Faculty Resources

Vision disabilities can result from a variety of causes, including congenital conditions, injury, eye disease, and brain trauma, or as the result of other conditions such as diabetes and multiple sclerosis. Few Ball State students are totally blind, but the adaptations and accommodations needed by blind people can be applied to all students with visual disabilities. Most visually impaired students use a combination of accommodations for class participation and learning needs, including books on tape, e-text, or voice synthesizing computers, optical scanners, readers, and Braille. 

Students with Visual Disabilities
Most students with visual disabilities use a combination of techniques for dealing with visual materials, including readers, tape-recorded books and lectures and, sometimes, Braille materials. Students may use raised-line drawings of diagrams, charts, illustrations, relief maps, and three-dimensional models. Technology has made available other aids for blind people, including talking calculators, computers with speech output, as well as Braille printers and computers.

Not all totally blind students can or wish to read Braille. Even students who have good Braille skills are usually confronted with a shortage of materials produced in Braille. Most visually impaired college students use accessible audio or e-books. Some visually impaired students take their own notes in class using a Perkins Brailler or a computer or they get copies of notes from classmates via email after class. Either way, the process of reading and studying requires more time for a blind student than for a sighted student.

When a student with a visual disability is present in the classroom, it is helpful for the faculty member to verbalize as much as possible and to provide tactile experiences when possible. Describing written elements aloud in class will benefit all auditory learners, not just students with disabilities.  Sitting in the front of the room, having large print on the chalkboard, or using enlarged print on an overhead projector may assist visually impaired students. Overheads can also be reproduced on copy machines. However, the capacity to read printed materials depends greatly on such conditions as the degree of contrast, brightness, and color. It is preferable that the student and faculty member discuss what methods, techniques, or devices may be used to maximum advantage.

Some blind students use guide dogs that are specifically trained and usually well disciplined. Most of the time the guide dog will lie quietly under or beside the table or desk. The greatest disruption a faculty member might expect may be an occasional yawn, stretch, or low moan at the sound of a siren. As tempting as it might be to pet a guide dog, it is important to remember that the dog is responsible for guiding its owner and should not be distracted from the duty while in harness (and therefore working). 

Test accommodations are another concern for students with visual disabilities. Such adaptations may include a large print test, use of closed circuit magnifiers (available in RB 168 or the Learning Center), a reader, a scribe, or a word processor. Many visually impaired students cannot see well enough to use a computerized answer sheet and will need to write answers on a separate sheet for someone else to record on the answer sheet. Partially sighted students will usually need extra time on their test, especially if they are reading the test themselves. The Disability Services office and the Learning Center can help faculty members plan appropriate instructional test accommodations. 

Tips for Positive Communication

• Include our disability statement in the course syllabus and repeat it during the first class meeting.
• Introduce yourself and anyone else who might be present when speaking to a student with a visual disability.
• Use a normal voice level when speaking; remember a student with a visual disability has sight problems, not a hearing loss.
• Speak directly to the student and address him or her by name.
• Do not hesitate to use such words as look or see; students with visual disabilities use these terms also.
• When walking with a student with a visual disability, allow him or her to take your arm just above the elbow. Walk in a natural manner and pace.
• A guide dog is trained as a working animal and should not be petted or spoken to without the permission of the handler. A general rule of thumb is that the dog is working while in harness.
• When offering a seat to a student with a visual disability, place the student's hand on the back or arm of the seat. This gives the student a frame of reference to seat himself or herself.
• Do not hesitate to ask a student what accommodations, if any, are required in the classroom. The student is the "expert" about his or her particular needs.

Suggested Classroom Accommodations

• Discuss necessary classroom accommodations and testing adaptations early in the semester (within the first couple of class days). The student should present you with a letter of accommodation from DS.
• The student should be familiar with other ways to make print accessible, such as scanning the book and listening to it on a computer.
• Be open to students' taping your lectures; agreement forms are available from the Disability Services office.
• Provide appropriate written and verbal descriptions to accompany any visual aids, diagrams, films, or videos that you might use in class.
• Try to speak directly to the class, remembering that turning your head away can muffle sound; body language and gestures cannot be seen.
• Appropriate seating is important for a visually impaired student; since the student cannot see visual cues, he or she needs to be seated in a position to receive verbal cues.
• Guide dogs are trained and well behaved. You do not need to worry that they will disturb your class.

