Students | Disability Support Services | SIU

SIUC Guidelines for Students with Mobility Impairments in Inconvenient or Emergency Situations

Like all university students you will be facing challenging situations, often for the first time on your own. If you use a wheelchair for mobility you may want to consider some of these situations and plan your responses. Also, please read the Building Emergency Response Team (B.E.R.T.) postings on campus.

1. Power Outages – When you are not on the ground floor of a building and power outages stall the usage of elevators, wait 20 minutes before you do anything (unless it is time for the building to close.)  In most instances power will soon be restored and you will be able to access elevators. If it is time for the building to close, call your personal assistant and ask them to bring your manual wheelchair to the ground floor of the building. Next call the Department of Public Safety at 453-DPS1 (3771) or 911 and request SIU Police to bring the campus evac-chair to you. The evac-chair will be used by the police to move you to your manual wheelchair, and your personal assistant can push you home. If you do not have a manual wheelchair, call DSS (from 8:00 – 4:30, M-F) and ask to borrow a manual wheelchair. If DSS is closed, tell the DPS or 911 dispatcher that you need them to bring a manual wheelchair. They have off–hours access to the DSS manual wheelchair. 
2. Ice/Snow/Inclement Weather – Be advised that when weather conditions are unsafe for driving, the Handicapped Van Service may be suspended, other than to take students back to their residences. Plan for several days of bad weather each winter. Talk to your faculty ahead of time about whether or not you will be able to attend on icy/snowy days. DSS can give students letters of verification when van services are suspended.
3. Hospitalization – Sign a Release of Information while you are in the hospital and ask staff to fax verification to DSS as soon as possible. DSS can then verify the legitimacy of your absence to faculty. Be aware though that faculty set standards about attendance and whether or not it is a fundamental requirement of their courses. Talk to faculty early in the semester if you have a history of health-related absences or hospitalizations so you know what is expected of you and can make informed choices about your classes.

Emergencies

Before an Emergency:

1. Inform the Department of Public Safety (DPS) of your circumstances and request a brief meeting to discuss any special emergency response accommodations.
2. Be aware of the Building Emergency Response Team (B.E.R.T.) system and read the postings in each building.
3. Develop two escape plans: one assuming help is available and one assuming help is not available
4. Always let faculty/staff members know in advance that you will need assistance during emergencies.

During an Emergency:

1. Begin pre-planned evacuation procedures.
2. Call 911 and tell them who you are and what is needed and initiate B.E.R.T.
3. Call your personal attendant as well, if needed.

Fire/Earthquake/Other Emergencies – Call 911 ASAP

Describe your situation and allow the dispatcher to advise you about how to proceed. Be sure to communicate to the dispatcher that you use a wheelchair and whether you will require the use of the evac-chair to escape a dangerous situation. If deemed safe by officials, your wheelchair may be used in the nearest elevator.

Waivers and Substitutions

This document details how SIU’s “Guidelines for Requests For Academic Adjustments” should be implemented specifically when students with disabilities request course substitutions or waivers. It describes the process students should use to initiate requests, and it describes the process that Disability Support Services (DSS) and academic units should follow when reviewing requests.

Background Information

Section 504 Regulation at 104 CYR, 104.44 (a) regarding academic adjustments, requires post-secondary institutions to make such modifications to academic requirements as are necessary to ensure that such requirements do not discriminate against qualified students with disabilities. The regulation also states that academic requirements that institutions can demonstrate are essential to programs of instruction being pursued by such students, or to any directly related licensing requirement, will not be regarded as discriminatory. Title II of the ADA at 28 C.F.R. 35.130(b)(7) requires reasonable modifications in policies, practices, or procedures when the modifications are necessary to avoid discrimination on the basis of disabilities, unless public entities can demonstrate that making modifications would fundamentally alter the nature of the services, programs, or activities.

General Information

Students should understand that throughout this process DSS provides consultations to faculty based solely on students' needs and the impact disabilities may have on specific courses. Academic units determine whether or not a particular course or assignment is fundamental to a degree program. In addition, students should be aware that if they change a program of study, they must submit a new request for an academic modification. Modifications are approved only for specific programs of study and do not follow students when a program of study is changed.

