Student Disability Services
Faculty & Staff
Rogers State University is committed to the goal of achieving equal educational opportunity and full participation for students with disabilities outlined by Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990, which prohibit discrimination on the basis of disability. Faculty and staff are requested to follow the authorized accommodations for students. Failure to do so may result in increased liability for the faculty or staff member.
Americans with Disabilities Act Syllabus Statement
Faculty and staff should use the following syllabus statement in their syllabi.
Americans with Disabilities Act:
Rogers State University is committed to providing students with disabilities equal access to educational programs and services. Any student who has a disability that he or she believes will require some form of academic accommodation must inform the professor of such need during or immediately following the first class attended. Before any educational accommodation can be provided, it is the responsibility of each student to prove eligibility for assistance by registering for services through Student Affairs. Students needing more information about Student Disability Services should contact Leah Asbury, Coordinator of Student Disability Services at Rogers State University,
1701 W. Will Rogers Blvd.,
Claremore, OK 74017 or
Description of Services
Rogers State University provides service to all students with disabilities who are otherwise qualified as defined by federal regulations. Students are considered to be otherwise qualified if, with or without reasonable modification to rules, policies, or practices, the removal of architectural, communication, or transportation barriers, or the provision of auxiliary aids and services, they meet the same standards (academic, professional, technical, and behavioral) as other students. Rogers State University does not compromise on the standards of excellence and performance demanded of students to successfully complete their programs.
Rogers State University will reasonably accommodate otherwise qualified students with a disability unless such accommodation poses an undue hardship or would result in a fundamental alteration in the nature of the service, program, or activity or undue financial or administrative burden. Students with disabilities are provided with academic and other accommodations as outlined in the Accommodations section below.
Faculty Notification and Follow-up
Once a student with a qualified disability has registered with the Office of Disability Services, the student will be given a letter to give to their instructors. This letter informs the faculty that the student has a qualified disability and is approved for specific accommodations which are listed. The student is encouraged to discuss their accommodations with their faculty.
The faculty may be informed of the type of disability but only at the student’s request. Students are encouraged to be self-advocates and are expected to identify themselves to the instructor or faculty member and to discuss the specific accommodations authorized by Student Development.
- The Faculty Room - Resources to help you create a classroom environment that maximizes the learning of all students. Includes web-based publications, video presentations, specific disability resources, specific academic resources, and knowledge based case studies and best practices.
- The Student Lounge - resources for students with disabilities to prepare for college, succeed in college, and in transition. Provides videos, publications, guidelines for success, information technology resources, and opportunities.
- DAIS (Disability Access Information and Support) - provides resources for the higher education community including publications and activities.
- PEPNet (Postsecondary Education Programs Network) - national collaboration of four regional centers that assist in educational services to students with disabilities. Each center provides technical assistance. The Centers are supported by the U.S. Department of Education, Office of Special Education and Rehabilitative Services, and the Office of Special Education Programs.
- WebAIM (Web Accessibility in Mind) - provides updated information on make courses accessible on the Web.
Types of Disabilities
Due to confidentiality, the diagnosis of a student with a disability may not be shared with faculty or staff without a release of information from the student with a disability. Students are encouraged to speak with faculty and staff about their specific needs. The information regarding types of disabilities explains and offers suggestions to faculty members on how to provide equal access to students with a disability. In a recent U.S. study, 428,280 postsecondary undergraduate students identified themselves as having disabilities, representing 6% of the student body. The types of disabilities reported by these students were:
- Learning disabilities - 45.7%
- Mobility or orthopedic impairments - 13.9%
- Health impairments - 11.6%
- Mental illness or emotional disturbance - 7.8%
- Hearing impairments - 5.6%
- Blindness and visual impairments - 4.4%
- Speech or language impairments - 0.9%
- Other impairments - 9.1%
Source: An Institutional Perspective on Students with Disabilities in Postsecondary Education, National Center for Educational Statistics, Postsecondary Education Quick Information System, August 1999.
