Disability Resource Center

Frequently Asked Questions by Faculty

What is a learning disability?

The term learning disability refers to many different types of problems learning that result from difficulties with processing specific types of information. It is assumed that these disorders, which affect reading, math, writing, listening and speaking, are neurological in origin and not a result of culture, environment, poor instruction or general intellect. Problems with self-regulatory behaviors, social interactions and emotional state may occur along with learning disabilities but are not necessary part of them. The field of learning disabilities is new, arising as a stable field of study in the 1960s and 1970s. The first legislation that resulted in the category of "learning disabled" was Public Law 94-142 in 1973. This law resulted in federal funding to local education agencies (LEAs) for services to students with handicaps. The legislation stipulated that identification of students with learning disabilities would be left up to the LEAs. Therefore, identification guidelines differ from state to state and region to region. There has been much discussion in the field about the use of a discrepancy between IQ and achievement as the defining criterion but this is the most common criterion for categorization.

Post-secondary institutions look for documentation that shows a history of learning disabilities, a cognitive profile that includes processing weaknesses (auditory memory, visual discrimination, slow processing speed, for example) and evidence of difficulties performing discrete academic tasks despite efforts to compensate.

What is an attention deficit hyperactivity disorder?
This disorder is characterized by difficulties sustaining attention on low preference activities, impulsivity and hyperactivity. ADHD is usually noticeable with the early developmental period. Symptoms may change throughout the life-span, but it is no longer assumed that this disorder is "outgrown" during adolescence. Adults with ADHD often have difficulty on activities that required sustained attention, such as reading and writing, paying attention in lectures, organizing time and possessions and controlling impulses. These symptoms result in ineffective and inefficient learning strategies, disrupted social relationships and violations of rules or social norms.

What should I do if I suspect a student has one of these disorders?
If, after careful observation, you believe that a student might have an undiagnosed disability, you should meet privately with that student to discuss your specific concerns. Ask the student if he/she is having any difficulties at present that he/she has noticed previously. Ask the student what he/she has done to overcome for these problems. Offer suggestions as to ways to work around the problems. Do not refer to your concerns as "suspicions of a disability." Schedule a follow up meeting to discuss the effectiveness of your suggestions. If problems continue, refer the student to the appropriate services, such as the Counseling Center or Disability Resource Center.

What are "reasonable" accommodations? How much is enough?
An accommodation is considered "reasonable" if it addresses issues related to accessibility of instruction for all and does not cause undue hardship to the institution. Undue hardship might be excessive financial burden or interference with the environment. It is important to keep in mind, once again, that an accommodation should not change the essential requirements of the course or activity. Therefore, it is important, as the professional who defines what is essential, that these goals and objectives are clear and available to all relevant parties, such as the students and the Disability Resource Center.

Do I have to provide the student with the disability with the accommodations as specified on the accommodation letter?
The answer to this is "yes" and "no." In 1977, the Department of Health, Education and Welfare (now Department of Education) established guidelines for implementation of Section 504 of the Rehabilitation Act. These guidelines stated that:

“Institutions of higher education must modify academic requirements that are discriminatory. Modification may include extending time for completing degree requirements, allowing course substitutions, and adapting the manner in which particular courses are conducted. Institutions are not required to compromise on requirements that are essential to the program or course of instruction, or that are directly related to licensing requirements” (Section 104.44(a)).

Court cases have upheld the right of institutions to establish their own standards and to maintain them. They have ruled, however, that practices should not discriminate against a student because of a disability. This includes preparing instruction that is accessible to all students and measuring performance through tests that reflect the student’s knowledge and mastery rather than his/her disability.

If you believe that the accommodation requested through the Disability Resource Center compromises the student’s ability to demonstrate mastery of the essential requirements of the course, you should contact the Director or Assistant Director of the Disability Resource Center and set up a meeting to express your concerns and reasons. Be prepared to suggest an alternate and more appropriate accommodation for this student.

