Disability Services Roles

THE UNIVERSITY'S ROLE

• The University should ensure that all otherwise qualified students with disabilities are provided with opportunities for full participation; the provision of these opportunities may require certain adjustments. The obligation is the University’s, not the student’s.
• The University is required to provide appropriate accommodations for all otherwise qualified students with disabilities who request it.
• The University must include otherwise qualified students with disabilities when identifying barriers to equal opportunity. The University must ascertain what constitutes a barrier on an individual-by-individual basis.
• The University must make information regarding program activities available to all members of the campus community in ways appropriate for different disabilities.
• The University must provide grievance procedures for students with disabilities. These procedures are usually handled through the office of Veterans Affairs & Disability Services in conjunction with the Vice President for Student Affairs office whose decision would be the University’s final response.
• The University should ensure that the following modifications are made if circumstances so indicate and changes do not alter the fundamental requirements of the course of study or the degree requirements:
   1. changes in the length of time permitted for completion of degree requirements
   2. substitution of specific courses required for the completion of degree requirements where substitutions do not fundamentally alter the course of study
   3. adaptation of the manner in which specific courses are conducted
   4. alternate testing procedures

DISABILITY SERVICES' ROLE

The AAMU Veterans Affairs & Disability Services office exists:

• As an advocate for students with disabilities, using Section 504 of the Rehabilitation Act and the Americans with Disabilities Act as a guide
• To provide the most integrated educational setting appropriate by identifying barriers which prevent individuals from attaining equal opportunity in learning
• To recruit and make available academic aides, and auxiliary aids. Academic aides can serve as readers, tutors, and interpreters for dictation and note taking purposes. Information concerning these services is available through the office
• To work in conjunction with the Academic Advising and the Testing Center disclosing to them any accommodations needed for tests where students with disabilities are involved, thus allowing students an equal opportunity to reach their full potential academically while performing in the academic environment of the University
• To consult with the University housing office to provide the necessary information to allow students with disabilities to be afforded the opportunity to have the most appropriate campus living arrangement possible.

THE INSTRUCTOR'S ROLE

AAMU faculty members must:

• Ensure that each student with a disability receives a copy of the course syllabus and must prearrange any adjustments which might be needed for that student
• Work with the student with a disability to develop the necessary accommodations
• Be sensitive to barriers in the classroom, such as aisle and audio/visual obstructions
• Establish a fair and reasonable length of time to complete assignments and tests
• Familiarize themselves with the University’s evacuation plan, particularly one for students with disabilities. A copy is available in the main Administrative offices.
  
  

THE STUDENT'S ROLE

AAMU students with disabilities:

• Must request any needed accommodation by identifying themselves to the office of Veterans Affairs & Disability Services and providing documentation of their disability. (This differs from students’ K-12 experience, where the schools are required to seek out and identify students needing accommodation. In the University setting, it is the student’s responsibility to come forward and ask for accommodation.)
• Are encouraged to develop a rapport with their professors in order to ensure that needed accommodations can be made as efficiently as possible.
• Are encouraged to prearrange any accommodations needed for assignments and test-taking with the instructor. The student must also make sure that the test-taking and assignment-time modifications are not abused.
• Are encouraged, if applicable, to make the instructor aware of academic aides, auxiliary aides, or specialized equipment the student will be using in the classroom