Students with Learning Disabilities Adolescents and Adults with Learning Disabilities.
Services to Students with Disabilities - California State ... academic year 2016-2017, Services to...
Transcript of Services to Students with Disabilities - California State ... academic year 2016-2017, Services to...
6000 J Street Sacramento, CA 95819
Lassen Hall 1008
916-278-6955
Services to Students with Disabilities ACADEMIC YEAR 2016-2017
PAGE 1 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
Table of Contents
Executive Summary 2
Mission Statement 3
Goals and Objectives 3
Services and Accommodations 3
Program Contacts 5
Population of SSWD Students 6
Program Outcomes 7
Appendix A 12
Appendix B 13
Appendix C 15
PAGE 2 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
Executive Summary
Services to Students with Disabilities (SSWD) offers a wide range of support services
and accommodations for students in order to ensure students with disabilities have equal
access and opportunity to pursue their educational goals. Working collaboratively with
students, faculty, staff and administrators, SSWD provides consultation and serves as the
information resource on disability related issues to the campus community.
During spring 2017, SSWD participated in the Chancellor’s Office 2017 Evaluation of CSU
Disability Offices. Administrators, faculty, and students were asked to complete the surveys
in order to help the office learn more about the needs and concerns of university students
with disabilities. Nine administrators, 68 faculty member, and 44 SSWD students
responded to the survey.
Seventy-eight percent of administrators rated the consultation, collaboration, and support
in their unit as excellent-good while 85% of faculty members rated the overall effectiveness
of SSWD services as excellent-good. Moreover, SSWD students rated the overall quality of
services as excellent-good.
In addition, the Recreation, Park, and Tourism Administration (RPTA) developed a needs
assessment in recreation programs for students with disabilities. RPTA conducted an All-
In-Recreation (AIR) SSWD survey during the spring semester. Thirty-three students
completed the survey and 58% of them utilized any of the WELL’s recreational facilities or
program.
PAGE 3 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
Mission Statement
Essential to the larger mission of the University, Services to Students with Disabilities
(SSWD) is designed to support the academic success of students with disabilities and to
provide leadership to the University community to ensure equal access to University
programs and resources. SSWD provides a comprehensive range of academic support
services and fosters an accessible physical and technological environment to facilitate
retention and graduation.
Goals and Objectives
1. University Access: Ensure that students with disabilities have comparable access to the University by addressing physical, attitudinal, technological, and communication barriers. Collaborate with the University to ensure compliance with all federal and state disability access and civil rights regulations, including Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA).
2. Disability Management: Support and empower students with disabilities toward competency and success to gain the independence and advocacy skills necessary for them to fully participate in an inclusive campus and attain their educational goals.
3. Education and Outreach: Enhance understanding of various student barriers, provide consultation and serve as a resource on disability access, and foster dialogue between students with disabilities and the University community, including faculty, staff, and students.
4. Coordination and Development: Coordinate and deliver available campus academic support resources to promote equal access and ensure achievement of students’ potential. Interact with other off-campus resources to ensure maximum effectiveness and maintenance of available programs.
5. TRIO Student Support Services Program (SSSP): Offer TRIO SSSP to provide students with additional academic support services and supplemental and developmental instruction in English Writing and other basic skills for the retention and graduation of students with disabilities.
