Disability Resource Center Mission Statement

Transcription

1 Disability Resource Center Mission Statement To advocate in partnership with students who have disabilities by providing accommodations that promote an accessible educational environment at CNM.

2 Equal Opportunity Statement CNM affirms that it will not illegally discriminate on the basis of gender, race, color, national origin, religion, age, disability, sexual orientation or marital status in any of its policies, practices or procedures in accordance with applicable federal, state and local laws, nor will it condone any act of illegal discrimination or harassment on the part of its employees. This provision includes, but is not limited to, employment, admissions, testing, financial aid and educational services. CNM confirms that this provision of the handbook by its reference to applicable federal, state and local laws prohibits and condemns any retaliation of any kind against any employee engaging in the exercise of free speech or in activities protected by federal, state or local laws. Upon request, CNM will provide reasonable accommodations to individuals with disabilities with regard to conditions of employment as provided by applicable federal, state and local laws (Excerpted from the CNM Employee Handbook, 2005). Any person who desires to file a complaint based on these laws should contact the equal opportunity officer, Lori Nawman, at The address is: 525 Buena Vista SE. Building A, Albuquerque, NM For concerns regarding CNM compliance, contact Mark Cornett in Disability Resource Center, at If this document is required in an alternative format, please contact Disability Resource Center at

3 Compliance with Americans with Disabilities Act In accordance with the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and other applicable law, CNM takes appropriate action to ensure that its programs and services are readily accessible to qualified individuals with disabilities. No qualified individual with a disability shall, on the basis of the disability, be excluded from participation in, be denied the benefit of, or otherwise be subjected to discrimination related to any of the institution s programs or activities. If a student wishes to discuss a possible accommodation, or has concerns about CNM s compliance, he or she should contact the Disability Resource Center at (505) Laws such as the Rehabilitation Act of 1973 as amended and Section 504 of the Americans with Disabilities Act of 1990 as amended have been enacted to protect persons with disabilities from discrimination. This has resulted in many changes in physical and instructional accommodations at CNM. Some of these changes include the addition of wheelchair access ramps, automatic doors, and improved parking access for persons with disabilities. Additionally, the use of instructional techniques and training in the area of accommodations in the classroom has become commonplace.

4 Federal Legislation The Rehabilitation Act of 1973 as amended Includes programs and services of the federal government receiving federal money and technology To protect the rights of persons with disabilities, the Rehabilitation Act of 1973 provides an avenue for individuals who experience discrimination based on disability to seek justice through the courts. This law protects the rights of people with disabilities in the areas of employment, transportation, and public accommodations, with regard to services provided by the federal government. In addition, the law raised the awareness of colleges and universities regarding the rights of people with disabilities to access programs and services. Though this law had been in effect since 1973, discrimination against persons with disabilities persisted. To combat the problem, in July of 1990, the Americans with Disabilities Act was signed into law and became effective in The Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 as amended According to the Americans with Disabilities Act (ADA), Section 302, public entities may not deny an individual the opportunity to participate in, or benefit from, its programs, activities, or services based on disability. Further, Section 504 of this act provides protection from discrimination based on disability and ensures equal access for all students in the area of education. The ADA provides opportunities for qualified persons with disabilities to receive equal access to education programs and services at no additional cost to the student. As a result, education institutions receiving federal money must make reasonable modifications in policies, practices or procedures when necessary without, fundamentally altering the nature of the services, programs, and activities. This includes all programs and services to benefit staff as well as students. Postsecondary institutions are bound by these laws to provide reasonable accommodations for students with disabilities. In instruction, standards should not be lowered however; programs must be accessible to students with disabilities. Institutions are mandated to make the necessary accommodations to provide equal opportunities for students to meet their academic goals. Nothing in the language or intent of Section 504 abridges the freedom of an institution of higher education to establish academic requirements and standards. Under 504 guidelines, colleges and universities can require some physical qualifications for certain clinical programs. However, a student s disabling condition may not be considered as part of any nonclinical admissions decision. The law requires that an instructor adapt the course presentation to meet the unique needs of the student s disabling condition, however; adaptations of course procedures are not solely the instructor s responsibility. The student bears responsibility to make his or her abilities and limits known and to meet the instructor s expectations concerning attendance, class participation, performance, and work standards. According to the law, a disability is defined as: (a) a physical or mental impairment that substantially limits one or more of the major life activities of such individual; (b) a record of such an impairment; or (c) being regarded by the employer as having such an impairment. This reference guide was developed to assist faculty and staff in providing services necessary to comply with the Americans with Disabilities Act, and Section 504; to afford every student regardless of gender, race, color, national origin, religion, age, sexual orientation, or disability the opportunity to achieve their academic goals. Below is a listing of web resources to further enhance your understanding of applicable legislative mandates:

