For people with print-related disabilities, this publication is available on 3.5" floppy disk, in large print (18 pt. font) or on standard cassette tapes upon request from the:

Office of Equal Opportunity Programs
Room 291, Williams Administration Building
Boca Raton, FL 33431-0991
Voice (561) 297-3004, TTY (561) 297-2130

Acknowledgments
Thanks to the Resource Guide Sub-committee for its work in producing the initial draft of this publication. The valuable input and editorial advice by the members of the ADA Task Force is also greatly appreciated. The photographs were taken by Mardie Banks, Instructional Photographer. Special thanks to the students who volunteered to appear in the photographs. Similar publications by the University of West Florida and University of Florida served as valuable resources for the production of this publication.

Introduction
The fundamental goal of this publication is to increase awareness about the Rights, Responsibilities, and Resources available at Florida Atlantic University for students, faculty, staff and the public with disabilities. This publication is designed to assist individuals with disabilities enhance their experience in the university community, and serve as a valuable informational resource to non-disabled individuals.

Individuals with disabilities are the fastest growing segment of our university community. This includes students, faculty, staff and community members who attend various campus activities and events. The university has a legal obligation to provide equal access to all functions on our campuses; however, our responsibility extends well beyond providing equal access. As an institution charged with expanding knowledge in all areas of the life experience, we have a moral imperative to reduce and hopefully eliminate misconceptions about people with disabilities. We must take pride in not only reducing or eliminating physical and programmatic barriers but attitudinal barriers as well.

This publication provides guidelines on how to interact with people with disabilities and presents established policies and procedures for doing so. We all have our unique identities with our own strengths and weaknesses. This publication is meant to be a catalyst that will increase our understanding and sensitivities to people with disabilities (or "different abilities"), and ways to accommodate those differences.

Federal Laws and Regulations
There are two basic federal regulations which prohibit discrimination, based on disability, applicable at the post secondary level. The Rehabilitation Act of 1973, Section 504, prohibits discrimination, based on disability, by any institution receiving federal financial assistance. The Americans with Disabilities Act of 1990 (ADA), as amended, expands the coverage of Section 504 to prohibit discrimination, based on disability, by all public entities and privately-owned businesses/entities. The ADA also is more specific in its scope and coverage. The major state legislation which prohibits discrimination, based on disability, is the Florida Human Rights Act which mirrors the ADA.

Rehabilitation Act of 1973
Section 504 is designed to eliminate discrimination on the basis of disability in any program or activity receiving federal financial assistance. It provides that no qualified individual with a disability will, on the basis of disability, be excluded from participation in, be denied benefits of or otherwise be subjected to discrimination under any program or activity that receives or benefits from federal financial assistance. The fundamental principle of Section 504 is "Program Accessibility" which is discussed in greater detail later in this publication.

Admissions and Recruitment
The State University System (SUS) undergraduate admission application contains a pre-admission inquiry about whether an applicant desires special admission consideration based on his/her disability. This inquiry appears in the optional section of the application and states that it is for the express purpose of promoting increased participation of persons with disabilities in the SUS programs and activities. The application form indicates that the information will be kept confidential and that refusal to provide the information will not subject the applicant to adverse treatment. The limited scope of this inquiry is within the exception outlined under 34 C.F.R. 104.42(c) and, therefore is in compliance with Section 504 and Title II.

Academic Adjustments
Universities will make such modifications to academic requirements as are necessary to ensure that such requirements do not discriminate or have the effect of discriminating, on the basis of disability, against a qualified applicant or student with a disability. Academic requirements that the university can demonstrate are essential to the program of instruction being pursued by such students or to any directly related licensing requirement will not be regarded as discriminatory within the meaning of this section.

Questions relating to academic accommodations for students with disabilities are to be directed to the Office for Students with Disabilities, Room 175, S.E. Wimberly Library, Voice (561) 297-3880, TDD (561) 297-3897.

Americans with Disabilities Act (ADA)
The ADA prohibits discrimination, based on disability, by public entities (including SUS institutions), in places of public accommodation (including private and public colleges and universities), in employment, in the provision of transportation and telecommunications. The ADA uses much the same language as used in Section 504 but expands its coverage.

Title I - Employment
State University System institutions, as employers of students, faculty and staff, may not discriminate against qualified individuals with disabilities, and must provide reasonable accommodation to qualified applicants or employees unless doing so would result in an undue hardship to the university.

Title II - Public Services
State University System institutions may not discriminate against qualified individuals with disabilities by excluding them from participating in or denying them access to the services, programs or activities of the university.

Title III - Public Accommodations
State University System facilities open to the public, including: student unions, museums, athletic arenas, auditoriums, libraries, recreational facilities, etc., must be accessible to individuals with disabilities. Efforts must be made to make these facilities accessible to, and useable by individuals with disabilities when it is readily achievable.

