NC State University Disability Services for Students


Types of Disabilities/Reasonable Accommodations

Orthopedic/Mobility Disabilities

A variety of orthopedic/mobility-related disabilities result from congenital conditions,
accidents, or progressive neuromuscular diseases. These disabilities include conditions
such as spinal cord injury (paraplegia or quadriplegia), cerebral palsy, spina bifida,
amputation, muscular dystrophy, cardiac conditions, cystic fibrosis, paralysis,
polio/post polio, and stroke. Functional limitations and abilities vary widely even
within one group of disabilities. Accommodations vary greatly and can best be
determined on a case-by-case basis.


Accommodations may include:
If the university provides student transportation, it must provide accessible transportation on a field trip.

If you want to know more about orthopedic/mobility disabilities ...

Students with orthopedic/mobility disabilities may have any of the following conditions:

Disabilities that generally restrict mobility functioning:
Cerebral Palsy
The term applies to a number of non-progressive motor disorders of the central nervous system. The effects can be severe, causing inability to control bodily movement, or mild, only slightly affecting speech or hearing. The term is a general classification for stable cerebral lesions that usually occur at or before birth.

Spinal Cord Injury
In damage to the spinal cord, the extent of the resultant paralysis and sensory loss is determined by the level of injury. Injuries below the first thoracic nerve root (Tl) level result in paraplegia, a spastic paralysis of the lower extremities. Injuries above the T1 level result in quadriplegia, a spastic or flaccid paralysis of the lower and upper extremities. The injury may be complete or incomplete.

Degenerative Diseases
Progressive diseases include muscular dystrophy and multiple sclerosis that may limit gross motor functions and/or fine motor activity.

Post-Polio Syndrome
A variety of problems are presumed to be the late effects of polio and the symptoms may include fatigue, weakness, shortness of breath, and pain.

Motor Neuron Diseases
A group of disorders such as Amyotrophic Lateral Sclerosis (ALS), Progressive Bulbar Palsy (PBP), Progressive Spinal Muscular Atrophy, and Charcot-Marie-Tooth disease produce symptoms such as pain, numbness, weakness, loss of upper and lower motor functions, and problems in breathing.

Blindness and Low Vision

Low vision includes impairments in the sense of vision that affect the central vision
acuity, the field of vision, color perception, or binocular visual function. The American
Medical Association defined legal blindness as visual acuity not exceeding 20/200 in
the better eye with correction, or a limit in the field of vision that is less than a
20 degree angle (tunnel vision). Legal blindness may be caused by tumors, infections,
injuries, retrolental fibroplasis, cataracts, glaucoma, diabetes, vascular impairments, or
myopia. Visual disabilities vary widely. Some students may use a guide dog, others a
white cane, while others may not require any mobility assistance.


Accommodations may include:
  • providing reading lists or syllabi in advance to permit time for transferring into alternate format
  • text books ordered in the preferred medium of the student
  • seating in the front of the class without glare from windows
  • tape recording of lectures and class discussions
  • notetaking devices such as pocket braille computers
  • handouts in the medium that the student prefers
  • clear black print on white or pale yellow paper for students with visual impairments
  • testing accommodations: taped tests, reading of tests, scribe, extended time, separate place and enlarged print
  • computer word processing software with speech access
  • materials presented on the board or on transparencies read out loud
  • lab assistance
  • advance notice of class schedule changes.
Types of alternate format of printed material for students with blindness and Low Vision include:
  • audio tape
    Most textbooks can be ordered on tape from Recordings for the Blind and Dyslexic (1-800-221-4792).
  • large print
    Standard sized materials can be enlarged on a copier using 1 l"X 17" paper, 18 pt Geneva or other sans serif fonts. Bold characters make print clearer.
  • computer disk
    Convert the text of materials to ASCII format.
  • Braille
    Adaptive equipment will be necessary to provide alternate format in braille; however, braille is probably the least requested alternate format for students with blindness.

