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Faculty Staff Resources 

Suggested Syllabus Statement

Students with Disabilities


Students with disabilities who seek reasonable accommodations in the classroom or other aspects of performing their coursework must first register with the UNF Disability Resource Center (DRC) located in Building 57, Room 1500.  DRC staff members work with students to obtain required documentation of disability and to identify appropriate accommodations as required by applicable disability laws including the Americans with Disabilities Act (ADA). After receiving all necessary documentation, the DRC staff determines whether a student qualifies for services with the DRC and if so, the accommodations the student requires will be provided.  DRC staff then prepares a letter for the student to provide faculty advising them of approved accommodations. For further information, contact the DRC by phone (904) 620-2769, email (drc@unf.edu), or visit the DRC website (http://www.unf.edu/drc/).  

 

 

Military and veteran students who return from combat exposure may be utilizing the post 9/11 GI bill to continue postsecondary education goals and may need both physical and academic accommodations.  Contact the Military and Veterans’ Resource Center by phone (904) 620-5131 or email mvrc@unf.edu.    

Frequently Asked Questions by Faculty 

 

What is the Disability Resource Center (DRC)?

The Disability Resource Center coordinates and ensures services and accommodations for registered students with disabilities as mandated by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. DRC also acts as a gateway for disability-related information and guidance. These services provide equal educational opportunities to students by minimizing the impact of functional limitations upon their academic and non-academic lives.

 

Who is responsible for determining reasonable accommodations?

The DRC is the only office on campus that determines appropriate accommodations. Decisions regarding accommodations are based on documentation provided by the student with a disability, as well as the student’s functional limitations.

 

Are all students with disabilities registered with the DRC?

No. It is possible that a student with a disability has chosen not to register with the DRC, or he/she may not have met the eligibility criteria for services. In either instance, faculty members do not need to provide accommodations for those students.

 

How do I know if a student is registered with the DRC?

Students registered with the DRC will present you with a current letter of warranted accommodations. The student may elect which accommodation he/she would like to use in a given class after discussing the framework of the class with the professor.

 

If a student requests a note taker, what is my responsibility?

The student should give you a note taker recruitment statement form that he gotten from the DRC. The student will fill out the class and receipt of notes information. You may make an announcement that a student in class needs the services of a volunteer note taker. Due to confidentiality, please do not mention the student’s name, the student’s disability, or identify the student in any way during your announcement. The interested note taker may meet with the student who is making the request immediately after class or the student may want to be anonymous to the note taker. That info will be on the form. The note taker should report to the DRC office in Building 57, Room 1500 within 2 business days to process paperwork.

 

What is my responsibility if a student’s accommodation is extra time on tests?

If a student has extended time as an accommodation, you must provide the designated extra time delineated on their accommodation letter. The Disability Resource Center can provide a testing environment for all registered students requiring extended time.

 

When is a student required to notify me of a need for accommodations?

The DRC encourages but does not require registered students to meet with you at the beginning of each semester to discuss his/her Letter of Accommodations. However, a student can register with the DRC or present their Letter of Accommodations to you at any time during the semester. Accommodations are not retroactive; they will begin as soon as the professor receives notification of accommodations.

 

Am I allowed to request disability documentation from the student for any reason?

No. Documentation stating and describing a student’s disability is confidential information. Documentation for students registered with the DRC is kept at the DRC. However, please call the DRC if you have concerns about a student in your class.

 

I have a student in class who provided me a letter of accommodations but has never used them. What is my responsibility in this situation?

You are only responsible to provide accommodations when a DRC registered chooses to use their warranted accommodations.

 

I have a student in class who provided me with a letter of accommodations but has never used them. The student then comes to me at the end of the semester right before finals, and tells me he/she is failing and asks for the requested accommodations now. What do I do?

The student has ultimate responsibility to make use of the accommodations that have been identified as reasonable. You are not expected to retroactively make adjustments on academic work prior to student use of their accommodations. If they request to use their accommodations, you must provide them the opportunity to do so. You are to provide accommodations from that point on.

 

Do I have any recourse if I disagree with the requested accommodations?

Yes. You should contact the DRC to discuss your concerns with one of the DRC Directors.

 

If a student informs me that he has a disability and would like an accommodation such as extra time for an exam but does not have a letter from the DRC stating his/her accommodations, am I required to provide accommodations?

No. You are not required to provide any requested accommodations unless you have been presented with a current Letter of Accommodations. A student must be registered with the DRC before accommodations will be provided.

 

Am I required to lower the standards of a required assignment because the student has a disability?

No. The standards should be the same for all students. However, students with disabilities may exhibit their knowledge, production or course expectations differently than their peers. Accommodations are designed to address those differences, but the quality of the end result should be the same. Modifications of policies and practices are not required when they would fundamentally alter the nature of the course, service or activity.

 

I have a student who is having difficulty in my class. I think this student may have a disability. What should I do to help the student?

Talk privately with the student to discuss your observations. Do not assume that the student’s difficulties are a result of a disability. After a thorough discussion with the student, you may want to refer the student to one of more campus resources. Offer options to the student such as the Academic Center for Excellence (ACE), the Personal Counseling Center, as well as the DRC. If the student discloses that he or she does have a disability or believes he/she has a disability, you might suggest that the student contact the DRC to explore options for accommodations.

 

I have a student with a disability who is getting behind in his schoolwork. The student is missing a number of classes and has not handed in several assignments. Although he has taken a midterm and used accommodations, his grade is about a D. At this point he is not passing the class. Do I have a right to fail a student with a disability?

The student with a disability has the same right to fail as anyone else. Work produced by the student should be equivalent to his peers. Provision of accommodations is no guarantee of academic success.

 

 

 

Universal Design Information

 

The Center for Teaching and Learning is an excellent resource for assistance in creating a classroom environment that meets the needs of diverse learners.


The University of Connecticut’s Universal Design in Instruction Project offers suggestions for incorporating Universal Design Concepts into your classes.


Colorado State University offers a Universal Design for Learning Module with useful tutorials.


University of Washington’s DO-IT Faculty Resources help you to create a classroom environment that maximizes the learning of all students, regardless of disability.


DO-IT Video Equal Access: Universal Design of Instruction

 

 

 

 

 

 

 

 

 

 

 

Faculty Exam Information and Procedures

 

The Disability Resource Center (DRC) offers the following options to faculty with students who require extended time or reduced distraction testing environments in the DRC.  When a student is enrolled in your class and he/she wishes to test at the DRC, the following process will take place:    

  

The DRC utilizes an online portal called Clockwork for exam administration. Faculty can access the ClockWork portal to view exam appointments made by their registered DRC students and to upload exam materials and instructions for testing. Faculty may also access the accommodations letters of each of their students registered at the DRC through this portal. You will receive an email reminder three (3) business days before the exam and another reminder the morning of the exam if the exam has not been submitted.  