State Laws and Regulations

Ch. 240. F.S., Post secondary Education
240.152 Impaired and learning disabled persons; admission to post secondary institutions; substitute requirements; rules.

Any person who is hearing impaired, visually impaired, dyslexic or who has a specific learning disability shall be eligible for reasonable substitution for any requirement for admission to a state university, community college or post secondary vocational institution where documentation can be provided that the person's failure to meet an admission requirement is related to the disability. The State Board of Education, the Board of Regents and State Board of Community Colleges shall develop substitute admission requirements, where appropriate. History-s. 1, ch. 86-194.

240.153 Impaired and learning disabled persons; graduation, study program admission, and upper division entry; substitute requirements; rules.

Any student in a state university, community college or post secondary vocational institution who is hearing impaired, visually impaired, dyslexic or who has a specific learning disability shall be eligible for reasonable substitution for any requirement for graduation, for admission into a program of study or for entry into upper division where documentation can be provided that a person's failure to meet the requirement is related to the disability and where the failure to meet the graduation requirement or program admission requirement does not constitute a fundamental alteration in the nature of the program. The State Board of Education, the Board of Regents and the State Board of Community Colleges shall adopt rules to implement this section and shall develop substitute requirements where appropriate. History-s. 2, ch. 86-194.

State Board of Education, Board of Regents
6C-6.018 Substitution or Modification of Requirements for Program Admission, Undergraduate Transfer and for Graduation by Students with Disabilities.

(1) A university shall provide reasonable substitution or modification for any requirement for admission into an undergraduate or graduate program of study, or for entry into the upper division, or for graduation for any student who is hearing impaired, visually impaired or dyslexic, or has a specific learning disability where documentation can be provided that the student's failure to meet the requirement does not constitute a fundamental alteration in the nature of the program.

(2) In determining whether to grant a substitution or modification, a university will consider pertinent documents including, but not limited to, a physician's statement, vocational rehabilitation records, and school records maintained as a result of the exceptional child provisions of Public Law 94-142. The State Board of Education has prescribed in Rule 6A-10.041, FAC, the definitions of disabilities to which this Rule 6C-6.018 applies, and each university will provide the student the opportunity to present evidence to support his or her disabilities, and an appeal process.

Specific Authority
240.209(1), (3)(p) FS. Law Implemented 240.209(1), 240.152, 240.153 FS. History-New 4-20-87, Amended 9-15-91.

TYPES OF DISABILITIES and ACCOMMODATIONS

Note: References are made below to reasonable accommodation of employees. More information regarding reasonable accommodations can be found later in this publication.

Medical Conditions
Some students or employees have medical conditions that create disabilities. Such medical conditions include, but are not limited to, the following disorders: auto immune illnesses, blood serum disorders (e.g., HIV/AIDS, Sickle Cell Anemia), cardiovascular and circulatory conditions (e.g., angina, congenital heart disease), cancer, cerebral palsy, cystic fibrosis, diabetes, muscular dystrophy, multiple sclerosis, respiratory disorders, or seizure disorders. Prescribed medications or the illness can cause chronic fatigue, drowsiness, nausea, severe physical discomfort, and/or impairments of memory or speech, among other possible effects.

Students with medical conditions sometimes miss classes due to unexpected flares, adverse reactions to new medications, prescribed bed rest, and hospitalization. Faculty should give consideration to absences due to illness without penalization to a student's grade, as long as class assignments and tests are completed. Extended exam time may also be required. If requested, a course grade of "I" (Incomplete) may be appropriate. Employees may exhibit similar symptoms in the work place which may require reasonable accommodation.

Mobility Impairments
Any disability that limits the physical function of gross motor or fine motor ability is considered a mobility impairment. Mobility impairments may manifest in problems with overall mobility, strength, coordination, endurance, manual dexterity, limitations in reaching, manipulation of materials (paper and pen), legible penmanship, and/or the ability to sit for long periods. In addition to physical accommodations (e.g., automatic doors, accessible rest rooms) for individuals with functional impairments, students may require academic adjustments. Examples of academic adjustments are: Lab assistants, research assistants, extended exam time and scribes. Employees with mobility impairments may require reasonable accommodation.

Sensory Impairments (Visual and Hearing Impairments)
Many students who are deaf require sign language interpreters, oral interpreters, and/or note takers in their classes. Students who are blind may require textbook readers, testing adjustments, research assistants, and/or tape recorders in class. Students with visual impairments may require syllabi and class notes in large print with similar exam adjustments. Employees with a sensory impairment may require similar accommodation as described above dependent on their work situation.

Learning Disabilities
Learning disabilities comprise a heterogeneous group of academic and perceptual disorders. Students or employees with learning disabilities often demonstrate an ability to utilize their cognitive strengths to compensate for their cognitive processing deficits.