If you want to know more about blindness ...

Students with no light perception or no functional vision may rely on a white cane, a guide dog, or a sighted guide for mobility purposes. Guide dogs should not be petted. When serving as a sighted guide, let the student take your arm just above the elbow.

A lower noise level in the classroom is important for hearing. Students may require a reader for assignments and exams and may use a note taking device in class to take notes.

Passageways through the door and aisles should be kept clear. When furniture is moved students should be advised of the new arrangement. Any changes in class locations should be given to students in advance or a nondisabled student assigned to wait at the door and guide the student with blindness to the new location.

It is helpful to identify yourself first when speaking with a student with blindness.

If you want to know more about visual impairments ...

Approximately 80% of all individuals with low vision have some usable vision. Students with low vision benefit from seating at the front of the class. Lighting is very important and should be discussed with the professor. Glare may be especially troublesome. Poor quality print or copies and written materials on colored paper may reduce legibility for the student.

Students with low vision may use individually prescribed low vision aids such as magnifying glasses or monoculars, large print books, enlarged screen reading programs for computers, and/or felt tip markers for note taking in class.

The instructor should use a black felt tip marker when making remarks on written assignments or grading on exams to assist students with low vision to read the information.

Learning Disabilities

A learning disability is a permanent neurological condition that affects the manner in
which information is received, organized, remembered, and then retrieved or
expressed. Students with learning disabilities possess average to above average
intelligence. The disability is demonstrated by a significant discrepancy between
expected and actual performance in one or more of the basic functions: memory, oral
expression, listening comprehension, written expression, basic reading skills, reading
comprehension, mathematical calculation, or mathematical reasoning.

Accommodations may include:
(No student will need all of these and specific accommodations are based on the diagnostic information that is on file in DSS.)

Registration
reduced course load
priority scheduling

General
extended time to complete coursework
course substitution for nonessential course requirements in major

Note taking
tape recorders
notetakers

Testing
extended time
proctored testing in a quiet, separate area
test read to student
student respond orally to essay test
alternative type of exam
scribe
blank card or paper to assist in reading
calculator
sufficient space for test paper and writing space

Reading
taped texts
reader

Writing
extended time for in-class assignments to correct spelling, punctuation, grammar
word processor with spell check
grading for content only in class assignments

Math
calculator for a student with a disability in the area of math processing. (The SAT is now allowing the use of a standard four function calculator as an accommodation.)

If you want to know more aboul learning disabilities ...

Learning disabilities vary from one person to another and are often inconsistent within an individual. Some of the terms associated with learning disabilities include:

  • dyslexia - inability to read
  • dyscalculia - inability to do mathematics
  • dysgraphia - inability to write words with appropriate syntax
  • dysphasia - inability to speak with fluency or sometimes to understand others
  • figure-ground perception - inability to see an object from a background of other objects
  • visual discrimination - inability to see the difference in objects
  • auditory figure-ground perception - inability to hear one sound among others
  • auditory sequencing - inability to hear sounds in the right order.
Students may demonstrate one or more problem characteristics and the form may be mild, moderate, or severe:

Study Skills
inability to effectively organize and budget time
inability to effectively take notes/outline material
inability to effectively follow directions
inability to effectively complete assignments on time

Writing Skills
frequent spelling errors
incorrect grammar
poor penmanship
poor sentence structure
inability to effectively take notes while listening to class lectures
problems with organization, development of ideas and transition words

Oral Language
inability to effectively understand oral language when lecturer speaks fast
inability to effectively attend to long lectures
poor vocabulary and word recall
problems with correct grammar
inability to effectively remember a series of events in sequence
inability to effectively pronounce multi-syllabic words

Reading Skills
slow reading rate
inaccurate comprehension
poor retention
poor tracking skills (skip words, loose place, miss lines)
difficulty with complex syntax on tests
incomplete mastery of phonics