5 Auxiliary Aids and Services for Postsecondary Students with Disabilities: Questions and Answers on Disability Discrimination Under Section 504 and Title II: The Civil Rights of Students with Hidden Disabilities Under Section 504 of the Rehabilitation Act of 1973: Disability Discrimination: Overview of the Laws:

6 Attitudes In spite of the positive changes taking place to ensure equality for people with disabilities, negative attitudes prevail. Some individuals continue to view persons with disabilities as helpless, dependent, and incapable of making positive contributions to society. Likewise, some feel people with disabilities have no place in our schools or the workplace. These negative attitudes stem from fear and lack of knowledge in the area of disabilities, thus causing inappropriate responses toward persons with physical or mental disabilities. Negative attitudes result in behaviors such as, patronization, segregation, and the assumption that people with disabilities have very limited mental capacities. On the contrary, students with disabilities differ from others in one respect: they have physical or mental differences preventing them from functioning as others do, unless they have accommodations. It is only through education and interactions with these students that positive changes in attitudes can occur. These individuals are an integral part of our society and must be treated with dignity and respect. Identification Identification and referral of students with difficulties in academic performance is crucial in providing instruction to meet the needs of students. Further, it helps faculty and staff accommodate students to the fullest extent possible to help them achieve academic success. Instructors and instructional technicians should be trained to identify students experiencing difficulties in the classroom. It is important to remember the following: According to Section 504 of the Rehabilitation Act of 1973, a person with a disability is an individual who: (a) has a physical or mental impairment that substantially limits one or more life activities; (b) has a record of such an impairment or; (c) is regarded as having such an impairment. Not all students with disabilities require accommodations. Some disabilities are visible, others are not obvious. Disabilities which may not be visible include hearing impairments, some psychiatric disorders, and learning disabilities. Students with disabilities may be aware that accommodations are necessary, but are often too embarrassed to inform anyone of their disability. Though registered with Disability Resource Center, some students may not inform instructional staff. Since this information is confidential, faculty and staff may not be aware a disability exists until a request for extended testing time from the Disability Resource Center is provided by the student. For more information, see the section on CNM Disability Resource Center.

7 Frequently Asked Questions Q: Who is responsible for determining appropriate accommodations? A: CNM Disability Resource Center 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 capacities, 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 been approved for accommodations. The student, if registered with the Disability Resource Center, will be given a Student Accommodation Statement form within 48 hours after a request is made. The Disability Resource Center has a file with documentation of the disability for every student who is registered with the office. Please be aware that specifics of the accommodations a student needs cannot be disclosed due to confidentiality issues. Q: Is it fair to give extra time to students with disabilities, when other students have to work under time constraints? A: Yes, it is fair. If the disability makes an accommodation necessary as long as the accommodation for the student with a disability does not fundamentally alter the nature of the curriculum. The accommodation should be viewed as leveling the playing field for the student with a disability and not as a means to disadvantage other students. Q: A student with a disability has requested that he/she take an exam at the Disability Resource Center How do I know that my exam will be safe and that the student will get no unfair advantage? A: The Disability Resource Center has developed a systematic and secure procedure for receiving exams from faculty and returning them once the student has taken the exam. We have stringent 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 the Disability Resource Center, they are kept in a locked file. As students are taking the exam, they are monitored. Test rooms have small windows to enable the staff to periodically view the students while they are taking tests to ensure the students accommodations are met, according to instructions from faculty on the testing form. The Disability Resource Center staff periodically checks rooms to ensure exam integrity and academic honesty. Any inappropriate behaviors or exam materials are reported back to the instructor. Occasionally, there are a few issues, but the Disability Resource Center works diligently to rectify any problems. Suggestions and feedback are always welcome. Q: Students with disabilities ask me to fill out Extended Test Time Form. 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 the Disability Resource Center and in order for Disability Resource Center to administer your exam to your student, you must quickly and completely fill out the proctor sheets. It is important that all specific instructions are listed directly on the cover sheet. Not only does the proctor sheet help facilitate scheduling

