History

• Higher education will experience a marked increase in students with disabilities as access and opportunities for those individuals in society grow.

• Persons with disabilities will pursue career opportunities in higher education in increasing numbers and may need “reasonable accommodations.”

• Colleges and universities will not only furnish the shrinking labor market with a pool of qualified and competent workers by educating and graduating more and more students with disabilities, but will also serve as consultants to business and industry in providing accommodations for employees with disabilities.

Great strides have been undertaken to protect the rights of people with disabilities in the educational realm. It is the responsibility of educators, individually and collectively, to personify the written law through our attitudes and actions towards individuals with disabilities. At Louisiana Tech University, we are making constant effort to meet the letter as well as the spirit of the law so that our institution will truly provide equal access to all qualified individuals.

The ADA in Relation to Section 504 of the Rehabilitation Act

Institutions that receive federal funds are covered under Section 504. The ADA does not Supplant Section 504, but in those situations where the ADA provides greater protection, the ADA standards apply. Therefore, Universities must adhere to both the Rehabilitation Act and The Americans with Disabilities Act.

Admittance to the University

Disabled students applying for admissions to Louisiana Tech University are considered for admissions under the same requirements as other applicants. Under certain conditions, if a student with a disability (such as a learning disability) does not meet Louisiana Tech’s admission criterion, then the student’s case shall be reviewed to determine whether the student is a “good risk” candidate for successful completion of a degree with appropriate accommodations.

Once admitted to Tech, students should contact the Office of Disability Services (ODS) office to register for services.

Student Housing

Accessible housing for students with disabilities is available. For more information contact:

Department of Residential Life
P. O. Box 3174 TS
Ruston, LA 71272
(318) 257-4917

Student Services

Offices within the area of Student Services provide an array of assistance to all enrolled Louisiana Tech students to facilitate their personal adjustment, academic achievement and acquisition of a healthy life style.

The following are some of these services provided:

Alcohol and Other Drugs Education Office
Association for Women Students
Career Center
Financial Aid
Admissions and High School Services
Panhellenic
IFC
Student Speakers Bureau
Testing Center
University Counseling Services
University Health Center
Speech and Hearing Rehabilitation Center
International Student Office

Louisiana Tech University’s Office of Disability Services

Role of ODS

The ODS is committed to facilitating the self-advocacy of students with disabilities in order to experience full participation in all activities, programs and services of the University. Services from the ODS are open to student with a qualifying documented learning, physical, or psychological disability.

The ODS serves students with learning disabilities, physical, and psychological disabilities. If you suspect that you may have a disability, but you are not sure, the ODS staff can refer you to appropriate professionals in the community for diagnostic testing.

The ODS office provides intake, assessment of needs on campus, and facilitation of academic and other accommodations for students with disabilities attending Tech. ODS acts as a liaison between students and faculty, as well as with community agencies such as Louisiana Rehabilitation Services and the Louisiana Center for the Blind and businesses. The ODS advises Tech administration on policies and procedures relevant to students with disabilities and acts as a general information and referral service on disability issues. The ODS also provides training for faculty and staff so the Louisiana Tech community gains greater understanding of the needs for students with disabilities and the advantages of a team approach to serving students with disabilities.

Eligibility for Disability Services

A person is eligible for services if they are considered a person with a disability, have identified themselves to the institution, provide appropriate documentation and need academic accommodations. (see Seeking ODS Accomodations) 

Definition of a Disability

Section 504 defines a person with a disability as a person:

• with a physical or mental impairment that substantially limits one or more major life activities,
• who has a record of the disability, OR
• who is regarded as having a disability.

Physical Impairment

Any physiological disorder or condition, cosmetic disfiguration, or anatomical loss affecting one or more of the following body systems:

• Neurological
• Musculoskeletal
• Special Sense Organs
• Respiratory (including speech organs)
• Cardiovascular
• Reproductive
• Digestive
• Genitourinary
• Hemic and Lymphatic
• Skin and Endocrine

Mental Impairment

Any psychological disorder such as mental retardation, organic brain syndrome, emotional or mental illness and/or specific learning disabilities.