Hearing impairment is a broad term that refers to hearing losses of varying degrees from hard-of-hearing to total deafness. Most students with hearing impairments use a variety of communication methods. The most frequently used method is a combination of speech reading (lipreading) and residual hearing, which is often amplified by hearing aids. Many students with hearing impairments can and do speak. Some deaf students cannot monitor or automatically control the tone and volume of their speech, so their speech may be initially difficult to understand. Understanding improves as one becomes more familiar with the deaf student's speech pattern.

The hearing-impaired students at Ball State who communicate manually usually use American Sign Language (ASL). Faculty should be aware that American Sign Language is not the exact equivalent of the English language. Rather, it is a concept-based shorthand method of communication; its syntax is quite different from English. As a result, many deaf students have not mastered the grammatical subtleties of English, which is their second language. Students who have manual communication skills will usually have an interpreter with them in the classroom to help them understand what is being said. Because class formats are so varied, it is recommended that the faculty member, interpreter, and student arrange a conference early in the semester to discuss any special arrangements that may be needed. The interpreter and hearing-impaired student usually sit in the front of the classroom and most hearing-impaired students use notetakers in class because it is difficult to follow an interpreter or to speech read and take notes at the same time. Some students with hearing impairments may also use test accommodations, such as extra time. A professor can use the Learning Center professional staff and facilities to administer tests. Discuss testing arrangements with the LC staff early in the semester to assure that the process will be smooth when it is actually time to schedule and administer tests.

Assumptions should not automatically be made about a hearing-impaired student's ability to participate in certain types of classes. Hearing-impaired students may be able to learn much about music styles, techniques, and rhythms by observing a visual display of the music on an oscilloscope or similar apparatus or by feeling the vibrations of music. Some hearing-impaired students will have enough residual hearing so that amplification through hearing aids, earphones, public address systems, or personal FM transmitter/receiver units will allow participation. It is always best to discuss with the student the requirements of a class and to determine if there are ways that the materials can be modified so that the student can participate in what may become an exciting learning experience for all concerned. 

Tips for Positive Communication

• Include our disability statement on the course syllabus and repeat it during the first class meeting.
• Attract the attention of the hearing-impaired student before speaking with a cue such as a tap on the shoulder or wave.
• Face the person while talking (try to avoid facing the chalkboard while speaking).
• Speak clearly and naturally without exaggerating lip movements or volume.
• Avoid standing in front of a light source like a window – the glare from behind makes it difficult to read lips.
• Do not chew gum, smoke, or otherwise obstruct the area around your mouth with your hands or other objects that interfere with speech reading.

Suggested Classroom Accommodations

• Seat hearing-impaired students where there is an unobstructed view of the professor.
• Try to repeat comments and questions asked by other students who are not in the range of vision of the hearing-impaired student.
• Use visual media (especially overhead projectors or PowerPoint) as much as possible – they are effective tools.
• Use films which are closed captioned. If you are using a film that is not closed captioned, contact Jeff Bowers of University Media Services (765-285-2766) early in the semester to caption the film for you. 
• Prepare a brief course outline, a syllabus, and a list of learning objectives for the class ahead of time.
• Supply a list of technical terminology or specialized vocabulary to the interpreter and the hearing-impaired student before the lecture.
• Assure the conveyance to hearing-impaired students of important information like class cancellations, class relocation, assignments, and tests by stating the details in writing in a hand-out and on the chalkboard.
• Establish a system of getting messages to hearing-impaired students -- especially if a note taker or interpreter is not given advance notice of class cancellations and changes.
• Be prepared to reword sentences when a hearing-impaired student does not understand what is being said. (Persons with hearing impairments, like most of us, are not eager to draw undue attention to themselves; therefore, they may smile in acknowledgment when in fact they have not understood.)
• Be objective when evaluating written materials from hearing-impaired students. Advise students to seek tutoring assistance from the Learning Center when they have grammar and syntax problems and are unable to express themselves fluently.
• Direct your remarks to the hearing-impaired student, not to the note taker or interpreter. The student should have the option of watching both the speaker and the interpreter.