For students with learning disabilities, extended exam time is often required. Extended exam time is needed because it takes longer for many of these individuals to process information; for example, it may take longer to read test questions, to determine what the questions are asking, to formulate a response, and/or write the response. Note takers, readers, and assistive technology are commonly required. Employees with a learning disability may require reasonable accommodation in other forms similar to those utilized by students with learning disabilities.

Attention Deficit Hyperactive Disorder (ADHD)
ADHD is a microbiological disability characterized by a core triad of symptoms: impulsivity, distract ability, and restlessness. Researchers have found that in individuals with ADHD, there is decreased blood flow to the prefrontal cortex and possibly the brain stem. Research also suggests that the brain uses lower rates of glucose in the portion of the brain responsible for attention, handwriting, motor control, and planning. Students with ADHD may need extended time for tests in a distraction-reduced setting. These students may also require note takers or tape recorders in class. Employees with ADHD may need accommodation for the symptoms described above.

Psychological Disorders
Students and employees are susceptible to a variety of psychological disorders (such as depression and anxiety) that one finds in the general population. Some students who undergo treatment take prescription medication that can cause side effects such as drowsiness and disorientation. Academic adjustments may include extended exam time.

Disclosure of an emotional impairment is a highly sensitive issue given its many negative connotations. It is very important to MAINTAIN CONFIDENTIALITY. For additional information regarding psychological and psychiatric disorders in students, additional information is available through Office for Students with Disabilities (OSD). Employees may exhibit symptoms of psychological disorders at work. For additional information regarding employees with psychological disorders, contact the Equal Opportunity Programs office.

Note: "Test anxiety" is not considered a disability in, and of itself. Accommodations are not provided for "Test anxiety."

Speech Impairments
Speech impairments can stem from infantile autism, hearing impairments, learning disabilities, traumatic brain injury, injury to the central nervous system, or cancer of the larynx or pharynx. Impairments may manifest in: lisping, vocal quality, pitch, or projection; chronic hoarseness, esophageal speech (resulting from a mastectomy), stuttering, and fluency problems. Students or employees with speech impairments might need alternative presentation formats to oral presentations or other communication aids.

Traumatic Brain Injury (TBI)
Traumatic brain injuries often result from vehicular accidents, physical violence, and sports accidents. Some symptoms include one or more of the following: seizures, migraines, cognitive impairment (e.g., concentration, memory, organization, reading, math, or speech), degrees of paralysis, reduced endurance, and feelings of isolation. Students with TBI may require academic adjustments, such as note takers, and/or tape recorders in class. Employees with TBI may need work place accommodation dependent on the situation.

STUDENTS and FACULTY

Section 504 prohibits discrimination based on disability in any program offered by an institution that receives federal funds. The impact of Section 504 on post secondary institutions is extensive. Under its provisions, FAU may not:

• Use admission tests or criteria that screen out, or have the affect of screening out students with disabilities, or that inadequately measure the level of applicants with disabilities, unless the measures used have been validated as a predictor of academic success in the educational program or activity in question.
• Give students with disabilities examinations that are not administered in the same frequency as those given to students without disabilities or, administer admission tests in locations that are not accessible.
• Give tests and examinations that do not accurately reflect the applicant's aptitude and achievement level without the interference of disability-related factors (e.g., measuring the disability and not the aptitude).
• Limit access to, or excuse a student with a disability who is "otherwise qualified" from any course of study solely on the basis of a disability.
• Counsel students with disabilities toward more restrictive careers than are recommended for students without disabilities. However, counselors should advise students with disabilities about strict licensing or certification requirements in a given profession.
• Institute prohibitive rules that may adversely affect students with disabilities such as prohibiting the use of tape recorders or laptop computers in the classroom. Auxiliary aids, such as audio tape recorders and spell-checkers must be permitted when they are viewed as appropriate academic adjustments that will help to ensure full participation by students with disabilities.
• Refuse to modify academic requirements that would afford qualified students with disabilities an opportunity for full educational participation. Possible actions, when deemed appropriate, might be permitting additional time to meet degree requirements or allowing a student to receive a course substitution for a foreign language requirement.
• Limit benefits from campus services or prohibit participation in activities that are non-academic in nature, such as athletics or social organizations.(adapted from Brinckerhoff, 1985, p.93)

Office for Students with Disabilities

Students' Rights
A college student with a disability has the right to appropriate accommodations under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, as amended. OSD counselors make decisions regarding the nature of the academic adjustments. If a student feels as though he or she has been wrongly denied an accommodation or otherwise discriminated against, based on their disability, they may file a complaint with the Office of Equal Opportunity Programs. A complaint of this type is processed through the existing discrimination procedures detailed later in this publication.