Major Life Activity

Any function such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working.

Auxiliary Aids

No aid or service will be useful unless it is successful in equalizing the opportunity for a particular student with a disability to participate in the education program or activity. Not all students with a similar disability benefit equally from an identical auxiliary aid or service.

Technological advances in electronics have improved vastly participation by students with disabilities in educational activities. Universities are not required to provide the most sophisticated auxiliary aids available; however, the aids provided must effectively meet the needs of a student with a disability. An institution has flexibility in choosing the specific aid or service it provides to the student, as long as the aid or service selected is effective. These aids should be selected after consultation with the student who will use them.

There are references to effectiveness in the general provisions of the Section 504 and in Title II regulations which state, in part, that a recipient may not:

Provide a qualified handicapped person with an aid, benefit, or service that is not as effective as that provided to others; or provide different or separate aid, benefits, or services to handicapped persons or to any class of handicapped persons unless such action is necessary to provide qualified handicapped persons with aid, benefits, or services that are as effective as those provided to others.

Section 504 regulation also states:

[A]ids, benefits, and services, to be equally effective, are not required to produce the identical result or level of achievement for handicapped and non-handicapped persons, but must afford handicapped persons equal opportunity to obtain the same result, to gain the same benefit, or to reach the same level of achievement, in the most integrated setting appropriate to the person's needs.

The institution must analyze the appropriateness of an aid or service in its specific context. For example, the type of assistance needed in a classroom by a student who is hearing impaired may vary, depending upon whether the format is a large lecture hall or a seminar. With the one way communication of a lecture, the service of a note-taker may be adequate, but in the two way communication of a seminar, an interpreter may be needed. University officials should determine what types of auxiliary aids and services are necessary under Title II of the ADA. The institution must give primary consideration to the requests of individuals with disabilities.

Postsecondary Student Responsibilities

A postsecondary student with a disability who is in need of auxiliary aids is obligated to provide notice of the nature of the disabling condition to the university and to assist the ODS in identifying appropriate and effective auxiliary aids.  (see Seeking ODS Accomodations)  In elementary and secondary schools, teachers and school specialists may have arranged support services for students with disabilities. However, in postsecondary schools, the students themselves must identify the need for an auxiliary aid and give adequate notice of the need. The student's notification should be provided to the appropriate representative of the university who is the university's coordinator. Unlike elementary or secondary schools, the university representative shall ask the student, in response to a request for auxiliary aids, to provide supporting diagnostic test results and professional prescriptions for auxiliary aids. A university also may obtain its own professional determination of whether specific requested auxiliary aids are necessary.

Documentation

Postsecondary schools such as universities differ from high schools regarding the first step of providing academic accommodations. When a person with a disability needs an academic accommodation in high school, a team of people are assigned to that student to discuss classroom instructional accommodations. This is not the case with colleges and universities. Legislation states that to receive services from a university, a person with a disability must first disclose their disability to the institution. In most cases, the person would disclose this to the ODS Coordinator on campus. The ODS Coordinator will ask you to bring in supporting documentation regarding your disability. Appropriate documentation must be based on an evaluation, having occurred within the last three years, by a licensed professional, and meet the following criteria:

Blind & Visually Impaired

Documentation from a licensed ophthalmologist that includes a diagnosis and information as to how the disability impacts the student in the academic environment.

Deaf & Hard of Hearing

Documentation from a licensed professional (audiologist, qualified medical professional) that includes a diagnosis and information as to how the disability impacts the student in the academic environment.

Learning

Documentation from a qualified licensed medical professional, licensed psychologist or from a learning disability specialist. Documentation shall include the following:

• Diagnostic Interview
• Assessment of Aptitude
• Academic Achievement
• Information Processing
• Diagnosis

Testing must include at least one (1) of the following from each category:

Aptitude:

Wechsler Adult Intelligence Scale III
Wechsler Intelligence Scale for Children
Woodcock-Johnson Psychoeducational Battery-Revised: Test of Cognitive Ability
Daufman Adolescent and Adult Intelligence
Stanford-Benet Intelligence Scale (4th ed.)