8 and preparing to administer exams with appropriate accommodation, but it also helps the Disability Resource Center to administer the exams using your specific requirements. Q: When I have a student who is deaf in class, am I required to have an Interpreter or Notetaker 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 interpreters and Notetaker in the classroom when there is a need. Other 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 Notetaker will wait 15 minutes for each hour of scheduled class time for the student to arrive. If the student does not arrive in this timeframe the student forfeits the right to have notes that class period. Notetakers will not take notes without the student in the room. In the event the Notetaker is taking notes for more than one student in the same class and the notes are available to be provided to the student who missed class, the student will need to contact his DRC counselor to request a copy of the notes. This does not guarantee that the student will receive a copy of the notes for the class missed. 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 or she has a disability. If this is the case and the student is registered with the Disability Resource Center, suggest that he talk to his or her counselor in their office. If the student is not registered with the DRC please refer the student by using the Disability Resource Center Referral form. Disability Resource Center counselors may refer students to other qualified professionals for other disability diagnoses. Suggest that the student call the Disability Resource Center at # 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: Do I have any recourse, if I disagree about requested accommodations? A: To clarify any disagreement about a requested accommodation, first contact Disability Resource Center at Start with the student's disability counselor. If the disagreement continues, you can contact the CNM HR-ADA consultants at # Occasionally, some

9 students may ask for unreasonable accommodations. These requests are not authorized by Disability Resource Center. When in doubt, call the office to discuss your concerns. Q: A student came to me in the sixth week of the semester (term) requesting accommodations. I feel this is too late to ask for accommodations and arrangements should be made at the beginning of the semester (term). 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. Student Accommodation Statements are not retroactive. 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 term. This section of the publication was previously published as part of a grant commitment funded by the U.S. Department of Education under grant #P333A It has been updated for this publication, and additional questions have been added.

10 Seven Points to Guide Instructors 1. Provide accommodations for students with disabilities by collaborating with the student and the Disability Resource Center Office. Although the Disability Resource Center 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 Disability Resource Center staff must collaborate, communicate, and follow through on commitments in a timely fashion. 2. Include a statement regarding accommodations in your syllabi. This message should state, Students with documented or temporary disabilities who need accommodation in the classroom should contact the Disability Resource Center for assistance, Also, students should present a copy of their accommodation statement to their instructor. 3. 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 an Extended Time testing Form, a form used to facilitate taking exams with accommodations at the Disability Resource Center. In either event, privacy is essential. 4. Work with the Disability Resource Center 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 the Disability Resource Center 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 the Disability Resource Center. 5. Do not feel obligated to provide accommodation 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. 6. Provide accommodations to a student only if you are presented with a Student Accommodation Statement (SAS) from the Disability Resource Center. Not all students with disabilities are registered with Disability Resource Center. This office is the only office designated to review a student s documentation of a disability and determine eligibility for specific accommodations for students. If in doubt, ask the student to provide a letter from the Disability Resource Center. Also, if a request for an accommodation is questionable or seems unreasonable, consult with the student's disability counselor; their contact information should be at the bottom of the SAS. 7. Work with the Disability Resource Center to provide individualized accommodations, auxiliary aids, and support services based upon disability documentation, functional limitations, and a collaborative assessment of student needs. The Disability Resource Center coordinates services for students with disabilities. Feel free to call DRC at to discuss specific situations or need clarification about these questions. 7 Points to guide Instructors