 

Please go to myWings>Faculty Resources Icon>Faculty Tools>Clockwork for access.

Or search for "Clockwork" in myWings

 

Please see the tutorials below for online exam submissions and viewing accommodation letters of your students who are registered with the DRC. If you have questions regarding ClockWork exam applications, please contact the DRC Exam Coordinator at drcexams@unf.edu or by phone at (904) 620-2259. 

                                                                                                    

  

Methods of Exam Delivery:     

    You may submit the exam through the Faculty link for Clockwork. (Faculty Resources Icon>Faculty Tools>Clockwork)

    You may include the exam in an e-mail as an attachment (Word or PDF scanned Format) and send it

    to the drc exams email account.

    You may bring the exam to the DRC office. (Building 57 Room 1500) 

 

 

Methods of Exam Retrieval:  

    You may pick up your exam at the DRC. 

    You may request that the exam is scanned and emailed back to you.  

    You may request that the exam be delivered to you through campus mail.

    You may request that your student return it himself/herself to you. 

 

Please note the following;

 

It is the students’ responsibility to schedule their exam appointments at least 5 business days in advance. If the appointment is made, an email will be sent out to the professor requesting the exam.

 

When a student signs up late (less than 5 business days) for an exam, you will not receive an email form the DRC. In this circumstance, it is the student’s responsibility to contact their professor and let them know they wish to take the exam at the DRC.

 

There are multiple ways of sending exams to the DRC: uploading to Clockwork, via email to the drc exams email account (NOT drc@unf.edu ), or physically dropping them off at the DRC. Exams need to be uploaded into Clockwork at least 24 hours in advance.

 

If you have any questions, please feel free to contact us.

 

 

Clockwork Resources for Faculty  

 

 myWings Link to access Clockwork Faculty Homepage Follows; 

   

https://mywings.unf.edu/

 

Path: (Faculty Resources Icon>Faculty Tools>Clockwork)

 

 

Clockwork Exams Manual for Faculty Download Link in Word Format Follows; 

 

 ClockWork Exams Manual for Faculty

   

 

Clockwork Instructor Portal Video Tutorial Embedded Video Follows;

 

 

    

YouTube Link: https://www.youtube.com/watch?v=fD3wXX1uJls 

Faculty and Staff Learning Modules

 

 

Learning Module 1 - Students Needing Disability Accommodations: Faculty and Student Responsibilities




Disability Law


The Americans with Disabilities Act (ADA) of 1990, along with the Amendments Act of 2008, prohibit discrimination on the basis of disability in employment, state and local government, public accommodations, commercial facilities, transportation, and telecommunications. 



Section 504 of the Federal Rehabilitation Act of 1973 states: “No otherwise qualified person with a disability in the United States... shall, solely on the basis of disability, be denied access to, or the benefits of, or be subjected to discrimination under any program or activity provided by any institution receiving federal financial assistance”... 




Office of Civil Rights (OCR)


The Office for Civil Rights enforces several Federal civil rights laws that prohibit discrimination in educational programs or activities that receive federal financial assistance from the Department of Education


Civil rights laws enforced by OCR extend to all state education agencies, elementary and secondary school systems, colleges and universities, vocational schools, proprietary schools, state vocational rehabilitation agencies, libraries, and museums that receive U.S. Department of Education funds. 


Areas covered may include, but are not limited to: admissions, recruitment, financial aid, academic programs, student treatment and services, counseling and guidance, discipline, classroom assignment, grading, vocational education, recreation, physical education, athletics, housing, and employment.





Student Responsibilities


Student with disabilities have the following responsibilities.


Students seeking accommodations must provide documentation of disability (from a certified health care provider) to the DRC. 


Students seeking accommodations must register with the DRC.


Students who need accommodations must request their accommodation letter each term for their professors. This is completed through ClockWork (Tutorials for this process are on the DRC web site).


Students with disabilities must meet the same academic expectations as all other students at UNF. 


Students with disabilities must adhere to the same behavioral expectations as all other students at UNF. 


Students with disabilities must request accommodations in a reasonable timeframe. Example - Exams in the DRC should be scheduled 5 business days in advance. 






Faculty FAQ  - Teaching Students with Disabilities at UNF


Can students with disabilities earn a failing grade in my course? Yes, as long as the mandated accommodations have been appropriately provided. Students with disabilities need to meet the same academic rigor as all other students in the course. 


Do I have to allow extra time on assignments completed outside of class time? Extra time on assignments is not a mandated accommodation and therefore is at the professor’s discretion. 


What if a student with a disability has flexible attendance as an accommodation and misses a good many class sessions? Please see our guide for flexible attendance at the following link. DRC Accommodations Requests web page


What if a student with a disability is disruptive during class time? All students are held to the same Code of Conduct at UNF. If the student has behaviors that are not intentionally disruptive such as asking too many questions and does not respond to verbal corrections by the professor, contact the DRC for further assistance. 


Do I have to permit the student extra time on quizzes. The quiz is very short and should not take near that long. Yes, students should always be allowed to have their accommodated testing time. 


Do I have to permit the student to go to the DRC for a short quiz? Taking a quiz, exam, mid-term or final in the DRC should always be at the student’s discretion. 


I think a student in my course might have a disability, but has not presented me with documentation from the DRC. What should I do?  Faculty and staff should not inquire about a disability condition. A best practice is to ask the student if they need further assistance and provide all of the resources available at UNF, including the DRC. 


What if I am concerned about the general well-being or mental health of a student with a disability in my course? Contact the Dean of Students Office at 904-620-1491 or at the Dean of Students web page to submit a concern for the SOS  Committee. 





Additional Exploration


Rights and Responsibilities to Assure Educational Access for Students with Disabilities web page link follows. 

 

OSU ADA Rights and Responsibilities web page


Reasonable Accommodations Explained at the following link.