Achievement:

Scholastic Abilities Test for Adult
Stanford Test of Academic Skills
Woodcock-Johnson Psycho educational Battery-Revised; Test of Achievement
Wechsler Individual Achievement

Documentation will need to include the following minimum requirements: (also required for ADD/ADHD documentation)

1. state the specific disability, as diagnosed;
   

2. be current (in most cases, the evaluation should be completed with last three years);
   

3. provide relevant education, developmental and medical history
   

4. describe the comprehensive testing and techniques used to arrive a the diagnosis (including evaluation date(s) and test results with subtlest scores from measures of cognitive ability, current academic achievement, and information processing);
   

5. describe the functional limitations supported by the test results;
   

6. describe the specific accommodations requested
   

7. establish the professional credentials of the evaluator, including information about license or certification and areas of specialization.
   
   

Physical

Documentation from a licensed medical doctor that includes diagnosis and how the disability impacts the student in an academic environment.

Psychological

Documentation from a licensed psychologist, psychiatrist, or medical doctor that includes diagnosis and how the disability impacts the student in an academic environment.

Accommodations and Services

The accommodations and services available to students of Louisiana Tech are based on the individual student’s disability-based needs. Currently Louisiana Tech provides accommodations and services include, but are not limited to, the following:

Priority Registration

Students with disabilities may register early each academic quarter if they desire to do so. The blue registration form should be brought to the ODS for approval for priority registration after advising; registration can be completed prior to the assigned registration period. The purpose of this accommodation is to allow students taking medication to select their classes along their medication schedule and to allow time for those students who need to have classes moved to accessible buildings.

Extended Time

Time and a half, on all in-class exams, is an accommodation for many disabilities. The ODS will not grant a request for untimed exams and assignments. Students are expected to have open communication with their professors regarding when assignments will be complete. Students are required to complete all assignments by the end of the quarter. Students are required to work out extended times for test arrangements with their instructors. In situations where the instructor is not able to administer the test with extended time, the student can arrange accommodations through the ODS.

Consideration for Absences

Consideration for absences can be given to students who have physical and psychological disabilities that prevent them from attending class on a regular basis. This is only applicable when missing due to disability. It is still the student’s responsibility to fulfill all requirements of the course. It is also the student’s responsibility to contact the professor to make arrangements for missed class periods. Class attendance is extremely important. While a student may have consideration for absences, there is a point at which there are too many missed classes to make up the work. It is important that students keep in constant contact with the professor when classes have been missed.

Consideration for Spelling

Students with Dyslexia and other visual processing disabilities may request consideration for spelling. If you have a hand held spell checker, you may use it in place of “consideration for spelling.”

Alternative Test Format

Learning disabled students may request an alternative format if their documentation specifically makes reference to alternative test formats. For example, the student may request a short answer test to replace an essay test or a multiple choice test or vice versa.

Tape Recorded Textbooks

Students who have vision, learning, and physical disabilities can contact Recording for the Blind and Dyslexia (RFB) at 1-800-221-4792. There is a one time fee of $75 that allows the student to order as many books as needed. However, students should make this request known as far in advance as possible as it often takes several weeks to get textbooks from RFB. If textbooks are not available from RFB, it is the student’s responsibility to obtain a volunteer or to hire someone to read the textbook for them. A list of names is available in the ODS.

Readers

Readers are individuals who assist with tests for students with visual impairments, severe reading disorders, or hearing impairments, or physical disabilities. Typically this accommodation is given to students who receive textbooks on tape, are prevented from writing due to physical limitation, and/or having difficulty hearing the lecture. Readers can only be available during the student’s class time at no charge to the student. Outside of class time, readers are the responsibility of the student.

Students using readers for exams will need a separate room during testing. Students need to notify their instructors as soon as possible if a reader or scribe is needed for exams.

Scribes

Scribes are individuals who assist with the writing portion of testing for students who do not have use of their dominate hand, for students with visual impairments or qualifying learning disabilities. Scribes can only be available during the student’s class time at no charge to the student. Outside of class time, scribes are the responsibility of the student.

Students using scribes will need to take their tests in a separate room. Students need to notify their instructors as soon as possible if a scribe is needed for exams.