A disability may or may not affect the participation of a student in your class. In postsecondary settings, students are the best source of information regarding their special needs. They are responsible for disclosing their disabilities and requesting accommodations. To create a welcome environment, include a statement on your class syllabus inviting students who require accommodations to meet with you. For example, "If you have a documented disability and wish to discuss academic accommodations, please contact me as soon as possible."
Flexibility and effective communication between student and instructor are key in approaching accommodations. Although students with similar disabilities may require different accommodations, it is useful for faculty to be aware of typical strategies for working with students who have various types of impairments. With this basic knowledge you will be better prepared to ask students to clarify their needs and to discuss accommodation requests. Examples are listed below, followed by links to more detailed information.
- Learning Disabilities are documented disabilities that may affect reading, processing information, remembering, calculating, and spatial abilities. Examples of accommodations for students who have specific learning disabilities include:
- Notetakers and/or audiotaped class sessions, captioned films
- Extra exam time, alternative testing arrangements
- Visual, aural, and tactile instructional demonstrations
- Computer with speech output, spell checker, and grammar checker
- Mobility Impairments may make walking, sitting, bending, carrying, or using fingers, hands or arms difficult or impossible. Mobility impairments result from many causes, including amputation, polio, club foot, scoliosis, spinal cord injury, and cerebral palsy. Typical accommodations for students with mobility impairments include:
- Notetaker, lab assistant, group lab assignments.
- Classrooms, labs, and field trips in accessible locations.
- Adjustable tables, lab equipment located within reach.
- Class assignments made available in electronic format.
- Computer equipped with special input device (e.g., speech input, Morse code, alternative keyboard).
- Health Impairments affect daily living and involve the lungs, kidneys, heart, muscles, liver, intestines, immune systems, and other body parts (e.g., cancer, kidney failure, AIDS). Typical accommodations for students who have health impairments include:
- Notetaker or copy of another student's notes.
- Flexible attendance requirements and extra exam time.
- Assignments made available in electronic format, use of email to facilitate communication.
- Mental Illness includes mental health and psychiatric disorders that affect daily living. Examples of accommodations for students with these conditions include:
- Notetaker, copy of another student's notes, or recording of lectures.
- Extended time on assignments and tests.
- A non-distracting, quiet setting for assignments and tests.
- Hearing Impairments make it difficult or impossible to hear lecturers, access multimedia materials, and participate in discussions. Examples of accommodations for students who are deaf or hard of hearing include:
- Interpreter, real-time captioning, FM system, notetaker.
- Open or closed-captioned films, use of visual aids.
- Written assignments, lab instructions, demonstration summaries.
- Visual warning system for lab emergencies
- Use of electronic mail for class and private discussions
- Blindness refers to the disability of students who cannot read printed text, even when enlarged. Typical accommodations include:
- Audiotaped, Brailled or electronic-formatted lecture notes, handouts, and texts.
- Verbal descriptions of visual aids.
- Raised-line drawings and tactile models of graphic materials.
- Braille lab signs and equipment labels, auditory lab warning signals.
- Adaptive lab equipment (e.g., talking thermometers and calculators, light probes, and tactile timers).
- Computer with optical character reader, speech output, Braille screen display and printer output
- Low Vision refers to students who have some usable vision, but cannot read standard-size text, have field deficits (for example, cannot see peripherally or centrally but can see well in other ranges), or other visual impairments. Typical accommodations include:
- Seating near front of class.
- Large print handouts, lab signs, and equipment labels.
- TV monitor connected to microscope to enlarge images.
- Class assignments made available in electronic format.
- Computer equipped to enlarge screen characters and images.
This information is provided by DO-IT (Disabilities, Opportunities, Internetworking, and Technology). DO-IT is a collaboration of Computing and Communications and the Colleges of Engineering and Education at the University of Washington. Primary funding for the DO-IT program is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education. For more information, visit the web site http://www.washington.edu/doit/.