A waiver or substitution for a course, does NOT automatically entitle students to register for classes for which the original course is listed as a prerequisite. Any student seeking to register for a course having prerequisites, for which that student was granted a waiver or substitution due to a disability, must first obtain the permission from both the program in which the student is seeking a degree and the department in which the course is offered. For example, a student majoring in Finance seeking to register for MATH 139, and who was granted a course substitution for MATH 108 (a prerequisite for MATH 139), would need the permission of both the Finance department and the Mathematics department to enroll in MATH 139.

Student Responsibilities

It is a student’s responsibility to initiate the process of requesting academic modifications to his or her program of study. In order to request an academic modification based on a disability, a student must have an open case at DSS. Opening a case means supplying appropriate disability documentation and having an accommodations plan.

Working with a DSS staff member the student should write a letter requesting the modification being sought and address it to the director or department chair of the of the student’s major (or minor) academic program. The student’s letter should:

(a) state whether a waiver or substitution is being requested;

(b) state exactly which academic courses or requirements fall under this request; be certain to include advanced courses whose prerequisites include courses affected by the academic modification being requested;

(c) include the following sentence: “I grant the staff of Disability Support Services and the Achieve Program at SIU permission to release medical information they judge necessary for understanding the academic impact of my disability to individuals in those academics units who will review my request, and to discuss my disability with those individuals in the context of reviewing my request.”

A student may include evidence that he/she has made a “good faith effort” to satisfy an academic requirement. Such evidence includes, but is not limited to, documentation of any or all of the following:

(a) Satisfactory attendance and punctuality in class

(b) Active participation in class, including a letter of support from a course instructor

(c) Journal indicating time spent outside of class working on course material

(d) Visits to an instructor during office hours

(e) Use of services available through SIU’s Learning Support Services, including a letter of support from an LSS staff member

(f) Use of services available through SIU’s Disabilities Support Services

(g) Use of services available through SIU’s Achieve Program

(h) Meetings with private tutors, including letters of support

(i) Satisfactory completion of course assignments, both graded and non-graded

Disability Support Services/Achieve Program Responsibilities

When a student’s request for an academic modification is supported by their documentation, DSS will attach a letter that (a) details the academic impact of the student’s disability, and (b) explains the documentation of the student’s disability. Forward this letter, the student’s letter and any supporting materials to the appropriate director or department chair.

Academic Unit Responsibilities

The director or department chair of the program to which an academic accommodation is requested, must convene a committee to review the request. The members of this committee will vary depending on the nature of the student’s request. Reviews must be completed within 60 working days from the receipt date of a student’s letter and supporting documentation unless the chair of the review committee determines that there is good cause for an extension. Review committees should consist of the following individuals:

• the director or department chair of the program to which the academic accommodation is requested. This individual will chair the review committee;

• the undergraduate/graduate director of the program or department, depending on whether the request pertains to an undergraduate or graduate program of study;

• at least one other faculty member of the program/department to which the academic modification is requested. Preferably these individuals should be instructors of the courses directly affected by the accommodation being requested;

• the staff member from Disability Support Services or Achieve who worked with the student in preparing his/her request for a modification;

• the Dean or Associate Dean of the College to which the program belongs;

• the Director of the University Core Curriculum when the academic modification being requested includes a University Core Curriculum requirement;

• the Dean or Associate Dean of the Graduate School when the academic modification being requested involves a graduate program.

Review Committee Responsibilities

Generally speaking, the consideration process should include the following elements:

1. The decision must be made by a group of people who are trained, knowledgeable, and experienced in the area;
2. The decision makers must include a consideration of alternatives as essential requirements, and;
3. The decision should be a thoughtful, careful, and rational review of the academic program and its requirements.

The committee will meet to review the student’s request for a substitution(s) or waiver(s). During their review, they should consider what skills, assignments, courses, deadlines, etc., are essential to the degree in question and whether or not the requested adjustments would fundamentally alter the nature of the program. At issue is the balance between providing academic adjustments to students with disabilities to ensure that the requirements of classes/programs do not discriminate, and the University's obligation to ensure that all students meet essential requirements needed to successfully complete programs of study. Modifications can be required if the requested substitution or waiver does not lower academic standards, fundamentally alter the nature of the program, or impose an undue burden and if the modification meets the underlying reason for the requirements for which a substitution or waiver is being sought.

The committee makes the final determination with respect to the academic modification requested. In cases, where the committee rejects the requested modifications, they may suggest other that would be acceptable.