11 Words with Dignity By Using Words with Dignity, We Encourage Equality for Everyone This is not about being politically correct but expressing dignity to those around you. When referring to persons with disabilities, always refer to the individual first. Avoid using words with negative connotations, and always emphasize the person s abilities. Words with Dignity person with a disability/disabled person who has/ or person with (e.g. person who has cerebral palsy) Avoid These Words cripple/handicapped/handicap/ Invalid (Literally, invalid means not valid. Don t use it.) victim/afflicted with(e.g. victim of cerebral palsy) uses a wheelchair non-disabled restricted, confined to a wheelchair/wheelchair bound (The chair enables mobility. Without the chair, the person is confined to bed.) normal (referring to non-disabled persons as normal insinuates that people with disabilities are abnormal). deaf/ without speech/nonverbal disabled since birth, born with psychiatric history, psychiatric disability Emotional disorder, mental illness seizures learning disability, mental retardation, developmental delay, ADD/ADHD deaf mute/deaf and dumb birth defect crazy/insane fits slow, retarded, lazy, stupid underachiever person who had a stroke person with symptoms of mental illness stroke victim crazy, paranoid

12 Creating Accessible Documents MS Word files generally require that the computer used has adaptive screen reading software, like JAWS or WindowEyes loaded. Most, but not all, blind students have reading software installed on their personal computers; however, if you plan on using MS Word documents, please check with the student to ensure they have software installed that will allow them to read the document. TIP: If you create files using Word Headers it will allow the student to search the document. Scanning PDF files. PDF files have screen reading software embedded and so can be read without any adaptive software. In order for the Read Out Loud functionality to work: Scan original documents. The printing must be very clear in order for optical character recognition software to identify the letters. Copies that have any marks, underlining, shadows, writing in margins, blurred, light, or specked printing will not scan appropriately, and should be re-typed prior to scanning. If scanning portions of a book, we suggest you use a book scanner to avoid binder shadows that are caused when the binding of the book is pressed down to scan using a flatbed scanner. Scan the document as a PDF Image/Text file. PDFs scanned as image files will not read. Check the file after scanning to ensure that: o The magnifying glass functions works. o The Read Out loud function works. Quick Tips to Creating Accessible Documents When done correctly, the document ensures correct reading-order and allows it to re-flow to fit the display when the magnification or display size is changed. Create files in Word and if needed convert to PDF files after created as a.doc file. Use the Word Header function to allow a student to search within the document. Place content in logical reading order. This is fundamental to creating accessible document. Do not use TAB, Spacebar and Enter keys to format for tables, columns, lists etc. Use the application's built-in features to encode semantic structure (headings, paragraphs, lists, sections, headers/footers, tables, columns, forms etc.). Define and use styles to format structural elements like headings, paragraphs etc. to control typography and layout. Use standard fonts such as Arial or Times New Roman. Do not use fonts that do not map to Unicode. Avoid complex layout, sidebars and other ornamentation as they make it difficult to maintain a logical reading order.

13 Avoid placing content in drawing-canvases or text-boxes as these are floating objects and flow to the bottom of a page's reading-order. Group multiple graphic elements (created by drawing tools, charts etc) into one image. Provide alternative text descriptors for all non-textual elements (graphs, images, illustration, pictures, multimedia, etc.) that provide essential information. Ensure that all navigation and interactivity can be performed using the keyboard. Resources at Microsoft Online Tutorial on Creating Accessible Office Documents Office 2010 Accessibility Resources Office 2010 System Accessibility Tutorials Accessibility in MS Products Resources at Adobe Accessibility Center at Adobe Online Tutorials on Creating Accessible PDF Printed with permission from the University of Toledo

14 CNM Disability Resource Center The Disability Resource Center, located in the Student Services building at Main campus and in Tom Wiley at Montoya campus, assists students with disabilities in areas such as, career planning, classroom accommodations, adaptive equipment as well as coordination with community support agencies. Prior to making a referral, the faculty member should take several steps. First, discuss any observations regarding possible effects of disability with the student. While it is not necessary for the student to self-disclose information regarding their disability, they must do so in order to receive services through the Disability Resource Center. Allow them to share information such as special classes or testing they have had in the past, if the student wishes to. Next, provide the student with information about CNM Disability Resource Center and urge them to make an appointment to see a counselor. Complete the referral form with the student and remind them to schedule an appointment to meet with a Disability Resource Center counselor. Finally, followup with the student and Disability Resource Center to ensure the student receives the services necessary to accommodate them in the classroom. The services provided through the Disability Resource Center can assist students in achieving academic goals through the use of instructional techniques and adaptive equipment. A list of general services and equipment available are listed below. Examples of services provided General Services: Assistance with admission through registration process Counseling Educational, career and college adjustment issues Testing Accommodations Assistance with requests for accommodations for national standardized tests Access to adaptive computer programs Assistance with adaptive technology training Notetaking Services Interpreter Services One term equipment loans for assistive devices Access to books in alternative formats (cd, mp3, large print, e-text) Braille materials