Students' Responsibilities
In order for students with disabilities to be guaranteed appropriate academic adjustments they must be registered with the OSD. The students must register well in advance of obtaining the needed services. This will ensure that there is adequate time for their needs to be properly evaluated and appropriate services identified. Students with disabilities are obligated to use accommodations responsibly.

If the registered student is receiving academic adjustments directly from the faculty member, accommodations must be requested in advance, to allow sufficient time for faculty to arrange for the requested modifications. It is the student's responsibility to utilize the services of, and keep in close contact with the OSD.

Faculty Members' Rights and Responsibilities
The faculty member has the responsibility to respond to a student's request for an accommodation due to a disability. When a request for an accommodation is received, the faculty member should require verification of the disability by referring the student to the OSD to obtain a Letter of Notification. The accommodations may be handled by the faculty member or through the OSD as detailed later in this publication. In any case, the accommodations must not compromise course content or the requirements for satisfactory course completion.

Registering with the OSD
Students are not required to identify themselves as having a disability. The OSD asks for voluntary self-identification of students with disabilities and completion of the OSD registration process in order to guarantee appropriate academic adjustments. Students with disabilities are encouraged to register with the OSD immediately upon enrollment at FAU.

In order to register for services, students must complete an Application for Support Services and submit official, current documentation of their disability. An OSD Counselor will contact the student to schedule an appointment after the application and documentation have been reviewed. The student meets with a Counselor to discuss his or her disability and the requested accommodations.

If eligible, appropriate support services are activated based upon the students' need. All OSD services are provided at no expense to students and are tailored to their needs. The responsibility for determining a student's eligibility for services rests with the OSD Counselors.

Documenting Your Disability
It is the student's responsibility to provide official documentation of the disability from a qualified professional. The documentation must be within the last three years (OSD reserves the right to modify this time frame). Documentation must appear on letterhead, be signed and dated by the diagnostician with a clearly explained, definitive diagnosis of the disability and functional deficits.

The diagnostician must specify the exact diagnosis of the disability, the degree of current functional loss, and current functional limitations relative to the class room setting. The documentation is reviewed and evaluated by a team of FAU professionals. (Additional information on documentation guidelines is available from OSD)

Confidentiality of Records
Confidentiality of records is required by law. Students' names and disabilities are kept confidential and not released without the student's written permission except in the event of academic irregularities, or unless otherwise required by law. Otherwise, the OSD only discloses a student's disability to university faculty or staff for the purpose of aiding the student's academic achievement.

Program Accessibility
As required by Section 504 and the ADA, programs and activities, when viewed in their entirety, must be offered in accessible settings. If multiple sections of a course are offered, at least one section should be in an accessible location. If required, a course location must be moved from an inaccessible location to an accessible location to meet the student's needs.

For students with mobility impairments, classes must be located in buildings with ground-level entry, or working elevators. Special needs of students with visual and hearing impairments must also be considered when selecting locations for classes, programs and activities.

Academic Accommodations
Accommodations are necessary for ensuring complete access to and full participation in the education process. Course curriculum should not be "watered down" in the name of equal access. Instructors should not compromise academic standards when evaluating academic performance, and course requirements for students with disabilities should be consistent with those of other students.

Academic accommodations make it possible for students with disabilities to learn course material and for faculty to fairly evaluate students' knowledge of that material and not the student's limitations due to disability. It is the student's responsibility to request accommodations, however, the faculty member can make a student comfortable by inquiring about special needs.

Available Assistance and Accommodations
Decisions regarding appropriate academic adjustments are made by the OSD Counselors. The following are many of the services offered by the OSD, however, this is not an exhaustive or exclusive list.

Readers, Note Takers, Sign Language Interpreters
The OSD makes arrangements for readers for students with blindness/visual impairments or reading disabilities, note takers for students who are unable to take notes, and sign language interpreters for students with hearing impairments.

Special Testing Settings/Conditions
Some students need academic adjustments during testing (e.g., proctors, distraction-reduced settings, computer use, extended time). Students who are blind may require test proctors to read test questions and record student responses. Students with Attention Deficit Hyperactive Disorder often need distraction-reduced settings.

Special Equipment
The OSD maintains assistive technology labs (AT-Labs) on the Boca and Broward campuses with specialized equipment and computer software designed to assist individuals with various disabilities. Such assistive technology includes talking calculators, screen readers, adaptive computer hardware and software, and other assistive devices. Contact the OSD for an updated list of special equipment available. You can also visit the OSD web site for specific information regarding what adaptive equipment is available in the AT-Lab. The web site address is: http://www.osd.fau.edu/atlab.

Strategy Training for Students with Cognitive Processing Deficits
Students who have deficits related to cognitive processing may receive Strategy Training from the OSD staff. This training involves teaching skills related to time management, test preparation and test taking, and preparation for written assignments.

Tutors
Students with disabilities can take advantage of existing tutorial labs and services that are available to all students. The Academic Assistance Program available through Minority Student Services provides no-cost peer tutoring to all FAU students.

