Disability Resource Center

Esther Schon
Manager
Disability Resource Center
602.787.7174
602.787.7230 (fax)
602.787.7177 (TDD)

Dr. Paul Dale
ADA / 504 Coordinator
602.787.6603

Paradise Valley Community College
18401 N. 32nd Street
Phoenix, AZ 85032

Faculty and Staff Resources

Syllabus Disability Statement

A statement should be placed on your course syllabus indicating your willingness to provide reasonable accommodations to students with disabilities. This statement acts as an invitation for students with disabilities to meet with the faculty member, in a confidential environment, to review course requirements and to discuss their disability-related needs. You are encouraged to use any one of the following statements on your course syllabus.

If you have a hidden or visible disability which may require classroom or test accommodations, please see me as soon as possible during a scheduled office hour. If you have not already done so, please register with the Disability Resource Center, KSC - 119, 7-7171.
Students with disabilities who believe that they may need accommodations in this class are encouraged to contact Disability Resource Center, KSC -119, 7-7171.
Please contact the instructor immediately if (1) you have or think you may have a disability or medical condition that may affect your performance, attendance, or grades in this class and for which you wish to discuss accommodations of class related activities or schedules; (2) you may require medical attention during class, or; (3) you may need special emergency evacuation preparations or procedures. For accommodations or additional assistance please contact the DRC, KSC-119, 7-7171. Accommodations are provided on an individualized, as-needed basis after the needs and circumstances have been evaluated.
It is a college policy to provide reasonable accommodations to students with disabilities. If you would like to request accommodations due to a physical, mental, or learning disability, please contact your instructor or the Disability Resource Center, KSC 119, 7-7171.
Any students with a documented disability needing academic adjustments is requested to speak directly to the Disability Resource Center and the instructor, as early in the semester (preferable within the first week) as possible. All discussions will remain confidential.
If you have a specific physical, psychiatric, or learning disability and require accommodations, please let me know early in the semester so that your learning needs may be appropriately met. You will need to provide documentation of your disability to the Disability Resource Center, KSC-119, 7-7171.

NOTE: Faculty do NOT have the right to ask students if they have a disability. For those students with documented disabilities, faculty do NOT have the right to ask about the nature of the disability. However, if students choose to disclose their disability, this information should be treated confidential.

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General Recommendations

The following are commonly used teaching techniques that also accommodate students with disabilities:

Let students know when you are available to meet with them through verbal announcements and published hours and location of availability.
Make an announcement the first day of class that you are available privately to discuss any information or circumstances that may impact the course. Provide this information on the syllabus also.
When offering assistance to a student, it is very important to respect their privacy. Do not discuss the interaction with other students or colleagues.
Individual assistance can be quite helpful in promoting the learning experience. However, avoid behaving in a patronizing or condescending manner because someone needs assistance.
Be sensitive to verbal and non-verbal signs of student anxiety and frustration. Be willing to discuss any problems and make appropriate referral to campus resources.
Speak directly to students, maintaining eye contact, and using gestures and natural expressions to further convey meaning.
Provide the course syllabus and a list of required readings in advance of the course. A web site is an ideal location for this.
Leave all relevant course information with a Department contact during semester breaks in case you cannot be contacted.
If possible, select textbooks that are available from the publisher in electronic text.
If possible, select a textbook with an accompanying study guide for students.
Order texts early enough so that texts arrive in the bookstore before the course begins.
Provide a course study guide, or exam study questions, which covers specific terms the student needs to master.
Make available lecture outlines or copies of overheads used in class.
Prepare a comprehensive syllabus that includes a lecture topics schedule, order of scheduled and required readings, assignment information and due dates, examination schedule, and grading scale. Review the requirements in class.
Present new or technical vocabulary and concepts on handouts. Teach them both visually and verbally.
Start each class meeting with a brief outline review of the previous class.
Write an outline on the board of material that will be covered that class period.
Verbally explain graphs, charts, and diagrams. Read aloud all material that is on the board, transparencies, or handouts.
Carefully explain the purpose and objectives of your assignments. Also provide written directions, requirements and grading scale for each.
Remind students of upcoming reading requirements, assignments, papers, projects, or exams frequently and well in advance of when they are due.
Provide adequate opportunities for class discussion, questions, and participation, including review sessions.
Encourage active use of office hours for information clarification.
Permit the use of tape recorders as backup to note taking. Have students sign tape recording agreements limiting the use of the tapes, if necessary.
Help facilitate study groups in and out of class.
Encourage students to make use of on campus resources.

REMEMBER:

That any student enrolled at PVCC has the right to be here. Respect the student with the disability for their initiative and qualifications.
To treat adults like adults. Do not be condescending or patronizing.
Use typical conversations terms such as "See you later", "Let's take a walk". People with disabilities use these terms too.
Offer assistance with sensitivity and respect. If the offer is declined, do not insist. If the offer is accepted, listen to, or ask for instructions.

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