The federal legislation requires that we accept otherwise qualified students
with disabilities into our academic programs. Additionally, we must work
with students to identify and implement academic accommodations which
will ensure that they have educational opportunities equal to those of their
non-disabled peers. However, accommodations do not have to be provided
if the result would be a fundamental alteration in the nature of the
program or course or would impose an undue financial and/or
administrative burdens.


The following are the general responsibilities of universities to
comply with ADA:

Make reasonable modification of facilities, programs, practices, or
services.

Remove architectural, communication, or transportation barriers.

Provide auxiliary aids and serve


The Rehabilitation Act of 1973

Although the ADA provided broader coverage for all public and private
entities, Section 504 of the Rehabilitation Act of 1973 mandated the
original nondiscriminatory requirements for public schools. All post-
secondary institutions receiving federal funds have been subject to the
guidelines of Section 504 since June 3, 1977. Part E of this legislation,
which specifically addresses post-secondary accommodations, is provided
in the appendix of this guide. In enforcement of post-secondary
legislation, ADA supports and defers to Section 504.


Colleges and universities receiving federal financial assistance must not
discriminate in the recruitment, admission, or treatment of student.
Students with documented disabilities may request modifications,
accommodations, or auxiliary aids which will enable them to participate in
and benefit from all post-secondary educational programs and activities.
Post-secondary institutions must make such changes to ensure that the
academic program is accessible to the greatest extent possible by all
students with disabilities.


Under the provisions of Section 504, universities and colleges may
not:

Limit the number of students with disabilities admitted

Make pre-admission inquires as to whether or not an applicant is
disabled

Use admissions test or criteria that inadequately measure the
academic qualifications of disabled students because special
provisions were not made of them

Exclude a qualified student with a disability from any course of
study
Limit eligibility to a student with a disability for financial assistance
or otherwise discf disabiriminate in administering scholarships,
fellowships, internships, or assistantships on the basis olity
Counsel a student with a disability toward a more restrictive
career
Measure student achievement using modes that adversely
discriminate against a student with a disability Establish rules and policies that may adversely affect students
withdisabilities.


Who Is Protected?

Section 504 of the 1973 Rehabilitation Act defines "a person with
a disability" as anyone who:

1.
has a physical or mental impairment which substantially limits one
or more major activities; including walking, seeing, hearing,
speaking, breathing, learning, working;

2.
has a record of such impairment; or

3.
is regarded as having an impairmen


Disabilities covered by this legislation include:

spinal cord injuries

loss of limbs

multiple sclerosis

muscular dystrophy

cerebral palsy

deafness or hearing loss

blindness or low vision

speech impairments

learning disabilities

head injuries/acquired brain injury

psychological disorders

diabetes

cancer

AID


"Otherwise qualified," as stated in the law, (with respect to post-
secondary education) means "a person who meets the academic and
technical standards requisite to admission or participation in the education
program or activity, with or without reasonable modifications to rules,
policies, or practices; the removal or architectural, communication or
transportation barriers; or the provision of auxiliary aids and services."


In other words, a person who has a disability is "otherwise qualified" if she
or he can perform an assignment when appropriate and reasonable
accommodations are made.


--Section 504 The law & Its Impact on Postsecondary Education, American
Council on Education

II. Communication


Interacting with Persons with Disabilities

Accept the fact that a disability exists. Not acknowledging a
disability is similar to ignoring someone's sex or height. Asking
personal questions regarding the disability would be inappropriate
until a closer relationship developed in which personal questions
are more naturally asked.

Dont park your car in a parking place which is specially
designated for use by people with disabilities. These places are
reserved out of necessity, not convenience. Some people with
disabilities cannot walk distances. Other individuals need extra
space in order to get wheelchairs in and out of the car. If you see
a car parked in a disability-reserved spot without a sticker or
parking tag, you can notify campus police and the car will be
ticketed.

Treat a person with a disability like you would anyone else.
Because an individual has a functional limitation does not mean
the individual is sick. Some disabilities have no accompanying
health problems.

Dont assume that a lack of response indicates rudeness. In some
cases, a person with a disability may seem to react to situations in
an unconventional manner or may appear to be ignoring you.
Consider that he individual may have a hearing impairment or
other disability, which may affect social skills.

Always speak to a person with a disability directly, even if an interpreter or attendant is present.

Offer help but wait until it is accepted before giving it. Whether it
is performing an experiment or pouring coffee, if you are nor sure
whether a person can or cannot do a task, simply ask.

When introduced to a person with a disability in a professional or
social setting, shake hands.

In conversation with a person whose speech is difficult to
understand, give your whole, unhurried attention. Be patient
rather than speak for the person. Don't pretend to understand
something you haven't understood. Repeat what you do
understand


Language in Speaking or Writing about Disabilities

As a sign of growing self-advocacy and sensitivity of the public, the
terminology regarded as appropriate in discussing disabilities have
evolved. For example, the term "handicapped" is falling to disuse and
should not be used. The word dates back to the time when people with
disabilities were thought of as beggars (handicapped is derived from "cap
in hand"). The term "able-bodied," "physically challenged," and
"differently abled" are also discouraged.

1.
Never use the article "the" with an adjective to describe people with
disabilities. The preferred usage, "people with disabilities," stresses the
individuality and avoids categorization, which so often leads to
discriminatory treatment.
NOT: PREFERRED:
the deaf people who are deaf
the visually impaired people with visual impairments
the disabled people with disabilities

2.
If you need to refer to a person's disability, choose the correct
terminology for the specific disability and remember to use "person first
language," for example:

Students who are blind

Students who are visually impaired

Students who are deaf

Students who are hard of hearing

Students who are physically disabled

Students with (or whom have) cerebral palsy

Students with mental illness

Students who have learning disabilities

Students with quadriplegia

Students with speech impairments

Students with seizure disorders

3.
Be careful not to imply either that people with disabilities are
to be pitied, feared, ignored, or that they are always somehow
more heroic, courageous, patient, or "special" than others. Never
use the term "normal" in contrast.

NOT: Diana held her own while swimming with normal
students.

PREFERRED: Diana qualified for her certificate last week.

4. A person in a wheelchair is "a wheelchair user" or "uses
a wheelchair." Avoid terms that define the disability as a
limitation, such as "confined to a wheelchair" or
"wheelchair-bound." A wheelchair liberates; it doesn't
confine.

4.
Never use the term "victim" or "sufferer" to refer to a person who has
or has had a disease or disability. This term dehumanizes the person and
emphasizes the powerlessness.

NOT: victim of AIDS
PREFERRED: Person with AIDS (PWA)

5.
Avoid euphemisms such as "differently abled" and "physically
challenged."


Public Relations

Publications: All publications should have a statement that upon request
the publication is available in an alternate format. If possible, photographs
of the OLLU community should include people with (visible) disabilities.


Telecommunications: Be considerate of people with hearing
impairments. Become familiar with text telephones and Texas Relay.
When publishing telephone numbers for offices open to the public, list text
telephone and Texas Relay numbers.


Program announcements: All program announcements should take into
consideration access needs for people with disabilities. Include a
statement on the announcement such as: If disability accommodations are
needed, please contact ___________ within _______ hours prior to the
event.


How to Use Relay Texas

Relay Texas provides telephone access for people who are hearing
impaired or who have a speec