Most mobility limitations result from a broad range of neuromuscular and orthopedic disabilities that produce wide variations in the nature and extent of the remaining physical functions. The most common mobility disabilities among students at Ball State are spinal cord injuries, cerebral palsy, multiple sclerosis, muscular dystrophy, past polio paralysis, spina bifida, and others that result in quadriplegia and paraplegia. Do not generalize with regard to specific limitations of persons with these kinds of disabilities. Functional abilities vary widely not only among the disabilities, but also among students with the same disability. The student with the disability is the best source of information regarding the disability and accompanying specific limitations. Although it is difficult to generalize, the major limitations affecting college participation generally involve mobility and hand dexterity.

Mobility Limitations

Access and timely travel are the major concerns of students with mobility disabilities. These students must learn the routes across campus that do not present barriers (stairs, curbs, narrow walkways, heavy doors, and balky elevators). Inclement weather, crowded walkways or corridors, and long waits for elevators may contribute to lateness. If a student's lateness become chronic, it is appropriate to discuss the situation and seek solutions that may include better planning on the part of the student. Students with disabilities at Ball State are eligible for priority class scheduling. This service gives eligible students the opportunity to plan class schedules so as to minimize travel time and distance between classes.

If the class involves fieldwork or field trips, care should be taken in selecting the site to ensure that the facility is accessible enough for the mobility-impaired student to participate and benefit from the experience. If there is a need for transportation, faculty members may contact the coordinator for transportation (765-285-5815) or the Office of Disability Services, (765-285-5293) for assistance.

Most of these students will not require academic classroom accommodations except with regard to their seating arrangements and the assistance of note takers in the class. Almost all students with dexterity problems will engage classmates as note takers. Note takers will take notes and then share a copy with the student after class. Persons with mobility limitations may prefer to sit near the classroom entrance to avoid additional walking. Students who use wheelchairs will need adequate floor space in the front, on the side, or in the rear of the room so that they can park without blocking the flow of traffic. Some students who walk short distances and prefer to get out of their wheelchairs may require special desks or tables that comfortably accommodate them. The Disability Services office will help make arrangements for such furniture. Using a wheelchair only part of the time does not mean that a person is "faking" a disability. It usually is a means to conserve energy or move about more quickly. Some students who normally use mobility aids other than a wheelchair sometimes will use a wheelchair because of weather conditions or medical flare-ups.

Classes taught in laboratory settings usually require some modification of the work stations for wheelchair users. The amount of under-counter space, working reach, and aisle widths are the primary concerns. Working directly with the student is the best way to alter the work station. Some wheelchair users may be able to use regular work stations if they can transfer from the wheelchair to another seat at the work station. Sometimes a special work station can be set up at an accessible table.

Hand and Arm Dexterity Problems

Students may have hand and arm dexterity problems alone (carpal tunnel syndrome, where the nerve in the wrist is compressed) or in conjunction with mobility limitations (spinal cord injury quadriplegia). Some students with hand dexterity impairments are able to write to some degree; others cannot write at all. Those who do their own writing usually require additional time to do so. Students with hand and arm impairments often tape record class lectures or have note takers. Some can type by using regular or adapted keyboards or keyguards; others use voice recognition software. Unless tests are all objective, with answers that can simply be marked or circled, most will require special test accommodations in the form of extra time or the use of a scribe or a word processor.

Students with hand and arm impairments should be allowed and encouraged to participate to the fullest extent possible in laboratory classes. If the lab objective is to learn a procedural process and resulting reaction, as in a chemistry experiment, the objective can usually be achieved if the student has an aide or is paired with a classmate who can carry out step-by-step instructions given by the student (type of test tube to use, what chemical to add when, and where and how to dispose of use chemicals). In this way, the disabled student is actively involved and will learn everything except how to physically manipulate the chemicals.