15 Procedure for Accepting and Administering Tests The Disability Resource Center delivers testing accommodations and testing services to CNM students with documented permanent or temporary disabilities as well as assisting faculty in administering tests. The Disability Resource Center is committed to test security and to do everything possible to ensure the validity of the test results. The Disability Resource Center is also dedicated to providing a quality testing environment for each student that is conducive to their individual needs which may also include the use of assistive technology. Scheduling Tests 1. The student is responsible for knowing the scheduled dates of tests and the special accommodations they will need at least five school days in advance. 2. The student is responsible for getting the Extended Time Testing Form to their instructor at least five working days in advance of a test. 3. The student is responsible for giving the Disability Resource Center Student Accommodation Statement to the instructor which specifies the accommodation(s) that they will need for the test. 4. The student is responsible for either coming into the Disability Resource Center (Main SSC208 or JMMC TW 204) or calling the office (Main or JMMC ) five school days in advance to reserve a room, date, and time of their test at Disability Resource Center. a) Testing guidelines are provided to, reviewed, and signed by students at the beginning of their Disability Resource Center case and/or when the Student Accommodations Statement is completed and/or at the beginning of a semester. 5. If the student is eligible for a reader, proctor, writer or interpreter, the student must ask the office staff person accepting the request to make arrangements for these services at the same time they schedule the test. a) If the student has a Notetaker for their class and the test is during the regular class time, the Notetaker will only be available for the regular class period. The rest of the test will need to be completed without a Notetaker, unless the student is eligible for extended time, in which case the Disability Resource Center will make appropriate arrangements, which may mean the student will be required to schedule on a Friday. b) Other arrangements may be possible but must be scheduled through DRC. 6. The student is responsible for picking up and completing the Extended Time Testing Form (Section A-Student). a) In cases where the instructor completes the Extended Time Testing Form on behalf of the student, the Disability Resource Center cannot accept the test from the instructor unless the student has scheduled the test at least five days in advance, as well as any other accommodation requests needed for the test. b) An option is available to students whose instructors have their tests in electronic format. The student may call or come into the Disability Resource Center office and request that the Disability Resource Center office staff their instructor with the electronic version of our Extended Time Testing form. The instructor completes the electronic form and returns it to the Disability Resource Center address with the test as an attachment. The student is still responsible for reserving a testing room in which they will take their test. Students are never asked to the form to the instructor themselves, and should never be given an electronic version of the form.

16 7. The student is responsible for arriving at the Disability Resource Center Office on the exact date and time indicated on the Extended Time Testing form, unless they have written instructor approval stating otherwise. 8. The student is responsible for: a) Notifying their instructor, if they cannot take their test as arranged with the Disability Resource Center. The Disability Resource Center will not keep a test for more than 48 hours after the date scheduled unless notified by the instructor to do so. b) Calling, canceling or rescheduling their test at the Disability Resource Center after receiving written permission from their instructor. 9. Failure to schedule a test at least five working days in advance may result in not being able to take the test at the Disability Resource Center

17 Disability Resource Center Referral Form Referral to the Disability Resource Center should be based on presence of an obvious physical disability or apparent learning problem as evidenced by poor performance in your class. A description of the performance problem would by appreciated. If you have a student who has other problems such as poor attendance or unrealistic choice of major, they should be referred to an advisor rather than the Disability Resource Center, unless they also appear to have a disability (in which case the Disability Resource Center is appropriate). Students referred to an advisor should not be listed on this form. Please print your name at the bottom. Thank you. Student ID #: Student Name: Reason for Referral: Instructor Name Class Date