What should I do if I cannot provide an accommodation even if I think it is appropriate?
Contact the Disability Resource Center. A discussion about the academic accommodation will take place and if possible and reasonable, alternative arrangements will be made.

How can I get students to request accommodations before their grades are in jeopardy?
Make a strong statement during the first classes that students with special needs should make an appointment to see you. Write this statement on the first page of your syllabus: "It is the policy of The University at Albany to make reasonable accommodations for qualified students with disabilities. All students with special requests or needs for accommodations should make this request in person as soon as possible" (or before a specific date). You could also include "a copy of your letter from the Disability Resource Center stating your have registered with the DRC and including the suggested academic accommodations should be brought with you to that meeting."

Students with disabilities are not required to inform the institution or you of the disability even if they are registered with DRC. In order to receive an accommodation, however, it is the responsibility of the student to inform you of the need for an accommodation. The law does not require you to make changes on what has occurred. You should begin the accommodation from that point forward.

Why can’t I get more information about a student’s learning needs?
The Americans with Disabilities Act of 1990 makes it the right of the student to determine when to disclose a disability and to whom. Colleges and Universities have the responsibility to protect this right.

All information provided by students to the Disability Resource Center is confidential. It is the responsibility of the student to request accommodations from the instructor and to explain his/her needs. It is not unusual for the student to understand little about the exact nature of his/her disability. Students with some types of disabilities, such as learning, attention and emotional problems, are often unaware of how these conditions affect their learning.

You may suggest that the student arrange a meeting for him/her, you and professional staff of the Disability Resource Center to talk about the educational components of the disability.

What are the limits of confidentiality?
You should not share confidential information about the performance of a student with a disability or discuss any information about this student of a personal nature with colleagues, friends of the student or the parents of the student.

If you are aware that the student is a danger to himself or others, you should refer the student to the University Counseling Center 442-5800. It is best to talk to a person in the Counseling Center if you have any reason for concern about the emotional well-being of the student, even if it is not an urgent situation. In such cases you can discuss general procedures. If there are concerns about an under-served or un-served student with a disability or suspicion of a disability, you should contact the Disability Resource Center.

How should I request a note-taker for a student so that confidentiality is maintained?
Make a general announcement to the class that a note-taker is needed for your class. Unless the student requesting the note-taking service has a voucher on file guaranteeing payment for note-taking, the note-taker is considered a volunteer or the student can make personal arrangement to pay the note taker. The student needing the notes can make arrangements to meet the note-taker at Disability Resource Center to get the notes copied.

Notes from others in the class are often helpful to students without diagnosed disabilities. You may wish to post your notes on line or have others share notes in a more formal way than the usual "Hey, can I borrow your notes?" that goes on between students. If you do this, you can control the quality of the notes that are passed around to some degree.

What types of technology are available to faculty and to students with disabilities?
We are quickly moving into an age when technology will enhance the learning of all students, but, specifically, students with sensory impairments and learning problems based on disabilities will find many technological improvements.

For visually impaired students, there are kits that change graphics to tactile materials. Auditory information can be embedded into text using software programs. Readers change text to voice quite easily and the voices used have become more natural. Software programs can change electronic text from documents on the web of material scanned in to the computer into auditory text.

For hearing impaired students, Assistive listening devices are available. For students with learning and attention problems, where it is especially important to use multimedia approaches to enhance learning, Blackboard, overheads, "power-point" style presentations and other multimedia formats help create more accessible learning experiences. Also providing notes on the web, such as through Web CT, can allow a student with dysgraphia, or a broken wrist to get copies of your lecture notes to review lecture material and prepare for exams.

The library system at the University at Albany has a wonderful handout of assistive technology available to students with disabilities to use. The equipment ranges from being able to turn print in to Braille, to print enlargers, to voice recognition software for writing papers, to a scanner that can scan text and allow a computer to read the material back to the student. Disability Resource Center also has various technological equipment available to be used, such and an Optilex print enlarger and a Kurzweil scanner optical character recognition program to scan and read text books.