APA Reasonable Accommodations web page



Faculty and Staff Training Module 1 in Power Point format follows;


Faculty and Staff Training Module 1 Power Point


 

 


 



Learning Module 2 - Disability Types: Accommodations and Strategies

 




Topics Include

Autism spectrum disorders (ASD), Low vision or blindness, Hearing loss or Deafness, Learning disabilities,
ADHD, Speech Disabilities, Chronic health disorders, Physical disabilities, Traumatic brain injury,
Mental health disorders



Getting Started Each Term


The approved ADA statement for all UNF syllabi is the following:

Students with disabilities who seek reasonable accommodations in the classroom or other aspects of performing their coursework must first register with the UNF Disability Resource Center (DRC) located in Building 57, Room 1500.  DRC staff members work with students to obtain required documentation of disability and to identify appropriate accommodations as required by applicable disability laws including the Americans with Disabilities Act (ADA). After receiving all necessary documentation, the DRC staff determines whether a student qualifies for services with the DRC and if so, the accommodations the student requires will be provided.  DRC staff then prepares a letter for the student to provide faculty advising them of approved accommodations. For further information, contact the DRC by phone (904) 620-2769, email (drc@unf.edu), or visit the following DRC website link.  (DRC home page).  
 

Also consider including a statement in your syllabus inviting students with disabilities to meet with you privately to discuss their accommodations in your class.  

Sample

As your professor, I am committed to making educational opportunities available to all students. I ask any students who need disability accommodations to schedule time to meet with me as soon as the semester starts. Please ensure that I have a copy of your accommodation letter prior to meeting.




 

Person-first language 

Describes what a person has not who a person is...
Allows each person to define themselves...
Prevents stereotypes from being perpetuated.

Examples
Student with a learning disability, He/she has autism, The student uses a wheelchair

Non-Examples
Disabled student, Autistic student, Handicapped student




 

Autism Spectrum Disorder (ASD)


Autism spectrum disorder (ASD) is a developmental disorder that affects communication and behavior. Although autism can be diagnosed at any age, it is said to be a “developmental disorder” because symptoms generally appear in the first two years of life.


Students with ASD typically have the following traits.

Difficulty with communication and interaction with other people.

Restricted interests and repetitive behaviors.

These also include symptoms that impede the person’s ability to function properly in school, work, and other areas of life.


Social communication and interaction behaviors may also include following traits.

Making little or inconsistent eye contact.

Tending not to look at or listen to people.

Failing to or being slow to respond to someone calling their name or to other verbal attempts to gain attention.

Having difficulties with the back and forth of conversation.

Often talking at length about a favorite subject without noticing that others are not interested or without giving others a chance to respond.

Having facial expressions, movements, and gestures that do not match what is being said.

Having an unusual tone of voice that may sound sing-song or flat and robot-like.

Having trouble understanding another person’s point of view or being unable to predict or understand other people’s actions.

Repeating certain behaviors or having unusual behaviors. For example, repeating words or phrases, a behavior called echolalia

Having overly focused interests.

Getting upset by slight changes in a routine.

Being noticeably more or less sensitive than other people to sensory input, such as light, noise, clothing, or temperature.

People with ASD may also experience sleep problems and irritability. 

Although people with ASD experience many challenges, they may also have many strengths, including:

Being able to learn things in detail and remember information for long periods of time.

Being strong visual and auditory learners and excelling in math, science, music, or art.






ASD Course Strategies


Include a specific statement in your syllabus on expected classroom behavior (use of phone/computers during class time, interruptions, attendance/late policies).

Use clear, unambiguous language (spoken and written) and avoid or explain metaphors, irony, etc. and interpret what others say – give explicit instructions and check that the student is clear about what he/she has to complete.

Provide a schedule of the course (due dates, what to complete/be prepared for prior to class start time).

Let students know ahead of time, what to expect during class time.

Provide notes/PowerPoint when available (students can review notes and write down questions before class lecture starts – avoiding interruptions/confusion).

Allow time at end of class for questions.

Use verbal and written reminders (using both will also benefit students without ASD).

Encourage use of concrete, realistic goals to assist motivation. E.g. “If you want to become an engineer you must complete all parts of the course, even the essays” or “If you want to earn a bachelor’s degree, you must complete all general education required courses”.

Use detailed, clear instructions (grading rubrics are a great resource for assignments).




ASD Classroom Behavior Strategies

To minimize distraction, have student sit in preferred location (front of class, next to instructor desk)

If student interrupts or asks too many questions, limit the number of times a student can raise their hand or ask a question during class time (they can write down additional questions, send email, wait until after class, or attend professor office hours) Implement this strategy in private to not draw attention to the student. 

Contact the THRIVE Department for further assistance. 

Explicitly state the type of permitted questions asked during class time (all questions must be limited to the topic of class, not previous classes, or future classes, etc.)

THRIVE is our specialized support services just for students with ASD. Contact the THRIVE Department for further assistance at the following link.  


email follows; thrive@unf.edu







Blind or Low Vision



Typical accommodations that can be used in discussions and group work to maximize the participation of students with vision impairments are the following.

Recording sessions with a digital recorder or similar device.

Brailler or computer for note taking

Having participants state their names prior to speaking during discussions.

Verbal descriptions of visual aids and demonstrations.

Handouts in Braille, recorded, or in electronic format that can be read before the discussion or work group meeting.

See Learning Module 3 for more information about assistive technology resources to assist students with vision impairments. 





Hearing Impairments


Students with residual hearing or who use hearing aids may require amplification during lectures or discussions. Other students may need to lip read or use sign language interpreters/CART. Certain environmental conditions may impact a student's ability to hear or read lips effectively. 

CART – (Communication Access Real-time Translation) - Real-time captioning used by hard of hearing and deaf people who use English as their first language and/or their language of instruction. 

A cart provider will join the class and provide live captioning similar to a court reporter in a court room. 

For example, hearing aids may pick up extraneous background noise and interfere with the clarity of sound. Poor lighting may make it more difficult to lip read. Likewise, background lighting from a window can cast shadows on a speaker's face. 

Keep in mind that some students with a hearing impairment may also have a speech impairment.



Typical accommodations that can be used in discussions and group work to maximize the participation of students with hearing impairments are the following.

Sign language interpreters

Real-time captioning where words are immediately transcribed and presented on a computer screen (CART)

Captioned video presentations

Assistive listening devices (ALDs) which combined with a student's personal hearing aid can augment and amplify sound in a group setting.

Microphones for these devices can then be accessed by the person who is speaking.

Preferential seating during the discussion for optimal listening and/or lip reading.

Options for electronic discussion.

See Learning Module 3 for more information about assistive technology resources to assist students with hearing impairments. 


 

Communication strategies that can facilitate access for students with hearing impairments include the following.

When speaking, face the student directly.

When speaking, avoid obscuring lips or face with hands, books, or other objects.

Repeat discussion questions and statements made by other students.

