Yes, it is the responsibility of the postsecondary institution to provide reasonable accommodations to ensure that a campus program or event is accessible to a participant with a disability. For example, prospective students and their family members who are visiting the campus for a college preview day have the right to reasonable disability-related accommodations.
My name is Jess and I am hard of hearing. I live in a residence hall on an urban campus. I need to walk several blocks through high traffic areas to my classes, to the dining hall, and to social activities.
Attempt to include students in fieldwork opportunities, rather than automatically suggesting nonfieldwork alternatives. Ask the student how they might be able to do a specific aspect of fieldwork, and work together to develop the best access solution. Include special needs in requests for field trip vehicle reservations, and provide materials in alternate formats as appropriate.
A student with a mental illness may have one or more of the following psychiatric diagnoses (American Psychiatric Association, 1994).
This is a mood disorder that can begin at any age. Major depression may be characterized by a depressed mood most of each day, a lack of pleasure in previously enjoyed activities, thoughts of suicide, insomnia, and consistent feelings of worthlessness or guilt.
In 1990, President George Bush signed the Americans with Disabilities Act (ADA) into law.
Suzanne is a junior with a psychiatric impairment. She had an episode of depression, which resulted in her inability to attend classes for several days. Due to her absence, she fell behind in her coursework and petitioned to drop one of her three classes as a "hardship withdrawal."
My name is Shannon. I have Spina Bifida, a mobility impairment, and use a wheelchair for mobility. My coursework in elementary education requires frequent use of the library to conduct literature reviews of children's books and research to create classroom projects.
A number of tools and strategies are available that can make fieldwork accessible to students who are blind. Some of those tools - such as guide dogs - are already part of many students' lives. Others are easy to purchase. Braille compasses and talking compasses are readily available from online stores and, in combination with Braille or tactile maps, could be very effective for finding locations if students who are blind are instructed on how to use them.
My name is Jen. I am a freshman majoring in Fashion Merchandising and enrolled in a Retailing I course. I have Dyslexia and a visual-processing problem.
In order to pass my midterm exam, I needed a way to memorize information about fashion designers and the materials with which they work.
Internet-based electronic discussion lists provide opportunities for collaboration with librarians and other colleagues about accessibility issues.
In the ADAPT-L listserv group, librarians discuss assistive technology for making electronic resources accessible to all patrons. To join, send email to listserv@american.edu with no subject but one line of text: "subscribe adapt-l Firstname Lastname".