18 Disability Resource Center Student Accommodations Statement DATE: STUDENT: (Valid for One Year) Name has provided documentation which meets criteria for reasonable academic accommodations under the Rehabilitation Act of 1973, Section 504, as amended and the Americans with Disabilities Act of 1990 as amended. This student is encouraged to speak with instructors directly about their accommodations and this student can choose when to use accommodations. Name is entitled to use of a service animal in accordance with federal law, state law, and Disability Resource Center procedure. The student is encouraged to provide to each instructor copy of the signed Service Animal Procedure. Name is to have personal attendant services in accordance with Disability Resource Center procedure. The student is encouraged to provide each instructor copy of the signed Attendant Care Procedure. The disability affects..... This student s strengths are..... This student is responsible for meeting academic standards and degree requirements with or without accommodations. Discussion of the disability and accommodations must be addressed directly and privately. Information regarding this student is CONFIDENTIAL and should not be discussed with peers or other colleagues without the student s consent. The student is encouraged to discuss the purpose of accommodations; however, the student has the option NOT to disclose the specific disability. Accommodations for any field work, practicum, clinical, student teaching, or other experiential courses require consultation between the student, faculty, and Disability Resource Center (DRC) counselor to determine reasonable accommodations. Review of this student s disability documentation verifies the need for the following accommodations: (All accommodations are based on disability related documentation) Student Responsibilities You are responsible for: Providing disability documentation to DRC. Giving copy of your Student Accommodation Statement to your instructors and discussing with your instructors the specific accommodations in each class. Discussion with your instructor should be timely, i.e.: at the beginning of the class or upon receipt of the statement from your DRC counselor. Putting into effect the use of accommodations (ex.: extended time testing). Coordinating with the DRC direct service accommodations (ex.: sign language services, texts in alternative format, extended time testing, notetaker service, use of adaptive technologies)

19 Meeting with your DRC Counselor at least once per term to review and update the Student Accommodation Statement. Informing your DRC counselor of any changes to class schedule (including adding and dropping classes), if you have difficulty with classes or instructors, your health or disability changes with new information/documentation with changes in diagnosis, or condition, or medications. Student Rights Protected by law, Rehabilitation Act of 1973 as amended, specifically Section 504, and the Americans with Disabilities Act of 1990 as amended, you have rights as a student with a disability to an equal opportunity in higher education, access to facilities, programs, and services available at CNM. You have the right to: Receive appropriate disability accommodations that address functional limitations, i.e.: barriers to an education, as a result of your disabling condition. Expect that your instructors will provide accommodations, academic adjustments, as indicated/specified on your Student Accommodation Statement. Expect that your instructors will conduct any conversation with you regarding your accommodations or disability confidentially and privately. Decide which accommodations are to be used in each class and when to use such accommodations. Expect that the DRC will provide direct service accommodations as indicated/specified on your Student Accommodation Statement. Expect that information about your disability is held strictly confidential by the DRC and cannot be released without your permission. Your DRC counselor can speak to any CNM faculty and staff who have a legitimate educational need to know about the effect of your disability on learning and accommodations. Student s Signature Thank you in advance for accommodating NAME. Please contact me if you would like assistance. Disability Resource Counselor: Counselor s Name Counselor @cnm.edu Please refer to the Disability Resource Center website: or call for more information about the DRC and disability accommodations.