Write discussion key points, questions, and answers on a white board or overhead projection system.

Speak clearly and at a normal rate.

If the student uses an interpreter, speak directly to the student, not the interpreter.

Indicate who is speaking by gesturing or pointing.



CART (Communication Access Real Time)

CART is a transcribing accommodation for students who do not use sign language and prefer to read the lecture. 

The transcript is a verbatim copy of the lecture material and any other conversations or comments that occur during the class. 

The hard copy is provided to the student to study the material related to the class. 

The CART provider is a certified professional who will be in the classroom with the student. 







Learning Disabilities


 
A learning disability is a neurological condition that interferes with an individual’s ability to store, process or produce information.

Learning disabilities can affect one’s ability to read, write, speak, spell, compute math, reason and also affect an individual’s attention, memory, coordination, social skills and emotional maturity.

Auditory Processing, Dysgraphia (writing), Dyslexia (reading), Dyscalculia (math), Language Processing, Visual/Visual Motor Processing

Note: Learning disabilities are different than intellectual disability. An intellectual disability means the person has an IQ less than 70. Students with learning disabilities can have an IQ in any range. 


 

Auditory perception and processing—the student may have difficulty processing information communicated through lectures or class discussions. 

 

Visual perception and processing—the student may have difficulty distinguishing subtle differences in shape (e.g., the letters b and d), skip words or repeat sections when reading, or misjudge depth or distance. He or she may have difficulty processing information communicated via overhead projection, through video, in graphs and charts, by email, or within web-based distance learning courses.

Information processing speed—the student may process auditory and visual information more slowly than the average person. He or she may be a slow reader because of the need for additional time to decode and comprehend written material.

Memory (long-term, short-term)—the student may have difficulty with the storing or recalling of information during short or long time periods.

Spoken and written language—the student may have difficulty with spelling (e.g., mixing up letters) or with speaking (e.g., reversing words or phrases).

Mathematical calculation (Dyscalculia) —the student may have difficulty manipulating numbers, may sometimes invert numbers, and may have difficulty converting problems described in words to mathematical expressions.

Executive functioning (planning and time management)—the student may have difficulty breaking larger projects into smaller sub-projects, creating and following a timeline, and meeting deadlines.


Typical accommodations that can be used in discussions and group work to maximize the participation of students with learning disabilities include the following.

Recorded sessions, Note takers, A laptop computer in class for note taking, Options for electronic discussion via email where there is sufficient time to formulate responses, Consideration that processing time may be slower, Use of a screen reader (dyslexia)






Attention Deficit Hyperactivity Disorder (ADHD)


Inattention - Student wanders off task, lacks persistence, has difficulty sustaining focus, and is disorganized; and these problems are not due to defiance or lack of comprehension.

Hyperactivity - Student seems to move about constantly, including in situations in which it is not appropriate; or excessively fidgets, taps, or talks. 

Impulsivity - Student makes hasty actions that occur in the moment without first thinking about them and that may have high potential for harm; or a desire for immediate rewards or inability to delay gratification. An impulsive person may be socially intrusive and excessively interrupt others or make important decisions without considering the long-term consequences.

If a student appears to be distracted, recommend that they sit in the front of the classroom, away from windows, doorways, heating/cooling systems, or any other sources of potential distraction.

Students with ADD/ADHD frequently find it difficult to stay on task for long periods of time. If a class is longer than the traditional 50-60 minute session, then offering a break after 45 minutes would be helpful.

Clearly define course requirements, the dates of exams, and when assignments are due. Provide advance notice of any changes.

Present lecture information in a visual format (e.g. chalkboard, overheads, PowerPoint slides, handouts, etc.).

Use more than one way to demonstrate or explain information.

When teaching, state objectives, review previous lessons and summarize periodically.

Provide assistance with proofreading written work. 

Encourage the use of spell-check and grammar-assistive devices when appropriate to the course.





Speech Impairments


Students with speech impairments may have difficulty speaking in discussions. Some students with speech impairments use augmentative communication. Many of these devices are computer-based and can be programmed to provide speech output.

Typical accommodations that can be used in discussions and group work to maximize the participation of students with speech impairments include the following.

Adequate wait time to allow the student to speak.

Assistive technology to aid in communicating.

Alternate method to display knowledge that does not require oral presentation. 







Chronic Health Conditions


 

Students can be disabled by chronic illnesses.  

Some examples include; asthma, arthritis, diabetes, ulcerative colitis, Crohn’s disease, Lyme disease, migraines, cardiac conditions, cancer, chronic fatigue syndrome, lupus, seizure disorders


Students with chronic medical conditions may need the following taken into consideration.

Flexible attendance above and beyond what is listed in the syllabus as the attendance policy for all students in the course. The DRC website contains a guide to flexible attendance. 

Link to Faculty and Staff Resoruces web page follows; DRC Faculty and Staff web page

Notetakers, use of laptop, and/or audio recorders in class. The student or DRC may ask for the instructor’s assistance in locating a volunteer for note taking. 

Extra time and/or special arrangements for exams (e.g., computer, scribe, audio-recording answers or oral exams).

Extra time for assignments outside of class (this is typically at the professor’s discretion). 

Adjustable tables, lab benches, drafting tables, etc. may need to be made accessible for students in wheelchairs.

Help manipulating tools, laboratory equipment, and/or chemicals. An assistant or lab partner, who merely functions as the student’s hands or legs, also may be needed.







Physical Disabilities


Includes physiological, functional and/or mobility impairments can be fluctuating or intermittent, chronic, progressive or stable, visible or invisible.

Progressive conditions - These disabilities get worse over time but can fluctuate.

Multiple Sclerosis – neurological deterioration
Muscular Dystrophy – muscular disorders
Chronic Arthritis – inflammation of the joints

Non-Progressive conditions - These disabilities are non-progressive and remain stable.

Cerebral Palsy – neurological condition
Spina Bifida – congenital malformation of the spinal cord
Spinal Cord Injury – neurological damage resulting from trauma

These disabilities are non-progressive but can fluctuate.

Fibromyalgia – chronic pain condition
Chronic Fatigue Syndrome – chronic fatigue condition



Typical Accommodations for students with physical disabilities.

Proper access for mobility devices, Specialized chair, desk and/or table, Speech recognition software, Screen reading software, Augmentative and alternative communication devices (such as communication boards), Academic software packages for students with disabilities

Student accessibility is likely to be the biggest concern for instructors planning to meet the needs of students with physical disabilities in the lab setting. The following page provides a list of suggestions to make lab settings more accessible. 