Tips for Positive Communication

• Include our disability statement on the course syllabus and repeat it during the first class meeting.
• Students with mobility disabilities will ask for assistance when they need it. Do not assume that assistance is needed.
• When conversing with someone in a wheelchair, sit so that you are at that person's eye level whenever possible. Leaning on a wheelchair is tantamount to leaning on a person's shoulder--it is an invasion of personal space.
• When discussing a student's disability accommodations, talk only about needs that are relevant to the successful completion of course work.
• Keep all information confidential.
• Refer to a person in a wheelchair a "wheelchair user," and not as "confined" to a wheelchair. Most people using wheelchairs transfer to furniture, automobiles, etc., using wheelchairs only as means of movement from one point to another.
• If a student's speech is affected by the disability and difficult to understand, do not hesitate to ask the student to repeat.

Suggested Classroom Accommodations

• Use the Learning Center professional staff and facilities to administer tests.
• Contact the Disability Services office concerning matters of classroom accommodation.
• Support the use of note takers and taped lectures.
• Restructure laboratory experiences to include the use of a partner for students with hand and arm dexterity problems. The partner can perform the active parts of the assignment at the direction of the disabled student.
• Be realistic in seeking solutions when a student is late to class. Although inclement weather, elevator problems, and crowds are contributing causes, chronic lateness is not acceptable and needs to be discussed with the student.
• Allow for adequate break time during class if the class meets for an extended period so that the student can attend to such physical needs as stretching, medication, and restroom use.

Autism Spectrum Disorders (ASD) are developmental disorders that affect the brain's normal development of social and communication skills. Asperger's Syndrome is considered an Autism Spectrum Disorder. Students with ASD have high intellectual and verbal abilities, but appear to be socially awkward.

Characteristics of students with ASD

• May have difficulty communicating, including difficulty understanding facial expressions, nonverbal communication, and have poor eye contact in conversational settings.
• May have difficulty asking for help when they need it, or difficulty talking when experiencing stress.
• May lack social awareness and misread social cues; may experience difficulty making friends or working in small groups.
• May have trouble dealing with change; students with ASD do best with structured routines and schedules.
• May be very rule-oriented and logical
• May not do well with noisy settings or bright lights.

Tips for Positive Communication

• Include our disability statement on the course syllabus and repeat it during the first class meeting.
• Stress the importance of good study habits and effective time management.
• Be firm and direct with the student, as a student with ASD may not understand social cues or nonverbal communication.
• Give timely feedback to the student; errors need to be corrected as soon as possible.

Suggested Classroom Accommodations

• Be open to students tape recording lectures and utilizing notetakers. 
• Point out the organizational items in textbooks, e.g., chapter summaries, sub-headings, graphic design, charts, maps, and indexes.
• Give all assignments and course expectations in written and oral form.
• Incorporate "hands on" and lab experiences when they are appropriate.
• Consult with the student and the staff of Disabled Student Development when assistance is needed in solving problems.
• Give students a clear syllabus, listing tests and assignments with due dates noted.
• Outline the day's lecture on the chalkboard, overhead, or PowerPoint.  
• Give a brief review of the material presented and emphasize key points.
• Include a time for questions and answers.
• Encourage all students to take advantage of the Learning Center tutoring services.
• When group projects are a must, assign the groups and put the student with ASD in a smaller group.

Test Accommodations and Administration

• Allow extra time for test taking (usually time and one half).
• Arrange for individual proctoring of tests in quiet, separate rooms.
• Explain directions more fully.
• Use the Learning Center professional staff and facilities to administer tests.
• Keep all test formats the same.

Ball State is required by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act to provide reasonable accommodations to students with a documented physical or psychological impairment which rises to the level of a disability (substantial limitation of one or more major life activities). Conditions such as depression, bipolar disorder, schizophrenia, and obsessive compulsive disorder may rise to the level of disability, and thus need to be accommodated.

Most students with a psychiatric disability are very protective of their confidentiality, and federal law mandates that we not breach their confidentiality. If a student provides you with a letter from Disability Services (DS) stating that the student has a disability, it is important that you not announce to the class that the student has a disability. If the student chooses to disclose his/her disability, that is the student's decision to make.

