2013-14 Final Report

1. Department: Disability Resource Center
2. SSF Funding Category: Academic Access/Graduation Initiative
3. Goals/Objectives: Services to Address Personal Challenges

Program Description:

1. SSF Outcomes

• Provide Academic Assistance Through Auxiliary Aids and Services
  • Note-taking, interpreting, transcribing, accommodated course exams, registration assistance, printed text conversion to Braille, large print, audio, mobility assistance.
• Provide Technological Assistance /Adaptive Equipment
  • Adaptive hardware/software such as LiveScribe Pens, Read and Write/Kurzweil, JAWS, ZoomText, wheelchairs, Braille calculators, printers, assistive listening devices, etc.

2. SSF Deliverables

The DRC began receiving SSF funding during the 2012-13 academic year. Over the two years of SSF funding:

• The number of students served increased 19% (from 730 to 867)
• Transportation services increased by 245% (3,498 rides to 12,091 rides)
• Accommodated testing services has increased by 46% (2,857 exams to 4,184 exams)
• Note-taking services increased 78% (387 students to 691)
• Sign Language Interpreting/ Transcription Services increased by 164% (83 units to 219)
• Document conversion services increased 85% (153,500 pages to 284,500)
• Assistive technology services increased by 40% (108 to 178 students)
• Access Specialist to Student ratio decreased by 11% (from 243:1 to 216:1)
  (More staff = smaller caseload = more time with each student)

Student Success Fee funding allows the DRC to meet its commitment to provide required services and accommodations for all qualified students with disabilities. Without this funding the University would in jeopardy of not meeting its obligations.

In 2013-14, the DRC provided 867 students with auxiliary aids and services including but not limited to note-taking, sign language interpreting and transcription, conversion of instructional materials (i.e., textbooks, handouts, course readers) into alternative formats (i.e., large print, audio, electronic, Braille), transportation around campus, testing accommodations for course exams and registration assistance.

(NT=# of students note-taking services; INT/CART (Interpreting/Real time Captioning) = # of units interpreters/transcribers provided; ALT MEDIA=# of printed pages converted from print to audio, electronic, etc.; TECH= #of students provided technology assistance, such as smart pens, screen reading SW, voice recognition; TRANSPORTATION= # of rides provided; TESTING = # of course examinations accommodated; REGISTRATION= # of students receiving registration assistance and/or priority)

Since receiving SSF funds, the DRC has hired, trained and assigned sign language interpreters, transcribers, proctors, transportation drivers, and assistive technologists and served 867 students with various types of disabilities.

Since receiving SSF funds, the DRC has hired, trained and assigned sign language interpreters, transcribers, proctors, transportation drivers, and assistive technologists and served 867 students with various types of disabilities.

Students Served

2013-14 Final Report

1. Department: Disability Resource Center
2. SSF Funding Category: Student Health and Well-Being

Program Description:

1. SSF Outcomes

• Timely response to assessing need and identifying appropriate accommodations for students with physical and health impairments.
• Disability Management Counseling services to students.
• Increased retention and graduation of students receiving intervention.
• Effective and timely response/intervention that supports faculty having students with disabilities in their courses.
• Professional evaluation of neuro- and psycho-educational assessments to determine students’ impairments and needs.
• Accurate identification of cognitive impairments and development of individualized plans of action for each student.
• On-going compliance with mandates and expectations to ensure equal access and opportunity.

​2. Deliverables

DRC Access Specialists meet individually with students throughout the year and provide disability management advising, counseling, and advocacy to support their academic goals. One Access Specialist concentrates with students with Learning Disabilities and Attention Deficit Disorder, a second Access Specialist focuses on students with psychiatric disorders, while a third specializes on visual and mobility impairments while and a fourth on hearing and physical disabilities. Access Specialists average a caseload of around 215 students. A primary function of the Access Specialist is to provide Disability Management Services to eligible students.

Other recently developed  services and programs include “Learning Assistance” Services, a method for students to find help with improving academic and personal talents; Classroom Support for Faculty, a formal process for assisting faculty with responding to issues related to students for which faculty are uncertain or unprepared to respond to (depressed, suicidal, troubled, etc.)

Access Specialists provided in-service training and on-going support to University Housing, Health and Counseling Services, Dean of Student, Office of Student Rights and Responsibilities and innumerable faculty on responding to the needs of students on the Autism Spectrum, an emerging population.

Students Served

The number of students served increased 19% (from 730 to 867)