Math Skills
computational skill difficulties
difficulty with reasoning
difficulty with basic math operations (multiplication tables)
number reversals, confusion of symbols
difficulty copying problems
difficulty with concepts of time, money

Social Skills
spatial disorientation
low frustration level
low self-esteem
impulsive
disorientation in time
difficulty with delaying problem resolution

Attention-Deficit/Hyperactivity Disorder

ADD is officially called Attention-Deficit/Hyperactivity Disorder (ADHD) and is a
neurologically-based condition. It is a developmental disability characterized by
inattention, impulsivity, and sometimes hyperactivity. The results can lead to
lifelong problems.

Students with ADD may demonstrate one or more problem characteristics and the form may be mild, moderate, or severe:

  • concentrating
  • listening
  • starting, organizing, and completing tasks
  • following directions
  • making transitions
  • interacting with others
  • producing work at a consistently normal level
  • organizing problems that involve multiple steps.
Accommodations may include some of the accommodations for students with learning disabilities, as well as a "distraction-free"* test room. See learning disabilities

* "distraction-free" is a quiet, separate location, i.e. empty classroom, office, etc.

If you want to know more about ADD ...

A student with an ADD may:
  • perform better in morning classes or not at all in the morning
  • need to sit at the front of the class
  • need assignment organizers
  • need assignments in writing
  • experience difficulty following through with several directions at once
  • have problems organizing multi-step tasks
  • benefit from structure using lists, schedules.

Traumatic Brain Injury

Though not always visible and sometimes seemingly minor, brain injury is complex. It
can cause physical, cognitive, social, and vocational changes that affect an individual for
a short time or permanently. Depending on the extent and location of the injury,
symptoms caused by a brain injury vary widely. Some common results are seizures, loss
of balance or coordination, difficulty with speech, limited concentration, memory loss,
and loss of organizational and reasoning skills.

Students with TBI may demonstrate one or more problem characteristics and the form may be mild, moderate, or severe:

  • organizing thoughts, cause-effect relationships, and problem solving
  • processing inforrnation and word retrieving
  • generalizing and integrating skills
  • interacting with others
  • compensating for memory loss.
Accommodations may include the accommodations for students with learning disabilities. See learning disabilities

If you want to know more about TBI ...

A traditional intelligence test is not an accurate assessment of cognitive recovery after a brain injury and bears little relationship to the mental processes required for everyday functioning. Recovery from a brain injury can be inconsistent. A student might take one step forward, two back, do nothing for awhile, and then unexpectedly make a series of gains. A "plateau" is not evidence that functional improvement has ended.

A student with a TBI may:
  • need established routine with step-by-step directions
  • need books and lectures on tape
  • need repetition or some type of reinforcement of information to be learned
  • demonstrate poor judgment and memory problems
  • need a tutor
  • exhibit discrepancies in abilities such as reading comprehension at a much lower level than spelling ability.

Deafness and Hard of Hearing

More individuals in the United States are hard of hearing than any other type of
physical disability. Hard of hearing is any type or degree of auditory impairment
while deafness is an inability to use hearing as a means of communication. Hearing loss
may be sensorineural, involving an impairment of the auditory nerve; conductive, a
defect in the auditory system which interferes with sound reaching the cochlea; or a
mixed impairment, involving both sensorineural and conductive. Hearing loss is
measured in decibels and may be mild, moderate, or profound. A person who is born
with a hearing loss may have language deficiencies and exhibit poor vocabulary and
syntax. Many students with hearing loss may use hearing aids and rely on lip reading.
Others may require an interpreter.

Accommodations may include:

  • seating in the front of the classroom
  • written supplement to oral instructions, assignments, and directions.
  • visual aids as often as possible
  • speaker facing the class during lectures
  • speaker repeating the questions that other students in the class ask
  • note taker for class lectures
  • test accommodations: extended time, separate place, proofreading of essay tests, access to word processor, interpreted directions
  • unfamiliar vocabulary written on the board or a handout
  • small amplification system called an FI loop system
  • interpreter seated where the student can see the interpreter and the lecturer
  • excess noise reduced as much as possible to facilitate communication.