A letter to the student making the request from chair of the review committee documents the decision that results from this process. The letter should

(a)   describe the process used to review the student’s request, including the names and positions of those who participated in the review;

(b)   in cases where a request is denied, explain the reasoning supporting the view that granting the student’s request would fundamentally alter the program in which the modification was requested;

(c)    in cases where a request is approved, state exactly which program course(s) and requirement(s) are covered by this substitution or waiver;

(d)   in cases where a request is approved, explain the scope of the approval–for example, does it apply only to one specialization within a major or to an entire major;

(e)   in cases where a substitution rather than a waiver is approved, identify exactly (including course number and title) the course or courses, offered by SIU, or other academic institution, that are acceptable substitutes; and

(f)     in cases where a request is approved, indicate whether or not the student may enroll in more advanced courses in the program that list the original course as a prerequisite.

Note: Because this letter will become a part of the student’s academic record at SIU, this letter should refrain from discussing any details concerning this student’s disability.

The committee’s letter and all documentation used to support the student’s request and the committee’s decision should be returned to Disability Support Services, which will serve as the office of record for these materials. A copy of the committee’s letter only should be forwarded to the Director of Transfer Student Services and placed in Banner as part of the student’s permanent academic record.

Adjustments are modifications to courses or curricula. When students request academic adjustments  based on a disability, certain procedures are required. This document describes the process students should use to initiate such requests and the mechanisms that Disability Support Services (DSS) and academic units may utilize to respond to them.

Background Information

Section 504 Regulation at 104 C.F.R. 104.44 (a) regarding academic adjustments, requires post-secondary institutions to make such modifications to academic requirements as are necessary to ensure that such requirements do not discriminate against qualified students with disabilities. The regulation also states that academic requirements that institutions can demonstrate are essential to programs of instruction being pursued by such students, or to any directly related licensing requirement, will not be regarded as discriminatory. Title II of the ADA at 28 C.F.R. 35.130(b)(7) requires reasonable modifications in policies, practices, or procedures when the modifications are necessary to avoid discrimination on the basis of disabilities, unless public entities can demonstrate that making modifications would fundamentally alter the nature of the services, programs, or activities.

Student Request

In order to request an academic adjustment based on a disability, students must have open cases at DSS. Opening a case means supplying appropriate disability documentation and entering into an Accommodations Agreement with a staff member.  Students' documentation must contain specific and reasonably current information, provided by qualified experts, that supports the request. DSS staff will determine at this point whether the student’s disability limits the ability of the student to participate in a given class, assignment, or specific test format and makes recommendations for academic adjustments if needed. Students should understand that DSS provides consultation to faculty based on students’ needs and the impact of the disability.

Student Responsibility

Students make specific requests with a DSS staff member. If the situation justifies it, the academic adjustment requested will be added to their Accommodations Agreement.

Faculty/Academic Unit Responsibility

DSS and the academic unit determine whether the requested academic adjustment is a reasonable accommodation.  The faculty member, with appropriate academic departmental support, provides input on which skills, assignments, courses, deadlines, etc. are fundamental to the degree in question.  DSS will provide input based on the disability, functional limitations, academic accommodations, and assistive technology.
If a determination is made that a requested academic adjustment  results in a fundamental alteration to an essential program requirement or is directly related to a licensing requirement, the consideration process shall include the following elements:

1. The decision must be made by a group of people who are trained, knowledgeable and experienced in the areas relevant to the requested academic adjustment and program requirement, including the faculty member and the Chair of the Department or other appropriate administrator, in consultation with the DSS Office;
2. The decision makers must consider a series of alternatives as essential requirements; and
3. The decision must reflect a thoughtful, careful, and rational review of the academic program and its requirements.

At issue is the balance between providing academic adjustments to students with disabilities to ensure that the requirements of classes/programs do not discriminate and the University's obligation to ensure that all students meet essential requirements needed to successfully complete programs of study. Modifications can be required if the requested academic adjustment does not lower academic standards, fundamentally alter the nature of the program, or impose an undue burden and if the modification meets the underlying reason for the requirement.

Documentation

If a determination is made that a requested academic adjustment results in a fundamental alteration to an essential program requirement or is directly related to a licensing requirement, the decision will be documented, including an explanation of the purposes or objectives of the academic program and how the essential requirement is necessary to achieve these objectives. Students will be notified of the outcome in writing. DSS will maintain documentation in students' files at DSS if it is made available to DSS.