 

Lab Settings Recommendations for Students with Physical Disabilities


uncluttered lab; clear, wide aisles, preferential seating to avoid physical 

barriers and assure visual access to demonstrations,

mirrors above the instructor giving a demonstration,

an enlarged screen, wheelchair-accessible, adjustable-height work surface,

non-slip mats, utility and equipment controls within easy reach from seated position,

electric stirrer, container filler, support stand, beaker and object clamp; test tube rack

handles on beakers, objects, and equipment, surgical gloves to handle wet or slippery items,

modified procedures to use larger weights and volumes,

extended eyepieces so students who use wheelchairs can use microscopes,

flexible connections to electrical/water/gas lines,

single-action lever controls in place of knobs,

alternate lab storage methods (e.g.,"Lazy Susan," storage cabinet on casters)







Traumatic Brain Injury (TBI)


A brain injury can be classified as mild to profound.  Even with mild TBI, the student may have cognitive problems such as headache, difficulty thinking, memory problems, attention deficits, mood swings and frustration.

More severe brain injury can cause impairment of higher level cognitive functions to comatose states. Students may have limited function of arms or legs, abnormal speech or language, loss of thinking ability or emotional problems. 

 

Suggested Classroom Strategies

Allow additional time to complete in-class assignments

Allow for breaks as needed.

Provide student with instructor’s notes or help student obtain quality notes from other students.

Allow student to audio record lectures for later playback.

Provide both oral and written instructions; clarify instructions.

For lectures, provide student with an outline or study guide when available.

Allow use of a portable computer with spelling and grammar checks for assignments and note-taking.

Permit referencing a dictionary or thesaurus for assignments.

Provide preferential seating at or near the front of the classroom.



Students with TBI often say...

I study twice as long as I used to, but I’m doing much worse.

I can’t remember anything I read no matter how many times I re-read the same thing.

I study hard and feel like I know the material. Then I go into the test and can’t come up with the answers.

Essay exams are really tough. I need 20 minutes to think of what I want to say and then the time has run out.

I get so tired I can barely get through the school day. At night, I’m just too tired to do my homework.

I’m so distracted. I can pay attention for five minutes and then my mind wanders.

I go to every class, but nothing sinks in.







Mental Health Disabilities



Anxiety Disorders - Anxiety disorder is an umbrella term that actually refers to several distinct disabilities that share the core characteristic of irrational fear: generalized anxiety disorder (GAD), obsessive-compulsive disorder (OCD), panic disorder, posttraumatic stress disorder (PTSD), social anxiety disorder (also called social phobia), and specific phobias.

Obsessive-Compulsive Disorder - OCD is characterized by recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors (handwashing, counting, checking, or cleaning) are often performed with the hope of preventing obsessive thoughts or making them go away. 

Bipolar Disorder - Also known as manic-depressive illness, bipolar disorder is a serious medical condition that causes dramatic mood swings from overly “high” and/or irritable to sad and hopeless, and then back again, often with periods of normal mood in between. Severe changes in energy and behavior go along with these changes in mood.

Conduct Disorder - Conduct disorder refers to a group of behavioral and emotional problems in youngsters. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way.

Eating Disorders - Eating disorders are characterized by extremes in eating behavior—either too much or too little—or feelings of extreme distress or concern about body weight or shape. Females are much more likely than males to develop an eating disorder.Anorexia nervosa, binge eating, and bulimia nervosa are the three most common types of eating disorders.

Psychotic Disorders - Psychotic disorder is another umbrella term used to refer to severe mental disorders that cause abnormal thinking and perceptions. Two of the main symptoms are delusions and hallucinations. Delusions are false beliefs. Hallucinations are false perceptions. 


Students with some mental health conditions may have difficulty attending class regularly. They may fatigue easily. Medication side effects may impact endurance, memory, and attention for learning. They may have difficulty taking notes.

Typical accommodations that can be used in discussions and group work to maximize the participation of students with psychiatric conditions can include the following.

Note takers, Recorded sessions, Preferred seating, Flexible attendance, Allowing the student to take short breaks as needed.

Creating a classroom environment that makes all students feel welcome and respected.


The DRC and Counseling Center work collaboratively to support our students with mental health conditions. 

 


Faculty and Staff Training Module 2 in Power Point format follows; 


Faculty and Staff Training Module 2 in Power Point format

 




 

 

Learning Module 3 - Assistive Technology, Document and Online Accessibility

 

 

 

Topics Include

 

Technology in the Classroom, Auditory Access to Digital Documents, Speech to Text, Accessible Document Guidelines and Creation,

Converting Hardcopy to Electronic File with Proper Formatting, Adobe PDF Accessibility, Accessibility Considerations in Online Environments,

Further Resources to Explore

 

 

 

Technology in the Classroom

 

The following are examples of technology used for classroom accommodations.

 

Audio recorder, Sonocent note taking software with computer or smart phone, Laptop computer, FM hearing systems,Augmentative and alternative communication devices, Mobility devices

 

 

 

 

Auditory Access to Digital Documents

 

 

A document can be read aloud once it is in electronic format by a screen reading software.  

 

Individuals with vision loss can use a screen reader to navigate a computer desktop environment with key commands without a mouse.

 

Windows Narrator is proprietary to the windows operating system as document reader with partial screen reading capabilities. It can be found in Windows Ease of Access Center with other built in accessibility applications. Apple’s Voice Over is its counterpart.

 

Examples of more robust commercial screen readers include JAWS, NVDA and Central Access Reader.

 

 

 

 

 

Speech to Text 

 

 

Speech Recognition and Dictation

 

Control over the computing environment and software as well as verbal dictation into a word processor can be handled with a speech recognition program. This type of program can benefit individuals with visual disabilities and those who have limited physical dexterity.

 

Both Windows and Apple operating systems have native text to speech applications. Popular text to speech applications also include Dragon Dictate and the Google Docs Dictation Chrome extension. 

 

 

 

 

Accessible Document Guidelines and Creation

 

 

Accessible Word Documents

 

It is easier to structure an electronic document in Word and then convert those documents to PDF then the other way around.

 

Setting the heading structure of a Word document assists document navigation for individuals who use screen readers.

 

Use “Heading 1” style for the main heading, and “Heading 2” for sub-headings under Styles in the Home tab.

 

For lists use the proprietary formatting tools for ordered (numbered) and unordered (bulleted) lists instead of manually typing them. This helps screen readers properly recognize and announce them.

 

To apply alternate text for an image right click on it and select “Format Picture” and then select the “Alt Text” dialog box.