No Scantrons

Some students with visual disabilities, severe learning disabilities or severe ADD/ADHD have difficulty keeping their place on scantron forms. If this applies to you, you must discuss this with your advisor. Students to whom this applies may then write their answers directly on the exam or give the answer verbally to a scribe to be transferred to a scantron.

Quiet Room for Testing

This accommodation is used by students with anxiety disorders, severe ADD/ADHD, and those students who need test assistants (i.e. readers).

Accessible Classrooms and University Functions

It is your responsibility to notify the Office of Disability Services if your class needs to be moved. After you know where the classes will be offered, you should notify the ODS so that any classes located in inaccessible buildings can be moved. This procedure also applies to other University functions.

Notetaker

It is a service of the ODS to provide a notetaker or copies of notes for students who are unable to take their own notes, but only during class time. Tape recording may be determined to be an appropriate accommodation.  Typically another student in the class may be requested to take notes for the student with a qualifying disability. 

If upon the basis of your disability documentation you are entitled to receive notetaker services, this accommodation does not, and should not replace or substitute for class attendance. Notetakers will not be responsible for providing notes for you for missed class periods.

Specialized Equipment

1. Assistive Listening Devices- Louisiana Tech has several Assistive Listening Devices (ALD) which can be loaned to students. An ALD is a system by which the student wears a head piece, similar to radio headphones, and the professor wears a small microphone. The professor’s voice is them amplified for the student through the headphones. In order to receive an ALD, students should make this request known to an advisor in the ODS.

2. Access to Telecommunication Devices for the Deaf (TDD)

   • Office of Disability Services 257-2955 TDD

   • Campus Police

   • Prescott Memorial Library Circulation Desk

   • Portable units available for use.

3. Technology Room- Specialized equipment for visually impaired students can be found on the tenth floor of Wyly Tower (Prescott Library). A computer lab staff member or ODS staff member will assist the student with access to the equipment, which includes the following:
   
   

   Kurzweil Reader- which reads aloud printed materials
   Arkenstone 486 computer with Visual Eyes (reading software)
   Zoom Text (screen enlarger) for both in-and-out-of-class assignments
   Two Pentium computers equipped with Window Eyes and JAWS screen reading software, Open Book Unbound software, large monitors, and scanning hardware and software

Parking Permits

Students who have a disability that limits their mobility, may be entitled to accessible parking. There are two types of accessible parking on the Louisiana Tech campus.

1. Handicapped parking is indicated by green paint. Only individuals who possess a handicapped license plate can park in these spaces. In order to get a handicapped license plate, students must obtain a form from the Department of Motor Vehicles and have their medical doctor complete and sign the form. The form must then be returned to the Department of Motor Vehicles where they will make a determination on the student’s eligibility for a handicapped license plate.

2. Temporary parking in a faculty zone is reserved for persons with temporary disabilities, those who have not yet applied for a handicapped license plate, or whose disability is not severe enough to obtain a handicapped license plate. These parking spaces are indicated by blue paint and are indicated as faculty parking. In order to obtain a permit, students must provide documentation of their disability to the Louisiana Tech Traffic Office (257-2921). Students must then apply at the Traffic Office for the appropriate parking sticker by filling out the 10-10 Form.

Orientation to Tech

It is an opportunity for the students to visually see several of the campus and local resources available. Orientation to Tech is offered via the Admissions Office, 257-3036. The ODS coordinator can be of assistance during this time if requested by the student and by appointment.

Resource Library

Various forms of information concerning disability-related issues are available in the ODS to students, faculty and staff.

Receiving Accommodations

1. Students are to provide documentation to the ODS and meet with the ODS coordinator to discuss their academic needs. This is an essential step in acquiring academic accommodations. Students may request an academic accommodation, but the university is not required to provide the specific accommodation requested, if another accommodation is effective. A student is required to submit documentation of disability only at the initial application for services. Documentation must specifically support the need for any accommodations requested. No accommodations will be given without appropriate documentation. If another evaluation is obtained after the initial intake or the disability has changed in some way, specifically worsened and limitations have increased, further documentation must be presented to the ODS. All accommodations are decided on a case by case basis and are subject to change if disability-based needs change. The ODS is not responsible for reevaluation expenses.