Services and Accommodations
Academic accommodations and services are determined based on individual documented needs of each student with the intention of promoting maximum student independence on campus and are based on individual documented needs. Services may include, but are not limited to, the following:
1. Arrangements for specialized educational materials 2. Assistance regarding the admissions process 3. Academic advising/course selection assistance referrals 4. Adaptive Equipment 5. Architectural barrier identification and removal 6. Campus/new student supplementary transition assistance
PAGE 4 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
7. Campus-wide tutoring information referral 8. Career development and guidance referrals 9. Consultation with faculty for students with special academic needs 10. Counseling: academic, personal, vocational 11. Curriculum modification 12. Disability management advising/counseling 13. Free Application for Federal Student Aid (FAFSA) referrals 14. Financial/economic literacy information referrals 15. Financial aid advising/scholarship information referrals 16. General information and referral for community services 17. Graduate and professional program assistance and information referrals 18. High Tech Center, adaptive computer training 19. Housing assistance and information 20. Informational referral 21. Legislative updates 22. Library assistance 23. Notetaker services 24. Registration assistance, including limited priority registration 25. Assistance in meeting quantitative reasoning and foreign language requirements 26. English writing instruction 27. Testing accommodation facilitations, including adapting test, proctoring, extended
time, computer testing, etc. 28. Limited academic and study skills tutoring services
Hearing and Speech
1. Assistive Listening Devices 2. Notetaker services 3. Real-time captioning 4. Sign Language/Oral Interpreters 5. Telephone services for deaf (TDD and Relay)
Mobility
1. Accessibility Assistance 2. Attendant referral 3. Classroom rescheduling 4. Notetaker services 5. Transportation services: limited on-campus golf cart shuttle
Visual
1. Braille transcription materials 2. Large print and screen reader computer software 3. Reader/notetaker services 4. Alternative format book order referral
PAGE 5 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
5. Transcription services that provide braille and large print materials not available elsewhere
6. Training in use of adaptive computer equipment
Learning
1. Educational prescriptive service and limited post assessment of learning disability and abilities
2. Learning and compensatory strategies training 3. Notetaker/reader services 4. Alternate format book order referral 5. Limited academic tutorial services 6. Training in use of adaptive computer equipment
Program Contacts
Judy Dean, M.S. – Director of SSWD, [email protected]
PAGE 6 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
Population of SSWD Students
In academic year 2016-2017, Services to Students with Disabilities at Sacramento State
served 1,000 unduplicated students. In fall 2016, 803 students with disabilities were
served based on census date enrollment data (ERSS). Majority of SSWD students had
Attention Deficit/Hyperactive Disorder at 18%, followed by Psychological/Psychiatric
Disabilities at 17%. Figure 1 shows the breakdown by disability categories.
Figure 1
Source: F16 ERSS File extracted on 1/1/16
Attention Deficit/Hyperactive,
18%
Acquired Brain Injury, 1%
Communication Disability, 1%
Deaf/Hard of Hearing, 4%
Learning Disability, 15%
Mobility Limitation, 12%
Other Functional Limitations, 21%
Psychological/Psychiatric, 17%
Autism Spectrum Disorder, 4%
Temporary Disabilities, 2%
Visual Limitation, 4%
Fall 2016 Census/ERSS Disabilities (N=803)
PAGE 7 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
Program Outcomes
This academic year, the Vice President of the Division of Student Affairs decided to align
department goals with the university’s goals, Student Affairs Divisional Goals, and
Baccalaureate Learning Outcomes. The structure of this section will include the goals, the
strategies to achieve those goals, and the outcomes.
Program Goal 1: Faculty, staff, and students will evaluate the disability services.
University Strategic Goal: Engage students in a comprehensive university experience
Student Affairs Divisional Goal: N/A
Baccalaureate Learning Goal: N/A
Standard of Achievement: Collect baseline data on the results of the 2017 Evaluation of
CSU Disability Offices: CSU Sacramento
During spring 2017, the Chancellor’s Office conducted system-wide surveys to
administrators, faculty, and students. The surveys will be used to help the office learn more
about the needs and concerns of university students with disabilities, as well as improve
services.
Administrator Survey
The Administrator Survey was sent to different directors/administrators across the
campus, including facilities, parking, multiple Student Affairs programs, risk management,
IRT, HR, and Housing. Nine surveys were completed. Table 1 shows that 78% of
respondents rated good/excellent in consulting/collaborating/supporting their unit, and
serving students with disabilities.
Table 1. Administrator Survey Excellent Good Adequate Fair Poor Overall, how well does the Services to Student with Disabilities office consult, collaborate and support your unit in its interactions with students with disabilities?
56% 22% 11% 0% 11%
Overall, how well does the Services to Students with Disabilities office serve students with disabilities?
44% 33% 11% 0% 11%
Faculty Survey
The Faculty Survey was sent to faculty members from different colleges. Sixty-eight
respondents completed the survey. Majority of them were from the College of Education
(23%) and College of Social Sciences & Interdisciplinary Studies (23%), followed by College
of Health and Human Services (19%). The average number of years taught was 12.73,
PAGE 8 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
ranging from 1-30 years. Forty-nine percent of them had extensive experience teaching
students with disabilities.
Figures 1. How effective you have found the following services from SSWD office?