 

Tables can be challenging for screen readers to announce properly. If possible present the same information in a different format or a descriptive summary of the information contained.

 

If using a table is the only option be sure to identify the row that contains column headers. Select the column headers row, right click on it and then  select “Table Properties” and “Row” from the dialog box. Select the option for “Repeat as header row at the top of each page”. 

 

You can convert a Word document into PDF format and maintain its structure by selecting “PDF” from the “Save As” drop down box and selecting “Options” to ensure “Document structure tags for accessibility” is selected.

 

 

 

 

 

 

Converting Hardcopy to Electronic File with Proper Formatting

 

 

Converting Hardcopy to Accessible Electronic Files Scanning 

 

A computer using an application that supports Optical Character Recognition (OCR) can scan a document into an electronic file format such as Word or Adobe PDF with searchable text. 

 

Adobe Acrobat Professional will allow you to OCR scan a hard copy document into accessible electronic format.

 

To confirm that recognizable text has been created in a PDF document, try to select the body text with your mouse curser. 

 

If the text cannot be selected the PDF is an image file only. You can select "Recognize Text" under the "Tools > Enhance Scans" to create a PDF with searchable text.

 

You can then export your PDF with searchable text into a number of other formats such as Word or Text (Accessible) that can be utilized by accessibility software.

 

It is good practice to provide multiple document output formats from source material for use with screen readers. Examples RTF, Word, PDF and Plain Text (Accessible).

 

These OCR recognized documents can be enlarged by a computer screen magnifier and/or read back by in synthetic speech by a computer screen reader.

 

Both Windows and Apple computers have proprietary screen magnifiers and readers.

 

Use high quality source documents for the conversion process. Use documents that are high contrast with clearly defined text that is free of underlining, highlighting and handwriting. Excessive italics can reduce OCR accuracy.

 

Ensure that no text has been cut off in the source document and that pages are straight without excessive darkness in the margins that can obfuscate text. 

 

 

 

 

 

 

 

 

Adobe PDF Accessibility 

 

 

Reviewing Adobe PDF’s for Accessibility

 

 

PDF security features should remain unlocked. Locked PDF’s interfere with screen reader functionality.

 

There is a built in accessibility checker in Acrobat Professional (as well as MS Word). To run a “Full Check” go to the Accessibility menu under Tools. 

 

Check to see if the PDF has searchable text, if it does not use “Recognize Text” under the Tools Menu.

 

Review the PDF for tags. The Document Properties dialog box will state whether a PDF is tagged or not.

 

Tags can be added and changed by selecting  View > Tools > Accessibility > “Add Tags To Document”.

 

Tags can be changed by right clicking on them, selecting properties and then choosing the appropriate one form the present list of alternatives.

 

You can locate a tag by choosing “Find tag from selection” in the Tags pane by selecting a section of text.

 

Tag heading levels can be changed in the Tags Panel. Choose View > Show/Hide > “Navigation Panes” > Tags.

 

The “Touch Up Reading Order” tool under the “Accessibility” tab can be used to see what order a screen reader will announce a PDF in. The tagged reading order can be changed in the “Show order panel”.

 

To add alternate text to an image right click on it and select “edit alt text”. Images that don’t convey information can be hidden from screen readers by clicking on them and selecting “background”.

 

Table accessibility features can be accessed by clicking on the table and selecting the “Table Editor”.

 

 

 

 

 

 

 

Accessibility Considerations in Online Environments

 

 

 

Information Perceivability  

 

General guidelines for accessible print materials can be taken into consideration when formatting online resources.

 

Remember to use multiple modes of transmission for the presentation of important information.

 

All electronic documents uploaded should contain searchable text. If the document is an image a text based description of the image should be included as well.

 

Provide descriptive text equivalents with any images, charts, graphs and important non-text elements that are presented. 

 

Use high color contrast between font text and the background and color should not be the primary way that information is conveyed or interacted with. 

 

Multimedia should not auto play when a page is opened and users should have the ability to adjust playback and volume levels of content. Background audio can be turned off is necessary.

 

All multimedia video and audio content should be presented with captions or have a transcript made available.

Additionally, a descriptive text track which describes on screen action and visual details is sometimes available for multimedia content. 

 

It is good practice ensure captions or a transcript are already available for specific media content prior to their adoption in a course.

 

 

 

 

Navigation of Online Content for Individuals with Disabilities 

 

Content that is well organized with descriptive titles and headings will allow a user to easily find important information.  It is important to provide textually based navigation cues as to where they are within the flow of information.

 

Remember to give users meaningful textually based navigation aides not reliant on color/size/aesthetics to imply meaning.

 

Web links utilized should make sense out of context and should describe where and where they’re linking. Don't use "click here" or "email me"

Avoid underlining text when possible due to its association with hyperlinks.

 

Try focusing navigation though keyboard interactions and short cut keys vs relying on visually based mouse operations

 

Keyboard accessibility an environment that is equally functional by keyboard or mouse. All content can be navigated and interacted with using a keyboard alone without a user being trapped on any specific element.

 

 

 

 

 

Further Exploration 

 

 

Universal Design link follows:

 

Universal Design information web page

 

Accessible Print Documents links follow:

 

APH Print Accessibility web page

 

Microsoft Accessible PDF Creation web page

 

Assistive Technology link follows:

 

CUNY Assistive Technology Information web page

 

Web Accessibility links follow:

 

W3 Web Accessibility web page

 

OSU Accessibility Evaluation Information web page

 

 

Faculty and Staff Training Module 3 in Power Point format follows; 


Faculty and Staff Training Module 3 in Power Point format

 

 

 

 

 

 

 

 

Accommodations from the DRC

 

 

At the University level, students have the right not to be identified as disabled. For this reason, if a student with a disability would like to request academic accommodations, he/she takes the responsibility of contacting the DRC. In order for the DRC to assist the student with academic accommodations, the student must provide written documentation of the disability from a diagnosing and licensed professional.

 

The Disability Resource Center (DRC) at UNF offers a wide variety of legally mandated services to students with documented disabilities. After reviewing your documentation, a member of the DRC Team meet with the student to assist in determining appropriate academic services and accommodations based on the documentation and recommendations from the licensed professional. Upon completion of this registration process, the student will follow the procedures to receive the academic accommodations.  Faculty will be informed of the student’s accommodations.

 

Accommodations letters will be created and will be available to the DRC student and faculty. Registered students will utilize the Clockwork portal > Self-Registration to request their accommodations letters for each new course in which they are registered during a semester.