Letter of Notification
The OSD counselors inform faculty through a Letter of Notification that a student with a disability is in their class and which academic adjustments are required. This intervention is conducted only upon the student's request. The Letter of Notification is generally presented to faculty members at the beginning of the semester by the student. These letters are prepared by the OSD staff and indicate specific academic adjustments required by the student.

Appropriate academic adjustments are determined by the OSD staff. After obtaining a student's written release, the OSD can verify the disability and make recommendations for necessary academic adjustments. Without a signed release, the OSD will not discuss the specific nature of a student's disability relative to academic adjustments.

Faculty members are encouraged to inform students about services available through the OSD. At the beginning of each semester, faculty should routinely make an announcement to their classes and invite students with disabilities to self-identify in private and with the OSD to discuss accommodations. This announcement should be during the first class and with a written statement on course syllabi. The invitation statement may read:

"If you need course accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. My office location and hours are ..."

Attendance and Promptness
Students using wheel chairs or other assisting devices may encounter obstacles or barriers in arriving to class on time. Others may have periodic or irregular difficulties, either from their disability, medication, or emergency situations. Flexibility in applying attendance and promptness rules in these situations is desirable.

Seating Arrangements
Some students require preferential seating locations, such as front row (e.g., students with visual impairments, hearing impairments, seizure disorders, mobility impairments, or learning disabilities). Some students with back injuries, or connective tissue disorders need to bring a pillow for their backs, prop their legs on a chair, or need to periodically stand and stretch. Wheel chair users need adjustable height work surfaces, or sometimes a free standing table in class rooms or laboratories. The OSD can provide assistance in obtaining such equipment.

Instructional Techniques Which Benefit All Students

Prior to the beginning of the semester:
Make book lists and syllabi available. Select course materials early. Advanced distribution of syllabi, assignments, and reading lists facilitates translation of materials into audiotape, Braille, large print and assists in timely completion of assignments.

Starting class:
Start lectures with a review and overview of material to be covered. Use a chalk board or overhead projector to outline lecture material, reading aloud what is written. Provide written summaries of demonstrations in advance.

During class:
Emphasize important points, main ideas, and key concepts orally and visually. Legibly write new or technical vocabulary, key lecture points, unusual terminology or foreign words, and assignments on the chalkboard or overhead projector. Repeat discussion questions. Provide assignments in writing as well as orally, and be available to clarify individual questions.

Concluding class:
Provide study guides for texts and study questions. If requested, provide copies of overhead transparencies and notes. At the end of class, briefly summarize key points.

After class:
Provide time during office hours for discussion of assignments, questions about lectures, and readings. Provide an opportunity for review sessions to aid in mastering material and preparing for exams.

Testing Accommodations
The university has a responsibility to respond to requests for test accommodations and to assure the valid measurement of a student's academic achievement, rather than the functional limitations caused by the disability. Testing accommodations may be provided by the faculty member or OSD. This is determined during a consultation between the faculty member and the student.

Testing Accommodations provided by Faculty
Faculty members often handle accommodations for tests, quizzes, and pop-quizzes. Faculty members should consult with an OSD Counselor to ensure that testing accommodations are properly administered. Some accommodations include an accessible exam site, a reader, a scribe, adaptive equipment, large-print exam, distraction-reduced setting, and sufficient, uninterrupted time.

Other accommodations may include modification of evaluation instruments (e.g., tape recording exam responses), use of aids during exams (such as calculators, dictionaries, or electronic spell-checking devices), or alternative scheduling of exam dates and times.

Extended Exam Time: What is Appropriate?
Often students with disabilities require additional time to complete exams. The rule of thumb for extended exam time is time and a half. In some cases, more time is needed depending on the exam format and the student's disability. OSD will work with faculty and students individually to establish an appropriate amount of extended time.

Test Setting:
Students with disabilities who receive additional exam time often need to take their exams in a distraction-reduced setting. This setting should be a quiet room with no phones or interruptions. OSD encourages departments to identify a distraction-reduced setting that can be used for this purpose.

Proctors, Readers, and Scribes:
When proctors are used as readers or scribes, they read the exam items and/or written responses exactly as given. Proctors are not permitted to interpret or give definitions about exam items. Their purpose is to read and transcribe only.

Testing Accommodations provided by the OSD
OSD will assist faculty in administering exam accommodations when the faculty member is not able to arrange for the accommodations within the academic department. The following are simple guidelines for professors to follow when providing exam accommodations through OSD:

Note: All students who utilize the OSD Testing Center are informed of the rules of the Testing Center in writing. If academic irregularities occur, an OSD staff member will provide written notification to the appropriate faculty member.