If you want to know more about deafness/hearing impairments ...

Hearing aids and lip reading
Some students may use hearing aids and lip reading to assist in discriminating sounds; but only 30% of spoken words in the English language can be lip-read. It is important when speaking to a student with a hearing impairment to look at the student, keep hands away from the mouth, use shorter sentences, speak slowly, and use appropriate facial expressions and gestures. Technical and unfamiliar vocabulary should be written down for the student. Standing in front of a window or a source of glare may limit visibility for the student. It is not helpful to shout or exaggerate lip movements.

Interpreters
If the student uses an interpreter remember to look at the student, not the interpreter. The interpreter should be seated so that the student can see the lecturer and the interpreter. If overheads or videos are used, some light should be left on so that the student can see the interpreter. A note taker or copies of another student's notes may be necessary as the student can not watch the interpreter and take notes at the same time. Interpreters are professionals with specialized training and they will not give opinions about the student's progress in the course. Consideration of a brief break during a long lecture will give the interpreter and student a much needed rest.

Other considerations
Classroom discussions are difficult and should be followed by summaries of the relevant information. Questions raised by other students should be repeated by the instructor. Videos without captions require a written summary or outline of the important points. Verbal assignments, due dates, changes in schedule and other information may be missed by the student and should be provided in writing. Oral tests may be impossible for the student and can be solved by a written exam. The student may not hear what is said while the instructor writes on the board. The use of overheads and all types of visual aids provide better communication.

Speech and Language Disabilities

Speech and language disabilities may result from hearing loss, learning
disability, or physical conditions, such as cerebral palsy. The disability may
result in stuttering, problems with articulation, voice disorders, or aphasia.


Accommodations may include:
  • modifications of assignments such as one-to-one presentation or use of computer with voice synthesizer
  • substitutions for oral class report.

If you want to know more about speech and language disorders ...

Speech and language disorders may be managed by computerized voice synthesizers or electronic speaking machines. Speech therapy is frequently used to improve certain disorders. Anxiety and stress often accompany oral communication and exacerbate the problem.

Special considerations
The student may speak slower in class and should be given time to express his/her thoughts. Interrupting or completing a sentence for the student is not helpful and may lead to embarrassment. It is appropriate to ask the student to repeat the statement. Summarizing the message helps the student to check for accuracy of understanding. The instructor's acceptance and support of the student is important to facilitate communication and manage the speech disorder. If an oral presentation is required the instructor should discuss alternatives with the student.

Psychiatric Disabilities

Psychiatric disabilities are "invisible disabilities" that may have little or no impact on
learning. Psychiatric disabilities cover a wide range of disorders such as neuroses,
psychoses, and personality disorders. The majority of psychiatric disabilities are
controlled using a combination of medications and psychotherapy. If the student self-discloses
to the instructor, it may be appropriate to discuss problems and side effects
associated with medications. Only a limited number of court cases have been conducted
to set precedents for reasonable accommodations for students with any of these disorders.
Based on court rulings on other types of disabilities it is probable that some of the
following accommodations may be considered appropriate and reasonable.

Accommodations may include:

  • extended time for exams, quiet testing area with a proctor
  • notetakers, readers, or tape recorders in class
  • seating arrangements that enhance the learing experience of the student
  • incompletes or late withdrawals in place of course failures in the event of prolonged illness
  • assistance with time management and study skills
  • encouragement to use relaxation and stress reducing techniques during exams
  • flexibility in the attendance requirements in case of health-related absences.
A student is required to makeup assignments and tests missed due to disability.

If you want to know more aboul psychological disabilities ...