 

 

TYPES OF ACCOMMODATIONS 

 

Services and accommodations are provided to DRC-registered students who have completed the registration process. Modifications of policies, practices or courses are not required if they would fundamentally alter the nature of the course or academic program. Similarly, any services that would result in an undue financial or administrative burden may not be provided. Below are examples of but not limited to the types of accommodations or services that are provided by the DRC:

 

Qualified interpreters

Assistive listening devices

Digital recorders

Alternate texts/e-books

Note Takers

Readers

Scribes

Extended test times

Use of calculators

 

Temporary accommodations for those students who provide documentation supporting services but for a limited time. (See Temporary Physical Impairments below )

Once the student receives academic accommodations for which he is eligible, a letter listing such accommodations is created in the Clockwork System. The letters are emailed to the student’s professors. Each semester, the student will be able to forward the accommodation letters to his professors through the Clockwork portal.  Hard copy letters are also available for student and faculty.

 

 

TEMPORARY PHYSICAL IMPAIRMENTS 

  

Accommodations can be provided to students with temporary physical impairments.  Students will be required to provide medical documentation of the temporary impairments (letter from physician or medical documents showing the nature and extent of the injury); the student will meet with a DRC staff member to discuss what academic accommodations the student would need.  For students with hand or arm injuries, the DRC can contact the student’s professors to discuss obtaining a note taker and to arrange any testing accommodations the student may need.

 

RENTING WHEEELCHAIRS: 

Preston Pharmacy is a local business that rents wheelchairs at a reduced cost to UNF students. They can be reached at (904) 725-1616.

 

UNF SHUTTLES:

The Osprey Transit is a dedicated shuttle to assist students, faculty, and staff with mobility needs that extend beyond the assigned standard shuttle stops on campus. While all the Osprey Connector shuttles are full accessible, the customer now has the additional option of requesting a pick up and drop off location on campus.

 

This exclusive shuttle is equipped with 4 wheelchair seats and 8 - 10 seats for other mobility needs.

Hours of operation include 7:30 a.m. - 9:30 p.m. on Monday - Thursday; 7:30 a.m. - 5 p.m. on Friday. To schedule a pick up time, please call (904) 620-5718 no later than 7 p.m. the prior day of intended pick up time. Please refrain from leaving weekend phone requests for a Monday morning pick up time prior to 8:30 a.m. For more assistance, please call Parking & Transportation Services at (904) 620-2815/5718.

 

 

To learn more about the Osprey Transit service please explore the UNF Shuttle Webpage

 

 

 

MEDICAL WITHDRAWAL:

If a student has a medical or psychological disability that seriously interferes with the student’s ability to successfully complete a course, the student may petition for a Medical Withdrawal by contacting the Medical Compliance Officer at (904) 620-2175

 

PARKING PERMITS

UNF Parking Services (904) 620-2815 Parking Staff will issue a 30- day temporary disability parking permit for use on campus. If the student needs a disability parking permit for a longer time, applications for a Temporary Florida Disabled Parking Permit can be found at the Florida Highway Safety and Motor Vehicles Website  A doctor’s signature will be required.

 

 

SERVICE and SUPPORT ANIMALS

As established and defined by the Americans with Disabilities Act (ADA), service animals shall not be excluded from UNF facilities or activities. (Exceptions may exist in some sterile environments, areas requiring protective equipment or clothing, or as mandated by health codes.)

 

Service animals are defined as: animals that are individually trained to do work or perform tasks for the benefit of an individual with a disability. Such animals might guide individuals with impaired vision, alert individuals who are hearing impaired to intruders or sounds, pull a wheelchair, or fetch items used in daily living (Ref. ADA Title III, 28 CFR Sec 36.104).

 

Assistance animals, usually referred to as Emotional Support animals, normally provide passive support to people with disabilities. ESAs can be a therapy tool or an integral part of a treatment process. They do not assist individuals with a disability to perform the activities of daily living. Therapy animals are not covered by laws protecting and giving rights to service animals. Approval of the presence of a therapy animal falls within the authority of the university regarding accommodations to a disability.

 

Documentation of the student’s disability and the need to have an emotional support animal must be provided to the Disability Resource Center. Upon approval to have the animal on campus, Housing & Residence Life will be notified of the animal’s presence in the residence halls.

 

Student who request a service or emotional support animals must comply with state and local requirements regarding registration and licensing of the animal as well as having current veterinary health certificates.

 

 

 

Flexible Attendance Accommodation Guide 

 

A common request by students with a medical condition/disability is for their absence from a class meeting to be 'excused' and not subject to the sanction which would be enforced ordinarily by the class instructor. 

Students most likely to request modified attendance policies as an accommodation are those with serious health-related disabilities that flare up episodically.

Students with psychological disabilities who are experiencing an acute exacerbation of symptoms may also request flexibility in the application of attendance policies. 

Federal law requires colleges and universities to consider reasonable modification of attendance policies if required to accommodate a student’s disability. In making this determination, two questions must be answered:

Does the student have a documented disability that directly affects his/her ability to attend class on a regular basis? The DRC will make this determination based on a review of documentation from the student’s health care provider.

Is attendance and participation an essential element of the class? More specifically, would modification of attendance policies result in a fundamental alteration of an essential element of the program? The DRC will collaborate with the faculty member to make this determination.

 

The Office for Civil Rights (OCR) has provided the following guidelines to determine if attendance is an essential part of a class

What does the course description and syllabus say about attendance requirements?

What elements of the class experience are used to calculate the final grade?

What are the classroom practices and policies regarding attendance?

To what extent is there classroom interaction between the instructor and students and among students?

Do student contributions constitute a significant component of the learning process?

Does the fundamental nature of the course rely on student participation as an essential method for learning?

To what degree does a student’s failure to attend constitute a significant loss to the educational experience of other students in the class?

Below are guidelines for how to handle 'flexibility in the application of the attendance requirements / policy may be required' as an accommodation

Students registered with the DRC are required to provide a Notification of Accommodations to class instructors specifying the accommodations determined in collaboration with the DRC. These accommodations will have been determined to be 'reasonable' and may include 'Flexibility in the application of the attendance requirements / policy may be required'.

 

This lets you know that:

The student’s medical condition or disability has been verified by the submission of appropriate documentation, that they are registered with DRC and that the student's medical condition or disability may result in unavoidable absences. 

The intent is to take the “automaticity” out of the application of the attendance policy, and enable the instructor to consider the absence as 'excused' even if the standard limit of excused absences has been reached.