Course Substitutions and CLAST Waivers
Course substitutions and CLAST waivers are viewed as "last resort" accommodations. Students who have a disability that prevent them from meeting admission criteria, course, program, or graduation requirements may request a substitution of the course requirement in question. Granting course substitutions or a CLAST waiver will depend on the nature and extent of the disability and its impact upon the student being able to successfully meet the requirement. Generally, students are required to attempt to meet the requirement in question with the provision of accommodations before a course substitution or CLAST waiver will be considered.

Requests for course substitutions that would result in a significant modification of the course or program, those required for certifications or licensure, or those that would be inconsistent with the student's academic program or objectives may be denied. For example, a student with a learning disability in mathematics who is majoring in education, and who will be expected to demonstrate proficiency in mathematics, will not qualify for a substitution of College of Education math prerequisites or required math education courses.

Various procedures exist for requesting course substitutions and CLAST waivers. Students should contact the OSD for assistance in following the appropriate procedure. The OSD encourages students to anticipate the need for assistance so that the substitution process does not delay the student's progress.

Scholarships Available to Students with Disabilities

Karen Aberson Memorial Scholarship
The Aberson family has established this scholarship in memory of Karen, a former student with disabilities at FAU. Their hope is to provide financial assistance to enable other students with similar disabilities to succeed. Priority consideration is given to an undergraduate student with a documented psychological/emotional disability.

LifeLong Learning Society Scholarship
The LifeLong Learning Society Scholarship is specifically for an upper division undergraduate student with a disability who has demonstrated excellence in education and service to the community and/or university.

Gertrude T. Makowsky Memorial Scholarship
This scholarship has been established by the Boca Raton Advisory Board for the Physically and Mentally Challenged and the family of Gertrude T. Makowsky in memory of Gert Makowsky, a long time member of the Board and advocate for the rights of individuals with disabilities. This scholarship is available to qualified undergraduate or graduate students with disabilities.

Theodore R. and Vivian M. Johnson Scholarships
Mr. Theodore R. Johnson established a charitable trust fund to provide scholarships to students with disabilities who are attending a State University System of Florida (SUS) institution. The Theodore R. and Vivian M. Johnson Scholarship is a competitively awarded program which is available to qualified undergraduate students with disabilities who enroll in State University System institutions.

For more information about any of the above scholarships please contact the:

Office for Students with Disabilities
Boca Raton Campus
Room 175, S.E. Wimberly Library
Voice (561) 297-3880, TDD (561) 297-3897
or the
Office for Students with Disabilities
Davie Campus MOD I
Voice (954) 236-1222 TDD (954) 236-1146

Library Assistive Technology Workstations and Equipment

The S.E. Wimberly Library has state-of-the-art computer work stations designed for use by students and other patrons with virtually any disability. The work stations provide access to all of the electronic catalogs and the Internet for research purposes. All printed text is also accessible.

There are extra high table tops to accommodate people who use wheel chairs. The work stations are capable of scanning any printed text from magazines, books, or photo copy including multiple columns. Scanned images are displayed and converted to speech. The stations have software that uses electronic magnification and color sensory imaging.

The computer stations are equipped with screen-reader software with voice synthesis and a choice of voices and reading speeds. There are other text magnifying machines including a CCTV which magnifies printed text to very large images of text on a large screen. The library also has a scanner/reader which converts printed text to speech.

All of this equipment is available for use by all library patrons with a disability; however, users are required to obtain a password from the reference desk to use the PCs. This has been implemented to prevent the possibility of misuse and to ensure that users get the proper introductory training on equipment use.

A description of the services provided by the library for patrons with disabilities can be accessed on the Internet at: http://www.fau.edu/library/adaserv.htm.

Office of Equal Opportunity Programs (EOP)

Students with Disabilities
The Office of Equal Opportunity Programs (EOP) is dedicated to the philosophy of equal opportunity to all goods, services, benefits, facilities, privileges, advantages and accommodations for all, regardless of disability. This should be done in the most integrated setting appropriate to the needs of the individual with a disability.

EOP is delegated the authority to ensure that the rights of all students with disabilities are protected as prescribed by Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act, as amended, and all other relevant state and federal laws. To that end, EOP provides a discrimination complaint process.

Any student who feels he or she has been denied an equal opportunity to pursue his or her education or otherwise discriminated against, based on a disability, has the right to file a complaint with EOP. All complaints of discrimination are handled in accordance with established procedures in an objective, comprehensive, consistent and timely manner (a complete description of complaint procedures can be found in the Appendix to this publication). An officer of EOP will be available to assist students who feel they have been discriminated against based on their disability between 8 a.m. and 5 p.m., Monday through Friday. Students may visit the EOP office, web site, call or write at:

Equal Opportunity Programs
Room 291, Williams Administration Building
Boca Raton, FL 33431-0991
Voice (561) 297-3004, TDD (561) 297-2130
http://www.fau.edu/divdept/equalop/homepage.htm

EMPLOYEES

Employment Compliance Policy
The Florida Atlantic University personnel policies are in compliance with both the substance and intent of the employment provisions of Title I of the Americans with Disabilities Act (ADA) and the Rehabilitation Act of 1973, and other relevant federal and state laws.

