take responsibility in your role in providing accommodations. Provide opportunities to meet with students, fill out proctor sheets, assist in getting note takers, inform ODS of textbooks when requested, provide ODS with exams when students need to take exams, and consult.
Be responsive to the needs of students with specific disabilities.
Examples of such situations are:
- Don't turn your back to a student who is deaf or hard of hearing. He or she may be reading your lips.
- If you have a student who is blind, refrain from vague language such as “Look at this” and “Examine that.” Use words to describe what you and others see.
- Assist with preferential seating when necessary, and provide students who are blind with orientation to the classroom by describing the physical layout of the room including any obstacles, furniture, lecture position, location of steps, or any low-hanging objects.
- Assist with making arrangements for a room change if the room is inaccessible and you have a student who needs an elevator in order to gain access to the classroom. Do not suggest to the student to drop the class. Students must have access to all classes.
- Students with disabilities may have additional helpful suggestions. Most are knowledgeable about their disability, the strategies and accommodations that work for them, and the assistive technology that they use.
- Learning support strategies are helpful to students with learning disabilities, ADHD, head injuries, or other cognitive disorders.
- Particularly helpful are strategies and aids that provide structure. Some examples are a comprehensive syllabus that clearly delineates expectations and due dates; study aids such as study questions, study guides, opportunities for questions and answers; and review sessions to help the student who needs a lot of repetition.
- Be receptive to students meeting with you for clarification during office hours.
- Also, students may ask for assistance in identifying a “study buddy,” another student who is willing to meet regularly to review notes, explain complex materials, and provide two-way quizzes.
- Be sensitive to disability-related classroom etiquette. For example:
- If a student has a guide dog, understand that this is a working animal. They must be allowed in the classroom, but do not feed or pet a guide dog.
- Interpreters are in the classroom only to facilitate communication and must not be asked to do other things like run errands, proctor an exam, etc. Speak to the student who is deaf and not to the interpreter. The interpreter will voice student questions.
- Never discuss disability-related arrangements in front of the class unless it's a situation where there is no chance that the student with a disability will be identified.
Emergency Procedures
Emergencies such as fires and tornadoes occasionally occur as well as emergency drills. Instructors and staff should develop a plan of action if they are aware that they have a student with mobility, visual, or hearing limitations in their classroom. Ultimately, the person with a disability is responsible for his/her own safety in an emergency situation, but it is important that classroom instructors play a role in student evacuation. If you need assistance in developing a plan, contact the ADA Coordinator's Office at (614) 292-6207. The following are some suggestions:
Students with Mobility Limitations
In case of fire or tornado, individuals with mobility limitations should be directed to an area of refuge. This can include a stairway, a classroom adjacent to a stairway with a fire-rated door or walls, or an internal room away from windows (in case of tornadoes). Note the location of the stairway or adjacent room. The student should not block the stairway. This can result in harm to the student and others as people evacuate via the stairway.
- The instructor should alert emergency personnel of the location and need for evacuation of the person with a disability.
- Assist the student with limited mobility to access an area of refuge, and let him or her know you will be contacting appropriate rescue personnel.
- If you have a cell phone and the student does not, leave the cell phone with the student.
- In most instances, do not attempt to carry a person in a wheelchair. You can injure yourself or the student.
Elevator Breakdowns and Repair
With such a large number of buildings on campus, elevator breakdowns are a relatively common occurrence and can be extremely inconvenient or even life-threatening to a person who uses a wheelchair. When an elevator ceases to operate, contact the Physical Facilities Service Center at (614) 2926158 immediately. If a person who uses a wheelchair is stuck on an upper-level floor and uses a respirator to breathe, time is of the essence. Consult with the person in question to determine the amount of oxygen remaining in the respirator and assess their desire for emergency rescue.
If there is a breakdown of the main elevator and there is a freight elevator available, assist the student in finding the freight elevator. Students sometimes need assistance getting on and off a freight elevator. If you become alert to long-term repair issues with an elevator and you have a student taking a class in an upper-level classroom, contact ODS about getting the class changed to another site.
Students Who Are Blind or Have Low Vision
Students who are blind or have low vision should already be familiar with their surroundings after mobility and orientation training. They may not, however, be aware of emergency exits.
- In case of emergencies, alert the student to the nature of the situation. Offer assistance to the student and guide him or her to the nearest emergency exit and away from the building to safety. Some types of emergencies require safety within a building. Depending upon the nature of the emergency, during crisis periods, there may be a lot of commotion and noise. A student who is blind may not be able to orient himself or herself as well as in calmer times. Your assistance is critical to their safety.
- A good way of offering assistance to a person who is blind is to use what is known as the sighted guide technique. You do this by offering this person an elbow. The person holds on to your elbow, and you proceed ahead.
- As you walk, alert the student to where he or she is and inform him or her of any obstacles, debris, doorways, or narrow passages.
- Once safe, orient the student to his or her surroundings and determine if further assistance is needed.
Students Who Are Deaf or Hard of Hearing
Students who are deaf or hard of hearing may not hear alarms or other audible warnings. Instructors should inform the student of an emergency. There are three ways to get this person's attention:
- Write a note for the student alerting him or her to the emergency and instructing him or her where to go.
- Turn the light switch off and on to gain attention.
- Tap his or her shoulder.
In most instances, an interpreter/ transcriber will be in the classroom to explain the emergency to the student. Provide any assistance a student might need during the evacuation process.
Seizures
Most persons who have a seizure disorder are able to control their seizures through the use of medication; however, medical management of a seizure disorder is not always totally effective. Seizures may occur in your classroom. Students with an active seizure disorder will likely speak to you about their seizures and direct you how to respond to the seizure. Some students have unexpected or infrequent seizures.
What to do during a seizure:
- Keep objects away from the individual's mouth
- Cushion the head with an available sweater, sweatshirt, coat, etc.
- Turn the individual on his/her side
- Do not restrain the individual
What to do after a seizure:
- If the individual is disoriented, look for a medical I.D.
- Ask the person to identify self and location.
- If the person is confused, incoherent, or is not able to answer, contact University Police by dialing 911 or (614) 292-2121 on the Columbus campus.
Call for emergency assistance in any of the following situations:
- The seizure lasts longer than one minute
- The person is passing from one seizure to another
- The person has difficulty breathing or pulse is faint or nonexistent
- The person is extremely disoriented after emerging from the seizure
Instructors and staff should assess the situation and use their best judgment in determining the need for immediate medical intervention. Erring on the side of caution is usually the best course of action when a student is having a seizure.
Contact Information
The Ohio State University Office for Disability Services
150 Pomerene Hall 1760 Neil Ave.
Columbus, OH 43210-1297
(614) 292-3307
www.ods.ohio-state.edu
ADA Coordinator's Office
2054 Drake Union
1849 Cannon Drive
Columbus, OH 43210-1266
(614) 292-6207
TDD: (614) 688-8605
FAX: (614) 688-3665
ada.osu.edu
OSU Web Accessibility Center
102 Pomerene Hall
1760 Neil Avenue
Columbus, OH 43210-1297
(614) 292-1760
FAX: (614) 292-4190
www.wac.ohio-state.edu
This handbook can be downloaded at the top of this page.