Depression, Bipolar disorders, anxiety disorders, schizophrenia...
Are emotional difficulties that may affect social functioning, concentration and motivation, and the ability to tolerate stress. Episodes of lower level academic functioning related to the disability may be time limited. In some cases the student may need to with-draw from school or take an incomplete in course work to allow time for the condition to stabilize. Flexibility with assignments and exams may need to be negotiated.

Medications
Medication or changes in the medication that a student is taking may cause sleep disturbances, interference with concentration, diminished ability to attend to lectures or successfully complete assignments or exams. Accommodations may be needed for the disability and the side effects of medication.

Behavior
Some students may exhibit negative behavior such as indifference or occasionally disruptive behavior. In the event of disruptive behavior, the student should be informed about the specific limits of acceptable behavior in the classroom and on campus. The Student Code of Conduct must be followed.
Other Disabilities


Other Disabilities

A large number of students have disabilities that do not necessarily fall into the major
categories already discussed but are covered by Section 504/ADA. The degree to
which these disabilities affect students in the academic setting vary widely. At times
it is not the condition itself but the medication that is required to control symptoms that
impairs academic performance. Common side effects of medications include fatigue,
memory loss, shortened attention span, loss of concentration, and drowsiness. In some
cases the degree of impairment may vary from time to time because of the nature of the
disability or the medication. Some conditions are progressive and others may be stable.

A partial list of other disabilities include:
  • AIDS
  • Arthritis
  • Asthma
  • Burns
  • Cancer
  • Cardiovascular disorders
  • Cerebral palsy
  • Chronic pain
  • Diabetes mellitus
  • Epilepsy/seizure disorder
  • Epstein Barr virus/chronic fatigue
  • Hemophilia
  • Lupus
  • Motor neuron diseases
  • Multiple sclerosis
  • Musculardystrophy
  • Renal-kidney disease
  • Respiratory disorders
  • Sickle cell anemia
  • Stroke
  • Tourette's syndrome
Accommodations may include:
  • extended time for exams
  • enlarged printed materials
  • tape recorded course materials
  • readers
  • computers or other adaptive equipment
  • scribes
  • flexibility in attendance requirements in case of health-related absences
  • other accommodations found elsewhere in this guide.

A student is required to makeup missed assignments and tests.

Temporary Conditions
Some conditions are temporary but may require accommodations for a limited time. Students
who are recovering from surgery, injury, or severe illness may be unaware of accommodations
that may be reasonable for a limited time period. Encouragement to contact DSS and talk with faculty and staff may prevent students from dropping out of school. The student, faculty/staff member, and Disability Services staff may work together to establish reasonable
accommodations and the timeframe they will be needed.

If you want to know more about other disabilities ...

Invisible Disabilities
Students may have invisible disabilities and desire confidentiality about their condition. When discussing an accommodation, it is important to respect the rules of confidentiality. If a student requests accommodations, the student must have medical documentation on file in DSS.

Seizure Disorders
Students who are subject to seizure disorders may have impaired consciousness, involuntary movements, and brief lapses of attention. Usually the seizures will be brief and infrequent. When a seizure occurs there is a brief change in the normal functioning of the brain's electrical system.

Permission to Leave Class
Some disabilities result in the need to consume large quantities of fluids and urinate often. The student may need to leave the classroom more frequently than nondisabled students.

Pain
Chronic pain may result in limitations to strength, standing, walking, climbing, sitting, kneeling, stooping, and carrying. Cold or sudden changes in temperature may increase the onset of pain. Students with chronic pain may need to stand or change positions intermittently during class. Severe pain may increase the number of absences but the student would still be required to complete the course assignments.

Respiratory Disabilities
Some respiratory disabilities can result in significant limitations to activities such as walking and climbing. Tolerance to temperature changes or extremes in temperature may be limited. Wet or humid conditions, along with fumes and dust may result in excerbation of the problem. Environments where smoking is permitted should be avoided.

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