20 MAIN CAMPUS MONTOYA/JMMC CAMPUS DISABILITY RESOURCE CENTER SSC 208 DISABILITY RESOURCE CENTER TW EXTENDED TIME TESTING FORM LOG # SECTION A completed by STUDENT STUDENT NAME: ID#: COURSE: (Example: Math 1101) INSTRUCTOR: CAMPUS TEST IS TO BE TAKEN AT: TEST DATE: TEST TIME*: SECTION B completed by INSTRUCTOR * TESTS CAN BE SCHEDULED TO BEGIN AT 8:15 AM: AND MUST BE COMPLETED BY 4:45 PM NOTE TO INSTRUCTORS: MAIN CAMPUS TESTS & COVER FORMS CAN BE ED TO Disability_Resource_Center@cnm.edu MONTOYA CAMPUS TESTS & COVER FORMS CAN BE ED TO Disability_Resource_Center_JMMC@cnm.edu IF THIS TEST IS NOT TAKEN AS SCHEDULED, IT WILL BE RETURNED TO THE INSTRUCTOR AFTER 48 HOURS Verify Number of Pages in Test: Instructor Contact: Special testing instructions: Please indicate what student can have in the testing room: such as open book/notes, use a calculator, dictionary, etc. If nothing is indicated student will not be allowed to use anything on test. What amount of time will the class be given for this test? hour(s) minutes WHEN TEST IS COMPLETED, HOW WILL TEST BE RETURNED? INTEROFFICE MAIL* to: (room #) at: (campus) (division) * PLEASE NOTE: FINAL EXAMS WILL NOT BE SENT INTEROFFICE MAIL INSTRUCTOR WILL PICKUP TEST SOMEONE OTHER THAN THE INSTRUCTOR WILL PICK UP TEST (MUST PRESENT PICTURE ID) NAME: THE EXAM IS TO BE TAKEN ON THE COMPUTER AND ELECTRONICALLY SUBMITTED. SCAN AND COMPLETED TEST (to CNM.EDU address only) INSTRUCTOR SIGNATURE: DATE: Student started test Date: Time: Employee s Initials: Student completed test Date: Time: Employee s Initials: Instructor picked up test Date: Time: Instructor s Initials: Placed in interoffice mail Date: Time: Employee s Initials: Scanned and ed to Instructor Date: Time: Employee s Initials: Test not taken at DRC; sent back to instructor Date: Time: Employee s Initials: When test in the pick-box has not been picked up notify the instructor Talked with instructor OR left message Date: Time: Employee s Initials:

21 Student Responsibilities for Taking Tests at Disability Resource Center You are responsible for scheduling tests at Disability Resource Center. These must be done at least a week in advance of the test. Knowing the dates of tests (from your instructor and /or syllabus). Scheduling the test with Disability Resource Center Office (Main Campus SSC 208 or Montoya Campus TW 204) to reserve a date, time, and room. Scheduling a reader and/or a scribe, if needed, with Disability Resource Center Office at least a week in advance of the test. Getting and completing the Extended Time Testing Form (Section A-Student). Giving the Extended Time Testing Form to your instructor with Section A-Student completed. Notifying your instructor of the accommodations you will need to take the test (from your Student Accommodation Statement). Finally, you are responsible for taking your test at Disability Resource Center at the date and time arranged with the Disability Resource Center Office. If you cannot take the test as scheduled with the Disability Resource Center office, you are responsible for: a. Notifying your instructor you cannot take the test as scheduled and arranging with your instructor another test date. NOTE: Disability Resource Center Office cannot keep your test for more than 48 hours after the scheduled test unless we are notified by the instructor to do so. b. Contacting the Disability Resource Center Office to cancel and / or reschedule your test. Please be aware of the following procedures when you come to take your test at Disability Resource Center: 1. All personal belongings (ex: backpacks, purses, hats, cell phones, etc.) will be locked in a cabinet. You cannot take these into the testing room with you. 2. Only materials specified by the instructor are allowed in the testing room with you (ex: textbooks, notes, dictionaries, etc.). 3. Personal calculators are allowed only when specified by your instructor. 4. Food and drink must be in clear plastic containers. 5. Pens, pencils, erasers, and scratch paper will be provided by the Disability Resource Center Office. 6. Scantrons and Blue Books that you bring in for your test will be exchanged with Scantrons and Blue Books provided by the Disability Resource Center Office. 7. Breaks will be supervised. You will have a Disability Resource Center escort for bathroom breaks.

22 Student Grievance Procedures and Discipline Policy A grievance is a complaint which may arise from a student s academic or non-academic experiences with instructors, staff or other students. CNM s student grievance and appeals procedures are formulated to resolve disputes among students and between students and faculty or staff members. Questions about these procedures may be directed to the relevant dean or director, Vice President for Student Services, or the Dean of Students. For more information, go to and click on Student Complaint Procedures. All behavior problems regardless of origin are governed by the Student Code of Conduct. If a student has provided you with a student has provided you with a Student Accommodation Statement (SAS) please contact the DRC Counselor listed on the student s SAS to discuss the issue. For more information, refer to the Dean of Students website at:

