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ODS Brochure(links to WORD and PDF versions of this brochure are on the right) Office for Disability Services Services for Students ODS collaborates with students with documented disabilities and instructors to provide reasonable accommodations, auxiliary aids, and support services that are individualized and based upon disability 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. One of the critical differences between high school and college is that students need to be involved in service decisions and request accommodations. Note: ODS does not provide personal assistance or equipment, i.e. homework assistance, typing, personal laptops, or personal aids, etc. There are five main service areas at ODS: 1. Exam Accommodations 2. Alternative Media 3. Sign Language Interpreting/Transcribing Services 4. Assistive Technology Training Center (ATTC) 5. Disability Counseling and Advocacy Services 1. Exam Accommodations ODS collaborates with students and their professors to create an exam situation that emulates the class as closely as possible and yet allows students to use the exam accommodation necessary to level the playing field. Students are scheduled 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 (a person who writes the student’s answers verbatim) • Use of a closed-circuit television that enlarges print • Audio-taped 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 for some students with disabilities. Students who use this accommodation are those who are blind or have low vision, students with learning disabilities in reading, and students with upper-body mobility limitations. Alternative formats include: • Audio output: Audio output is accomplished via 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. ODS also uses the latest in electronic conversion technology. A student can have the same scanned files converted to CD so that he or she can listen to a textbook using a portable CD player. Books on tape are not used frequently except for scientific/symbolic-type materials. • Braille: ODS does not have a Braille transcriber on staff; however, Braille transcription via Duxbury computer software is provided. • 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. • Tactile or raised line images: Some students need to be able to feel graphic images, so tactile images are created for this purpose. 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, and/or study groups. This service is recommended for native signers. • TypeWell transcription: Using a laptop computer, a transcriber will transmit a real-time script wirelessly to the student’s laptop. All academic-related activities, i.e., lecture, recitation, lab, and study groups, are transcribed and transmitted to the student. This service is recommended for non-signers and for classes with dense content of medical, scientific, or technical vocabulary.
4. Assistive Technology Training Center The Assistive Technology Training Center (ATTC) is a computer lab housed within the Office for Disability Services. The lab is designed to provide access to the latest in assistive technology (AT) software and hardware and to provide a quiet and studious computing environment for all ODS students. Offering 16 workstations separated by carrels to minimize distraction and enhance productivity, the ATTC computer lab also features various assistive technology programs. Below are descriptions of some of the software and hardware available in the ATTC. • Reading/writing enhancement software The ATTC computer lab has several programs 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 them read to students out loud, often referred to as text-to-speech function. This function can also benefit students with ADHD as it can enhance focus and concentration. • Voice recognition software The ATTC has a voice recognition station with software that allows students to type hands-free. While wearing a microphone, the user simply speaks and the computer types, which is referred to as speech-to-text function. This is helpful for people who have difficulty typing, have no ability to type, or compose thoughts and ideas better orally. • Screen magnification software Beneficial to students with low vision, screen enlargement programs magnify the computer screen (in part or in its entirety) and allow students to see with better clarity. • 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 with low vision or blindness. • 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 center also has workstations with adjustable-height tables and stations for left-handed users. The computer lab is open to all students registered with ODS, regardless of disability. Students can arrange individualized training sessions with staff to learn how to use the technology and to advance their skills. All workstations have access to printers, the Internet, e-mail, and the word processing programs found at most campus computing sites. 5. Counseling Services and Auxiliary Staff Support The primary goal of each staff member at ODS is to make sure students with disabilities have equal access to an education at The Ohio State University. 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. • 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. • Accommodations/auxiliary aids staff: ODS staff members assist students in accessing exam accommodations, obtaining printed materials in accessible format, and learning how to use assistive technology. Others are in the classroom and at various university events providing sign language interpreting or transcribing. Eligibility for Services In order to fully evaluate requests for accommodations or auxiliary aids and to determine eligibility for services, ODS needs disability documentation. The documentation should include an evaluation by an appropriate professional that makes evident the current impact of the disability as it relates to the accommodation(s) requested. Once ODS receives the documentation, it is evaluated on a case-by-case basis. The general guidelines listed below are developed to assist prospective students