Note: N/A responses were excluded in the percentage
Table 2 Level of Need Level of
Satisfaction % of faculty who
responded important/extremely
important
% of faculty who responded
satisfied/extremely satisfied
Consultation on individual student issues 96% (46 out of 48) 78% (31 out of 40) Early identification of the student in my courses who will use accommodations
100% (59 out of 59) 79% (42 out of 53)
The opportunity to provide feedback on recommended accommodations for students in my class(es)
87% (39 out of 45) 53% (17 out of 32)
Assistance in helping students to receive note taking services
98% (48 out of 49) 64% (25 out of 39)
Assistance administering exams with accommodations
100% (55 out of 55) 80% (39 out of 49)
Information on ways to teach students with disabilities effectively and design my course to be more accessible
94% (51 out of 54) 50% (19 out of 38)
Note: N/A responses were excluded in the percentage
90% 89%
82%
62%
0%
20%
40%
60%
80%
100%
Availability of Staff(N=50)
Helpfulness ofConsulation (N=46)
Helpfulness of Info onWebsite/Publications
(N=39)
Helpfulness of TrainingSessions (N=13)
Agree/Strongly Agree on Effectiveness of Services
PAGE 9 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
Figure 2. Faculty Perceptions of Having Students with Disabilities
Note: N/A responses were excluded in the percentage
Student Survey Forty-four SSWD students completed the survey. Sixty-one percent of them were females (61%), senior in status (50%), and Caucasian (46%). Majority of these students (52%) visited the SSWD office once or twice each academic term, and often at 39%. Eighteen students (41%) had learning disability (LD), followed by 21% (n=9) of them with mobility impairment. Figure 3
Note: N/A and Don’t Know responses were excluded in the percentage
64%
89%
70%
95%
92%
0% 20% 40% 60% 80% 100%
SWD require little extra time/energy
Feel confident in ability to teach SWD
Have access to resources needed to provideeffective accommodations
Believe that accommodations help provide anequitable experience for SWD
Believe that SWD enrich the classroom withdiversity of experience
Agree/Somewhat agree on Perceptions of SWD (N=66)
54%
26%
14%
7%
0%
20%
40%
60%
80%
100%
Excellent Good Fair Poor
Overall Quality of Services (N=43)
PAGE 10 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
Data shows that 79% of SSWD students rated the overall quality of services with SSWD
office as excellent-good. See Appendix B for more details.
Program Goal 2: Recreation, Parks, and Tourism Administration (RPTA) will develop
a needs assessment in recreation programs for students with disabilities.
University Strategic Goal: Engage students in a comprehensive university experience
Student Affairs Divisional Goal: N/A
Baccalaureate Learning Goal: N/A
Standard of Achievement: Collect baseline data on the results of the All-In-Recreation
(AIR) SSWD Survey
All-In-Recreation or AIR is an opportunity for ALL students to get involved and to get active
together. Inclusion is a philosophy that The WELL embraces; Inclusion is going beyond
having an accessible facility by actively supporting the participation of people with and
without disabilities.
The AIR program provides the opportunity for students of all abilities to participate in
adaptive sports and recreational programs, and works to provide accommodations for
students with disabilities to engage in other services offered by The WELL. Activities
include adaptive climbing, beep kickball/softball, goalball, wheelchair basketball,
wheelchair foursquare, and wheelchair volleyball.
During spring 2017, thirty-three SSWD respondents participated in the AIR SSWD survey.
Forty-five percent of them were males between the ages of 20-22 (27%). Majority were
college seniors (39%) living longer than 15 minutes outside of the campus (58%). Twenty-
two percent of respondents had learning disability, followed by other functional limitations
at 17%.
Figure 4 shows the utilization of the WELL’s recreational facilities or programs during the
academic year. See Appendix C for complete results of the survey.
PAGE 11 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
Figure 4
Source: Campus Labs extracted on 8/23/17
Yes, 58%
No, 42%
Do you currently utilize any of the WELL's recreational facilities or programs? (N=33)
PAGE 12 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
Appendix A
Program Goals What will be the standard of
performance?
Program Outcomes
1. Faculty, staff, and students will evaluate the disability services.
Collect baseline data on the results of the 2017 Evaluation of CSU Disability Offices: CSU Sacramento
78% of administrators rated the services SSWD students received as excellent-good. 85% of faculty members rated the overall effectiveness of SSWD services as excellent-good. 79% of SSWD students rated the overall quality of services as excellent-good.
2. Recreation, Parks, and Tourism Administration (RPTA) will develop a needs assessment in recreation programs for students with disabilities.
Collect baseline data on the results of the All-In-Recreation (AIR) SSWD Survey
58% of SSWD respondents (N=33) utilized any of the WELL’s recreational facilities or programs.