23 Medical Emergencies Emergency Procedures If possible, dial 911 on a CNM land line. In the event the call must be placed from a cell or pay phone, dial and indicate that there is a need for emergency responders. Security officers will be dispatched immediately to the location to provide assistance until paramedics arrive. When the emergency vehicles arrive, the patient will be evaluated by medical personnel. Provide Security with information regarding: Nature of the medical emergency (if the patient is not breathing, unconscious, was injured on campus, or if the person has a medical condition) Medical history if known Age Gender For further information regarding emergency policies and procedures, refer to The Source at Seizure Disorders There are three types of seizures Petit mal, Psychomotor, and Grand Mal. Some students are reluctant to divulge information about their condition because it is quite often misunderstood. Many times medication will have side effects such as drowsiness and temporary memory problems. Listed below are the procedures to follow if a student has a seizure in class. Some individuals experiencing petit mal and psychomotor seizures may not require assistance. However, whenever a student has a seizure of any kind, call Security immediately. If a student has a seizure, take the following steps: o Remain calm o Remove any harmful objects near the student o Help the student lie down on the floor. Place an article of clothing or pillow under the person s head for comfort o Turn his/her head to the side to make breathing easier o Loosen tight clothing o DO NOT PLACE ANYTHING IN THE PATIENT S MOUTH o If possible, time the seizure as this information will be helpful for the emergency team o Call Security, even if the student instructs you not to do so o After the seizure, recommend that the student remain on the floor until Security and the paramedics arrive o Do not phone or send the student to Student Health Services! o Document the incident and inform your supervisor

24 Contacts CNM Disability Resource Center Mark Cornett, Director, Ext , Main Campus Lucy Birbiglia, Counselor, Ext , Main Campus Andi Czaban, Counselor, Ext , Main Campus Kristina Daniels, Counselor, Ext , Main Campus Kate Rogers, Counselor, Ext , Main Campus Nahid Movaghar, Counselor, Ext , Montoya Campus Richard Jiron, Counselor, Ext , Westside Campus Meredith Daggett, Adaptive Technology Specialist, Ext Faith Timm, Interpreter Coordinator Ext Kate Davis, Notetaker Coordinator Ext

25 State Agencies State Department of Education: Division of Vocational Rehabilitation DVR provides services for those who qualify based on the disability which prevents them from entering, maintaining, or returning to work. There are several locations throughout the Albuquerque area. Website: (See website for offices around the state.) 435 St. Michael s Drive Building D Santa Fe, New Mexico Phone: Phone: (505) Toll Free: (800) New Mexico Commission for the Blind Provides services for those who qualify based on visual impairments and blindness which prevents them from working or living independently. Website: Rodeo Park Dr. East 4 Suite 100 Santa Fe, New Mexico Phone: Library for the Blind and Physically Handicapped Website: Camino Carlos Rey Santa Fe, New Mexico Phone: US Department of Justice Website: ADA Information Line Civil Rights Division 950 Pennsylvania Ave. NW. Disability Rights Section-NYAV Washington, DC For general information regarding ADA questions call: (TTY) New Mexico School for the Deaf Website: Cerillos Road Santa Fe, New Mexico Phone: Toll free:

26 New Mexico Commission for Deaf and Hard of Hearing Website: Louisiana Blvd., NE Suite 400 Albuquerque, NM Toll Free (V/TTY) Local Agencies Paralyzed Veterans of America Website: Gibson Blvd. SE Albuquerque, New Mexico Phone: Disability Rights New Mexico Website: Louisiana Blvd. NE Suite 204 Albuquerque, New Mexico Phone: Southwest Branch of International Dyslexia Association (SWIDA) Website: Carlisle Blvd., NE Albuquerque, New Mexico Phone:

27 New Mexico College Websites Central New Mexico Community College: Clovis Community College: Eastern New Mexico University: Mesalands Community College: New Mexico Highlands University: New Mexico Junior College: New Mexico Military Institute: Western New Mexico University: New Mexico State University: New Mexico State University at Alamogordo: New Mexico State University at Dona Ana: New Mexico State University Carlsbad: New Mexico State University Grants: San Juan Community College: Santa Fe Community College: Southwest Indian Polytechnic Institute: University of New Mexico: University of New Mexico Taos: taos.unm.edu