This accommodation is not a free pass, and students with this accommodation are cautioned by the DRC that even if their absence is due to their disability and beyond their control, such absences may well impact their grade, particularly if the class grade includes an element of participation, in-class exercises, quizzes which contribute to the final grade and/or written assignments. Students are also advised that they are responsible to keep up with reading, obtain class notes from a fellow student, and make up any written assignments they may have missed. Students should make contact with class instructors to discuss the way in which this accommodation will work in practice and to agree upon appropriate procedures and protocols.

Instructors are not obligated to create extra work for either the student or themselves as a substitute for “participation” in class or missed assignments, but are encouraged to consider reasonable opportunities for the student to make up their absence. 

 

 

Audio Recording Accommodations 

 

Some students with disabilities have conditions that require audio recording as an appropriate accommodation. Audio recording will be noted on the accommodation letter provided to Faculty. Students who require the use of audio recording as an accommodation will be asked to sign an audio recording agreement kept on file in the DRC. 

 

Faculty may request to review the signed audio recording agreement. The recording device, whether digital recorder or software on a computer/tablet/smart phone or other hardware should not be used for any purpose other than note taking during a class lecture and should not cause undue distraction in the classroom. Video recording is not a mandated accommodation and may be permitted at the professor’s discretion.

 

 

 

 

Requesting Accommodations for Courses Each Semester

 

Self Registration- Accommodations Request/Renewal with Clockwork

 

You can request accommodations for each of your courses during a semester by going to myWings>Student Tab>My Records>Clockwork link and then selecting the “Self Registration” link in the Clockwork student user portal.

 

If you do not need any alterations to the accommodations listed in the Clockwork Portal for a given course an email will be sent to your professor providing them access to your letter upon submitting you accommodations request. If you do need an alteration you will be required to meet with a DRC staff member to discuss the changes needed.

 

The DRC recommends you request your accommodations for a semester as soon as possible in order to use your accommodations immediately. Professors who do not receive an accommodation letter will not be obligated to provide you with appropriate accommodations.

 

The Disability Resource Center recommends you schedule a meeting with each of your professors to discuss accommodations that will be utilized in each class.

 

IMPORTANT:  Accommodation Letters are only good for the semester and year the student is attending.  You will need to request a new accommodation letter for each course during each semester you are enrolled.

 

 

myWings Link to access Clockwork Student Portal Homepage Follows;


https://mywings.unf.edu/

 

Path: myWings>Student Tools Icon>Clockwork(Disability Accommodations)>Self-Registration Icon;


Accommodation Renewal (Self-Registration) Manual Download Link Follows; 

 

 Clockwork Self Registration Accommodations Requests

 

Semester Accommodation Renewal (Self-Registration) Embeded Youtube Video Follows; 

 

 

YouTube Link: https://www.youtube.com/watch?v=YDGCazjUutw

 

DRC Programs and Services

 

UNF Disability Resource Center

The Disability Resource Center (DRC) promotes and facilitates partnership among UNF students with disabilities and the UNF community. Registration and services are voluntary, confidential and free of charge to all UNF students with documented disabilities.

 

Mission Statement

The primary mission of the Disability Resource Center (DRC) is to ensure that all students with disabilities have equal access to educational opportunities at the University of North Florida. The DRC promotes self-determination and self-advocacy of students with disabilities throughout the university community. In addition, the DRC partners with other units on campus to ensure that students with disabilities are provided the opportunity to achieve their maximum potential.

 

Who does the DRC serve?

Currently enrolled undergraduate and graduate students with disabilities that include but are not limited to:

Learning disabilities (for example: reading, writing, math, memory or processing disabilities)

ADHD and ADD, Physical disabilities, Medical disabilities, Traumatic head injury

Blind or low vision, Deaf or hard of hearing, Speech disabilities, Psychological

or emotional disabilities, Autism/Asperger's and Other diagnosed disabilities

 

How do I receive services after my acceptance to UNF?

Apply for services as early as possible.

Provide documentation which meets DRC guidelines.

Register for services at the DRC when documentation is approved.

Provide accommodation letters to your professors.

 

How are postsecondary accommodations different from those in high school?

Disclosure of your disability is voluntary.

Registration with the DRC is the student’s responsibility.

Communication with the faculty is initiated by the student.

Student information is disclosed to anyone only with signed permission from the student (FERPA).

 

What are examples of accommodations I may receive?

Extended time on tests

Note takers

Sign language interpreters

Use of computers, calculators, spell check devices

Alternate Text

Assistive technology

 

What are additional services at the DRC?

Seminars to enhance academic success

Peer support groups

Scholarship opportunities

Support services for faculty

Resource library

Blackboard site (electronic classroom)

Internships

Student Advisory Council

DRC staff availability

Students Helping Students for temporary impairments

 

 

DRC Testing Lab Stations and Assistive Technology 

 

The DRC has assistive software available for registered student use including; JAWS screen reader, Zoom Text screen reading magnifier, Dragon speech to text, Kurzweil 3000 and Sonocent note capture software as well as other applications. Please meet with a DRC staff member to discuss available options.

A DRC registered student may make a request through our office to have any assistive software or hardware utilized by the DRC installed in a campus classroom or lab in association with a course they are currently enrolled in. The DRC will work with Information Technology Services and/or Physical Facilities to ensure that the device or software is properly installed for registered student use in the course.

 

For non-course related assistive software and device need around campus please contact Information Technology Services and the ADA Compliance Office.

ADA Compliance Contact: phone (904) 620-2870; email rrgonz@unf.edu

 

Information Technology Services Contact: phone (904) 620-4357; email helpdesk@unf.edu

 

The DRC also has assistive hardware available for registered student use. Devices available include; CCTV magnifier’s, portable video magnifiers, assistive listening devices, Sorenson video relay equipment, daisy players, digital recorders, smart pens, flatbed scanners, lab computer’s with twenty four inch displays, alternative input devices, wheel chair accessible tables and testing stations, rooms with outward opening doors and automatic door openers as well as other assistive hardware devices.  Please contact DRC staff for further details.

 

UNF Library Assistive Technology

The UNF Library has assistive technology hardware and software available in the Adaptive/Assistive Tech Lab in Room 2300B on the second floor, Room 4106 on the fourth floor, in the first floor commons area as well as on other work stations in the Library. All areas are accessible by elevator. Please ask the library staff for assistance in finding and utilizing assistive technology in the library. The library has JAWS, Zoom Text, Windows speech recognition, CCTV Magnifier’s, flatbed scanners, wheel chair accessible tables, automatic door openers, Sorenson video relay equipment and other devices and software to assist students with disabilities.