If a student comes to you and asks for accommodations based upon a psychiatric disability, ask that student to provide you with a letter from DS. Please do not grant accommodations based upon disability without a letter from DS. It is the role of DS to review psychometric evaluations and determine what, if any, accommodations are appropriate for students with psychiatric disabilities.

Often, the side effects of medication, counseling appointments, and the difficulty of keeping a structured schedule can cause the student to miss an occasional class. A reasonable accommodation for a student with a psychiatric disability may be flexibility in terms of class attendance. However, this flexibility cannot be without limits, and the student must bear responsibility for notification of absences and for make-up work and tests. If repeated absences threaten the essential components of the course, a medical withdrawal may be necessary. Please consult with DS should this become an issue in dealing with a student with a psychiatric disability.

Tips for Positive Communication

• Include our disability statement on the course syllabus and repeat it during the first class meeting.
• Stress the importance of good study habits and effective time management.
• Give timely feedback to the student; errors need to be corrected as soon as possible. 

Suggested Classroom Accommodations

• DS may provide you with a letter stating that the student has a psychological condition which might impact the student's academic success. This letter will outline appropriate accommodations.
• Testing accommodations may be necessary. These can include extended time and an alternate location for the exam.
• Depending on the nature of the psychiatric disability, tape recording lectures or the use of notetakers may be necessary.
• Flexibility should be given in attendance policies as long as absences do not violate the essential elements of the course.
• Refer students to the Learning Center for tutoring.
• Use the chalkboard, handouts, videos, group discussions, role playing, overhead projectors, etc.
• Point out the organizational items in textbooks, e.g., chapter summaries, subheadings, graphic design, charts, maps, and indexes.
• Give all assignments and course expectations in written and oral form.
• Consult with the student and the staff of Disability Services when assistance is needed in solving problems.
• Give students a clear syllabus, listing tests and assignments with due dates noted.

A learning disability (LD) is a problem in the way that a person's brain processes information. Simply stated, a learning disability is an information processing problem. They are considered "non-apparent disabilities" because a person with a learning disability shows no signs of being disabled. LD is a condition to be understood and managed. The most common learning disabilities include dyslexia -- a severe difficulty with reading, dyscalculia -- a severe difficulty with math, and dysgraphia -- a severe difficulty with written expression.

Attention Deficit Disorder (ADD) is a related form of a learning disability. In fact, Ball State gives similar accommodations for students with ADD as it does for students with LD. For purposes of this section, we are including ADD as a learning disability.

Having a learning disability does not mean being unable to learn. It does mean that the person will have to use adaptive methods to process information so that learning can be accomplished. A learning disability exists when information is absorbed through the senses but inaccurately transmitted to the brain or inappropriately expressed. LD students must receive and transmit information in forms that work best for them. Most LD students who enter college have developed varying degrees of compensatory skills and have learned coping strategies that enable them to circumvent or at least manage some of their deficits. A word processor and an electronic dictionary are excellent examples of the tools available to assist LD students.

Some students go to great lengths to hide their problems for fear that they will be regarded as mentally handicapped and illiterate. The ones who are more likely to succeed in the college environment are those who understand and come to terms with their disabilities, confront them openly, take advantage of the resources that can help them, and recognize and capitalize on their strengths.

Tips for Positive Communication

• Include our disability statement on the course syllabus and repeat it during the first class meeting.
• Stress the importance of good study habits and effective time management.
• Give timely feedback to the student; errors need to be corrected as soon as possible.

Suggested Classroom Accommodations

• Be open to students' tape recording lectures.
• Encourage the use of word processor that will help LD students compose, edit, and spell more accurately.
• Use as many senses as possible when presenting subject matter; it enhances the many ways in which LD students learn.
• Concepts can be strengthened by using sounds, smells, and visual aids.
• Use the chalkboard, handouts, videos, group discussions, role playing, overhead projectors, etc.
• Point out the organizational items in textbooks, e.g., chapter summaries, sub-headings, graphic design, charts, & maps.
• Give all assignments and course expectations in written and oral form.
• Incorporate "hands on" and lab experiences when they are appropriate.
• Consult with the student and the staff of Disability Services when assistance is needed in solving problems.
• Give students a clear syllabus, listing tests and assignments with due dates noted.
• Outline the day's lecture on the chalkboard, overhead, or PowerPoint.
• Give a brief review of the material presented and emphasize key points.
• Include a time for questions and answers.
• Encourage all students to take advantage of the Learning Center tutoring services.