Our mission is to ensure that qualified applicants and employees with disabilities are afforded the same rights and privileges in employment as those without disabilities. Accordingly, the University's intent is to establish and sustain employment practices which do not discriminate against, or have disparate treatment or disparate impact on individuals with disabilities.

What Employment Practices are Covered?
All employment practices are covered such as: recruitment, hiring, promotion, training, lay-off, compensation, benefits, termination, job assignment and related activities. In addition, the ADA prohibits retaliation by the employer against applicants or employees for exercising their rights.

Who is Protected?
To be covered under the ADA, an individual must have a physical or mental impairment that substantially limits one or more of the major life activities, have a record of such an impairment, or be regarded as having such an impairment. A substantial impairment is one that significantly limits one or more major life activity, such as: hearing, seeing, speaking, breathing, performing manual tasks, walking, caring for oneself, learning or working.

An individual with a disability must also be qualified to perform the essential functions of the job with or without reasonable accommodation. This means that an employee must:

Essential functions are the job duties for which the job exists that an employee must be able to perform with or without reasonable accommodation. The University has the right to hire the best qualified applicant, without discriminating against qualified individuals with disabilities.

What is Reasonable Accommodation?
Reasonable accommodation is any change or adjustment to a job or work environment that enables a qualified applicant or employee with a disability to participate in the application process, perform the essential functions of the job or enjoy any other benefits or privileges of employment enjoyed by individuals without disabilities.

An employer is required to provide a reasonable accommodation to a qualified applicant or employee with a known disability unless the employer can demonstrate that the accommodation would be an undue hardship on the university. Generalized conclusions will not suffice to support a claim of undue hardship. Instead, undue hardship must be based on an individualized assessment of current circumstances that show that a specific reasonable accommodation would cause significant difficulty or expense. For more detailed information regarding "undue hardship," contact the Office of Equal Opportunity Programs.

How Do I Request An Accommodation?
It is the responsibility of the applicant or employee with a disability to inform the employer that an accommodation is needed in order to participate in the application process, perform the essential functions of the job or receive other benefits and privileges of employment.

Application Process
Requests for accommodations needed to complete the application process must be made a minimum of five (5) days in advance of the date needed. Applicants for Administrative and Professional (A&P) or University Support Personnel Staff (USPS) positions must submit these requests to the Department of Personnel Services. Applicants for faculty positions must submit these requests to the faculty unit with the open position or to the Office of Equal Opportunity Programs.

Incumbent Employee
If employees feel they may need an accommodation in order to perform the duties of their job, they must follow the procedure below. Supervisors' responsibilities are also listed below.

Employees' Responsibilities

Supervisors' Responsibilities

Employment Discrimination
The Office of Equal Opportunity Programs (EOP) is dedicated to the philosophy of equal opportunity to all goods, services, benefits, facilities, privileges, advantages and accommodations for all, regardless of disability throughout the entire employment experience.

EOP is delegated the authority to ensure that the rights of all applicants and employees with disabilities are protected as prescribed by Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act, as amended, and all other relevant state and federal laws. To that end, EOP provides a discrimination complaint process.

Any individual who feels they have been denied an equal opportunity to participate in the employment process, based on a disability, has the right to file a complaint with EOP. All complaints of discrimination are handled in accordance with established procedures in an objective, comprehensive, consistent and timely manner (a complete description of complaint procedures can be found in the Appendix to this document). An officer of EOP will be available to assist individuals who feel they have been discriminated against based on their disability between 8 a.m. and 5 p.m., Monday through Friday. You may visit the EOP office, web site, call or write at:

Equal Opportunity Programs
Room 291, Williams Administration Building
777 Glades Road
Boca Raton, FL 33431-0991
Voice (561) 297-3004, TDD (561) 297-2130
http://www.fau.edu/divdept/equalop/homepage.htm

Public Accommodations
Florida Atlantic University makes every effort to ensure that all of its services, events and activities that are open to the public are accessible to individuals with disabilities in compliance with Title III of the ADA. Any member of the public who feels he or she has been denied access, as a result of a disability, to any services, activities or events that are open to the public has the right to file a complaint of discrimination with EOP.

An officer of EOP will be available to assist individuals who feel they have been discriminated against based on their disability between 8 a.m. and 5 p.m., Monday through Friday. You may visit the EOP office, call or write at:

Equal Opportunity Programs
Room 291, Williams Administration Building
777 Glades Road
Boca Raton, FL 33431-0991
Voice (561) 297-3004, TDD (561) 297-2130
http://www.fau.edu/divdept/equalop/homepage.htm

Required Statements for Published Announcements

• If accommodation(s) for a disability is required contact Person, Phone number/TDD, a minimum of five (5) working days in advance of the date of the event.

