Systemic
Definition
Disabilities stemming from chronic conditions or diseases affecting one or more of the body’s systems, such as respiratory, gastrointestinal, immunological, neurological, or circulatory. Examples include: cancer, chemical dependency, diabetes, seizure disorders, HIV, Lyme disease, lupus, multiple chemical sensitivity, severe asthma and allergies, kidney disease, chronic fatigue syndrome, and fibromyalgia. It is imperative that students with these conditions provide appropriate documentation to Disability Services that specifically identifies the condition as a disability.
Background Information/Strategies
- The condition of a student with a systemic disability may fluctuate or deteriorate over time, causing the need for and type of accommodation to vary.
- Fatigue may be a significant factor in the student’s ability to complete required tasks within regular time limits.
- Some of these conditions will cause the student to exceed the university’s attendance policy due to side effects of medication or treatment appointments. A reasonable accommodation should reflect the nature of the class requirements and the arrangements initiated by the student for completing the assignments. If the student knows the condition is subject to acute exacerbation that would delay academic activities, the student is responsible for documenting this situation for review by the ODS Coordinator. Because some courses are less amenable to delays than others, such accommodation requests may, unfortunately, be denied, in effect making the student unqualified to complete the course.
- A student may need to leave the classroom early and unexpectedly; the student should be held accountable for missed instruction.
- Ask the student if he or she will need assistance during an emergency evacuation and assist in making a plan if necessary.
Possible Accommodations
- Flexible deadlines if appropriate for the course or assignment
- Extended time for exams
- Use of scribes, readers, and notetakers
- Use of computers or other adaptive technology
- Exam modifications such as increased frequency, shorter testing sessions, or administering the test by page or section
Speech and Language
Definition
Disabilities resulting from hearing loss, cerebral palsy, learning disabilities, and/or physical conditions. There may be a range of difficulties from problems with articulation or voice strength to complete absence of voice. Included are difficulties in projections, fluency problems such as stuttering and stammering, and articulating particular words or terms.
Background Information/Strategies
- Give students opportunities – but do not compel speaking in class. Ask students for a cue they can use if they wish to speak.
- Permit students time to speak without unsolicited aid in filling in the gaps in their speech.
- Do not be reluctant to ask students to repeat a statement.
- Address students naturally. Do not assume they cannot hear or comprehend.
- Patience in the most effective strategy in teaching students with speech disabilities.
Possible Accommodations
- Modifications of assignments such as one-to-one presentation or use of computer with voice synthesizer
- Alternative assignments for oral class reports
If you have any more questions or concerns, feel free to contact the Office of Disability Services. We are located in the Alumni Memorial Union, Room 317. The phone number is extension 8-1645.
Heidi Vering
Coordinator, Disability Services
ODS 10/08