Test Accommodations

• Allow extra time for test taking (usually time and one half).
• Arrange for individual proctoring of tests in quiet, separate rooms.
• Permit oral tests.
• Explain difficult concepts more fully.
• Permit the use of dictionaries or spell checkers and thesauruses with word processors for writing assignments.
• Permit the use of word processors.
• Go over failed exams with students.
• Permit the use of calculators for math tests.
• Explain directions more fully.
• Use the Learning Center professional staff and facilities to administer tests.

Many students have conditions that are chronic in nature, such as heart problems, diabetes, epilepsy, chronic fatigue syndrome, and fibromyalgia. These conditions rise to the level of a disability when they substantially limit one or more major life activities. If a student approaches you requesting accommodations based upon a chronic health condition, you should request that the student provide you with a letter from the Disability Services office (DS). DS will review the relevant medical reports and make recommendations for reasonable accommodations based upon the impact of the disability.

On occasion, a health condition, along with medications and medical appointments, may cause the student to miss some classes. The Americans with Disabilities Act requires us to grant "reasonable accommodations" to persons with disabilities. Among these are flexibility in terms of class attendance. However, these accommodations are not unlimited and the student must bear responsibility for notification of absences and for make-up work and tests. It must be made clear that if a disability causes absences beyond what is educationally practical, then completion of a given course in that semester may not be possible. In that case a medical withdrawal might be the best option.

Tips for Positive Communication

• It is the student's responsibility to inform faculty and staff members of the special accommodation needs that they require. It is strongly advised that faculty members make the initial overture at the first class meeting to encourage students with disabilities to talk with them. Include our disability statement on the course syllabus and repeat it during the first class meeting.
• Variations in the student's performance caused by medication may present problems that require appropriate modifications.

Suggested Accommodations

• The academic support services and testing and other accommodations offered to other students with disabilities may be appropriate to students with chronic health disorders. However, before any accommodations are granted, ask the student to present you with a letter from DS. The letter will outline what accommodations or modifications would be appropriate.
• If reasonable and appropriate, some flexibility in terms of class attendance may be necessary. However, if absences get to the point beyond what it educationally practical, it may be necessary to grant a medical withdrawal through the Student Affairs and Enrollment Services' office.

Speech disabilities range from problems with articulation or voice strength to an inability to speak at all. Among the more common speech impairments encountered at Ball State are stuttering, chronic hoarseness, difficulty in evoking an appropriate word or term, and esophageal speech (resulting from a laryngectomy). Self-expression should be encouraged; however, pressure to speak is not likely to be helpful. Speaking in front of a group can be an agonizing experience for speech-impaired students.

Various communication aids are available for students who cannot speak. Students who are able to type may use portable electronic aids that produce computer printouts, display words on LED screens, or have synthesized audio output. Most Ball State students with speech impairments are able to sign, write, and type.

Tips for Positive Communication

• Include our disability statement on the course syllabus and repeat it during the first class meeting.
• Be patient and listen.
• Do not provide words or finish sentences for a person who stutters or speaks with difficulty; let the person complete his or her thoughts.
• Give students with communication disabilities the opportunity to participate in class discussions as much as possible.
• If the course requires oral communication and the student is unable to communicate orally, arrange for alternative methods, such as written communication that might be shared with the class. 
• Allow students who are unable to communicate orally to use a word processor, sign board, or interpreter in class.
• If you do not understand what is being said, do not pretend to know; tell the student you do not understand and allow him or her to repeat the communication.

Suggested Classroom Accommodations

• Written assignments or responses to specific questions that can be shared with the class by someone else reading them aloud are an alternative to oral presentations.
• For students who choose to participate orally, faculty and class members should be patient, offering encouragement and an opportunity to develop self-confidence in a challenging situation.