2. Students will receive letters for their professors about appropriate accommodations if the student has turned in documentation of their needs. Students are responsible for requesting the letters each quarter, and must specify the number of letters needed. Students are responsible for distributing their accommodation letters to their professors. ODS will not mail letters to professors.

3. Although it is not a requirement, it is always best for students to pick up their letters for their professors at the beginning of the quarter, before a need arises. However, these letters are available throughout the quarter for the student to pick up. Reasonable accommodations, must be provided only if the professor receives the letter in a reasonable amount of advanced notice.

Special Privileges

Receiving accommodations should not be regarded as giving the student “special privileges”, but rather as minimizing the impact of the disability to the greatest extent possible. Academic performance requirements are the same for all students. Disabled students must adhere to the same codes of conduct required by the university for all students.

Course Substitution/ Course Waivers

A substitution is not an appropriate modification if the course or content is found to be essential to the area of study and making a substitution would require a “substantial change in an essential element of the curriculum.” A course waiver is very rare.

Personal Services such as a Personal Care Attendants (PCA)

The legislation indicates universities are not responsible to provide PCAs, readers for personal use or study, or other devices or services of a personal nature.

Misuse of Accommodations or Services

Although students have certain rights under the law, they also have certain responsibilities that go along with their rights. Any misuse or abuse of services will lead to cancellation of those services. One form of misuse of services is requesting services but failing to use those services. Another misuse is failure to contact your notetaker prior to missing a class. The notetaker is not required to stay in the class and take notes for you if you are absent. The second time you miss a class, you will be contacted by the ODS.

Confidentiality

Section 504 states that any information regarding a person’s disability gained from medical examinations to the appropriate post-admission investigation shall be considered confidential and shall be shared with others within the college or university on a need-to-know basis. In other words, faculty members do not need to have access to information regarding a student’s disability, only the needed accommodations which are appropriate and necessary to meet the student’s needs. Confidential information is kept in a separate file in the ODS.

Grievance Policy

It is the policy of the University that issues concerning accommodations of students and applicants for student status in regard to participation in academic and other programs, activities and services of the University should be expeditiously resolved between the person requesting the accommodation and the University office representing the department, program or service. The ODS will work with students and departments to provide effective and satisfactory accommodations.

Unresolved requests for accommodations or complaints regarding alleged violations of requirements should be presented in writing to the appropriate University administrator or the ADA Coordinator within 30 days after the individual becomes aware of the unresolved issue. The written request should provide the name and address of the individual filing the complaint and a brief description of the alleged violation and requested resolution.

In each case, the University representative will investigate the complaint and render a decision within 30 days of receipt of the complaint, if possible. If the grievant is not satisfied with response, the grievant (within 30 days of notification) may appeal to the ADA Coordinator who will convene the ADA Council to review the complaint and make a recommendation to the President. The decision of the President will be communicated to the grievant and will be the final University administrative action on the grievance.

An individual has the right to file a complaint of ADA violations with Disability Rights Section, Civil Rights Division, U.S. Department of Justice, Post Office Box 66738, Washington, DC 20035-6738.

Tips for Working with Professors

1. It is best to introduce yourself before or directly after the first class period and make an appointment to go to your instructor’s office where you can talk in private about any special needs you may have. The instructor may want you to come during his or her regularly scheduled office hours.

2. Be on time for your appointment.

3. Be confident, pleasant, and respectful. We urge you to practice an assertive, reasonable approach in communicating your needs.

4. It is not necessary for you to disclose your specific disability to your professor. However, if you choose to disclose, state your disability in simple terms.

   • I have cerebral palsy.
   • I am blind/visually impaired.
   • I am deaf/hard of hearing.
   • I have a learning disability.

5. Students choosing to disclose their disability, should explain in simple terms how their disability limits their functioning.

   • I cannot see material on the board and I cannot read regular print.
   • I cannot take my own notes because I have to watch the interpreter to understand what you are saying.