PAGE 13 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
Appendix B
2017 Evaluation of CSU Disability Offices: CSU Sacramento – Student Survey (N=44)
I. Interactions with Services to Students with Disabilities Office
% of students who
responded excellent-good
Process for establishing services: ease of registering with the office and providing required documentation
79%
Process for determining reasonable accommodations 75% Staff availability 84% Staff interactions and respect for students 84% Staff knowledge and skills 79% Appropriateness of referrals 83% Communication of important information: email, telephone, etc. 77% Helpfulness of office website 62% Helpfulness of staff’s communication and consultation with faculty 75% Availability of support/peer group 63% Availability of support in developing academic skills 59% Availability of assistive technology training 77% Appeal process 78% Overall Quality of Services 79%
Note: N/A and Don’t Know responses were excluded in the percentage
II. Availability and Overall Quality of Academic Accommodations
% of students who
responded excellent-good
Availability of test accommodations 74% Quality of test accommodations 71% Availability of note-taking accommodations 83% Quality of note-taking accommodations 76% Availability of Sign Language Interpreting 89% Quality of Sign Language Interpreting 89% Availability of alternate format services 76% Timeliness of receiving print materials in alternative format 71% Quality of alternative media: electronic text, audio-books or Braille materials
82%
Availability of library or lab assistance for disability-related services 80% Quality of library or lab assistance for disability-related services 75%
Note: N/A and Don’t Know responses were excluded in the percentage
PAGE 14 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
III. Academic Experience at Sacramento State
% of students who
responded almost always true-somewhat true
My instructors include a statement about disability and accommodations on the course syllabus
98%
My instructors are interested in talking with me about course requirements and accommodations
93%
My instructors understand the processes of the disability services office and its role in coordinating my accommodations
88%
My instructors are supportive of me as a student with disability; I feel welcomed and valued in my classes
88%
My academic advisor(s) have been helpful in planning my courses and academic programs, taking into account disability-related needs
83%
Note: N/A responses were excluded in the percentage
IV. Accessibility of Services/Inclusiveness With Other Campus Offices
% of students who
responded excellent-good
Admission Office 89% Registrar’s Office and class registration system 91% Library 84% Residential Life: on-campus housing 76% Financial Aid Office 92% Career Services: planning and placement 71% Campus Health Services: medical 89% Campus Health Services: counseling and psychological support 88% Office that provides tutoring and academic support services 71% Office that oversees parking and transportation 67% Office that provides co-curricular opportunities (clubs, Greek system, etc.)
63%
Athletic and recreation programs/availability of fitness/recreation opportunities
74%
Note: N/A and Don’t Know responses were excluded in the percentage
PAGE 15 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
Appendix C
AIR SSWD Survey (N=33)
Do you currently utilize any of the WELL’s recreational facilities or programs?
57% Yes
42% No
Since you answer no (n=14), please choose from the following (may select more than one):
14% Perceived lack of access
7% I am self-conscious
29% I feel I need to focus on academics more than other students
64% Other
If you answered yes (n=19), how often do you participate in the following on-campus
activities, programs, and/or services?
>=5
times a week
3-4x a week
1-2x a week
1-2x a month
1-2x a semester
Never
The WELL’s Group fitness/personal training programs/classes
0% 5% 11% 5% 11% 68%
The WELL’s weight room, cardio suite, indoor track. Or exercise equipment
11% 21% 37% 11% 5% 16%
The WELL’s informal recreation opportunities (climbing, drop-in basketball/volleyball/badminton
0% 0% 16% 5% 16% 63%
The campus pool 0% 5% 0% 0% 11% 84% The WELL’s Intramural programs
0% 0% 11% 0% 5% 84%
The WELL’s AIR programs (Paralympic/adaptive sports)
5% 0% 0% 0% 11% 84%
What time of the day are you most likely to utilize the WELL?
16% 6am-8am
6% 8am-11am
22% 11am-2pm
16% 2pm-5pm
19% 5pm-8pm
22% 8pm-12am
PAGE 16 SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORT LAST UPDATED: 11/15/17
Please indicate your level of agreement with the following statement (N=32):
Strongly
Agree Somewhat
Agree Neutral Somewhat
Disagree Strongly Disagree
Recreational sports, activities, and programs are important to my quality of life at this University.
38% 31% 22% 3% 6%
I enjoy individual recreational activities.
44% 28% 25% 0% 3%
I enjoy small group/class recreational activities (2-6 participants).
25% 25% 41% 9% 0%
I enjoy large group/class recreational activities (6 or more participants).
13% 22% 47% 13% 6%
I enjoy individual recreational activities.
56% 31% 13% 0% 0%
How do you typically hear about the program/services offered at the WELL? (check all that
apply)
19% WELL Promotional Table
16% Friend
61% Flyer on Campus
6% WELL Instagram/Facebook/Twitter page
19% WELL website/newsletter
35% Email from the WELL
19% Services from Students with Disabilities
29% Other