• The preferred statement for use in internal event announcements, e.g., calendar of events, internal employee training seminar/workshop announcements; should read:

  Please call the listed extension a minimum of five working days in advance of the event if accommodation(s) for a disability is needed.

• Required statement ensuring effective communications for individuals with print-related disabilities which should appear in documents or publications distributed to the university community, e.g., student catalog, student handbook, published policies and rules, newsletters; should read:

  Available in alternate formats upon request from Name of Person, Department , Phone number, FAX.

Providing alternate formats is not a difficult or expensive task. Often the alternate format has already been created. Example: All publications begin as text. This text can be saved to a computer disk(s) in ASCII format which can be converted to speech by specialized equipment available at the library or OSD, AT-Lab for people who are blind. For shorter publications, simply increasing the font size to 18 pt. font may suffice for people with visual impairments. The program producing the publication is responsible for the costs associated with any alternate format publication. Questions may be directed to the Office of Equal Opportunity Programs at (561) 297-3004.

Appendix

ADA Task Force and Sub-committees

Mission:
It is the mission of the Task Force to respond to ADA compliance issues, as they arise, and seek to resolve them in the most effective, efficient, consistent, timely and appropriate manner available. Furthermore, it is the intent of the Task Force to adopt a proactive approach to increase the overall University awareness of disability issues and to promote understanding of, and positive attitudes regarding people with disabilities.

Goals:
- To enhance and expand the accurate, awareness and understanding of people with disabilities and disability issues.
- To facilitate the resolution of accessibility and ADA compliance issues when they arise.
- To involve the University community and the public in events designed to heighten the understanding of disability issues and foster greater interdependence.

ADA Accessibility Committee

Goal: To identify physical facilities on campuses that require structural modifications to be accessible and useable by individuals with disabilities. To prioritize these projects and make recommendations to Facilities Planning for remedial actions.

ADA Accommodations Committee

Contact: Paula Behul pbehul@fau.edu
Mission: It is the mission of the Accommodations Committee to serve as a resource of last resort for disability-related accommodation requests made by university employees. It is the intent of the committee to ensure compliance with the Americans with Disabilities Act and other relevant laws.

Service Providers of Auxiliary Aids and Services

Hearing Impaired - Sign Language Interpreter
Boca and Northern Campuses
Deaf Service Center - ask for Sylvia Garcia
(561) 802-3353
as of 12/99 cost is $82.40 (less 10% discount for educational institution) up to 2 hours.

Broward Campuses
United Hearing & Deaf Services - ask for Sandy
(954) 731-7203
as of 1/1/2000 cost is $40 per hour for educational institutions with a 2 hour minimum.

Hearing Impaired - Real-time Captioning
All Campuses
Florida Real-time Captioning - ask for Tanya English
(954) 767-0450
Real-time captioning of speeches/speakers on TV monitors & big-screen TVs.

Certified Realtime Reporting, Inc. - Nancy Williamson, President
(954) 584-1047, FAX (954) 523-9396
Real-time captioning: Seminars, college courses, training, interviews, etc. on laptops, TVs, large projection screens.

Visually Impaired
Braille Services
National Braille Press
1-800-548-7323

Books on Tape - tape recordings
Recording for the Blind & Dyslexic
1-800-221-4792

Physical & Visual Impairments
SpecTran Dial-a-Ride
(561) 930-8747
as of 12/99 person must be registered with SpecTran, cost is $1.00 per ride.

Transportation throughout Broward County
Transportation Options Program System (TOPS)
Registration and information (954) 357-8677
all riders must be pre-registered, as of 12/99 cost is $2.00 per ride.

Communication Disorders Clinic (FAU, Boca Raton Campus)
The Communications Disorders Clinic provides diagnostics to the FAU community free of charge for: hearing impairments, speech impairments and other communication disorders. For more information contact the clinic director, Nancy Lewison at (561) 297-3285.

Discrimination Complaint Procedures
Complaints of discrimination based on disability should be filed with the Office of Equal Opportunity Programs and are handled in the same manner as complaints of other types of discrimination. A detailed description of the procedures used follows.

1. Role of the Office of Equal Opportunity Programs
   

   • The Equal Opportunity Programs (EOP) Officer acts on behalf of the educational institution, analyzing facts gathered to make recommendations for the institution.
   • The EOP officer reports findings to the Vice President or Associate Provost (Boca Raton) overseeing the affected unit.
2. Confidentiality
   Allegations of discrimination are extremely serious. Therefore, all persons contacted by EOP will be advised of the need to maintain confidentiality in order to protect the integrity of the process and all participants.
3. Intake
   

   • An EOP officer is readily available to a com