in working with the treating/diagnosing professional(s) to prepare the information needed to evaluate the request(s). If, after reading these guidelines, there are any questions, students can call the office at (614) 2923307. These guidelines are based upon the Association on Higher Education and Disabilities (AHEAD) description of quality disability documentation. • Credentials of the evaluator(s) Documentation should be provided by a licensed or otherwise properly credentialed professional for the area being evaluated, who has undergone appropriate and comprehensive training, has relevant experience, and has no personal relationship with the individual being evaluated. • A diagnostic statement identifying the disability Documentation should include a clear diagnostic statement that describes how the disability was diagnosed, provides information on the functional impact, and details the typical progression or prognosis of the condition. When appropriate, it should include International Classification of Diseases (ICD) or Diagnostic Statistical Manual (DSM) codes; however, a full clinical description will also convey the necessary information. • A description of the diagnostic methodology used Documentation should include a description of the diagnostic criteria, evaluation methods, procedures, tests, and dates of administration as well as a clinical narrative, observation, and specific results. When appropriate, summary data and specific tests scores should be included. • A description of current functional limitations The current impact of the disability aids in establishing a disability and identifying accommodations. A combination of the results of formal evaluation procedures, clinical narrative, and self report is the most comprehensive approach to fully document the impact of a disability. The report should be inclusive of severity, frequency, and pervasiveness of the condition. While relatively recent documentation, typically three to five years old, is recommended in most circumstances, ODS uses professional judgment and discretion in accepting older documentation of conditions that are permanent and stable. • The expected progression or stability of disability over time If possible, provide a description of the expected change in the functional impact of the condition(s) over time. If the condition is variable, describe the known triggers that may exacerbate the condition. • A description of current and past accommodations, services, and/or medications Documentation should include a description of both current and past medications, auxiliary aids, assistive devices, support services, and accommodations including their effectiveness in minimizing the functional impact of the disability. There should be a discussion of significant side effects from current medications or services that may impact physical, perceptual, behavioral, or cognitive performance. This information may provide insight into making current decisions. • Recommendations for accommodations, adaptive devices, assistive services, compensatory strategies, and/or collateral support services Recommended accommodations and strategies should be logically related to functional limitations. If there is not an obvious connection, a clear explanation of their relationship in making current accommodation decisions is helpful. While ODS has no obligation to provide or adopt recommendations made by outside entities, those that are congruent with the programs, services, and benefits currently offered by ODS may be appropriate. Information provided by public and private special education programs may be helpful but may not fully meet the ODS needs in terms of adequacy of documentation. Furthermore, some individuals with disabilities may not need documentation if the disability is permanent, observable, and stable. It is important to consult with ODS about the need for and appropriateness of documentation. If there are any questions about documentation guidelines, individuals can call the office at (614) 292-3307. Information for Prospective Students • Pre-admission services: Prospective students are encouraged to contact ODS in the early stages of their college planning. Pre-admission services include meeting with staff disability counselors to provide information about eligibility for academic support services and accommodations, appropriate documentation of disability, housing considerations, and transition issues. • The admissions process: The admissions process for students with disabilities is the same as for all other students. Disclosure of the disability is voluntary. Students may consider disclosing the disability in situations where academic performance was adversely affected due to the disability. Such information is reviewed on a case-by-case basis and does not override the primary admissions criteria. It is recommended that this information be provided as a separate attachment to the admissions application. • Students should send disability documentation directly to ODS. Eligibility for services/accommodations from ODS is a separate process from admissions. After documentation is reviewed, students should receive a letter from ODS acknowledging its receipt and indicating the eligibility determination status. To attend The Ohio State University, students should first complete an application to the university. An application can be obtained from the high school guidance office, online at apply.osu.edu, or by contacting: Office of Undergraduate Admissions and First Year Experience Enarson Hall 154 W. 12th Ave. Columbus, OH 43210-1390 (614) 292-3980 The Ohio State University Office for Disability Services 150 Pomerene Hall 1760 Neil Ave. Columbus, OH 43210-1297 (614) 292-3307
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| OSU Office for Disability Services (ODS) 150 Pomerene Hall | 1760 Neil Ave | Columbus, Ohio 43210 Phone: (614) 292-3307 | Fax: (614) 292-4190 | TDD: (614) 292-0901 If you have trouble accessing this page and need to request an alternate format, please contact the Student Affairs web development team at info@studentaffairs.osu.edu. |
