Disability Issues Home Mentoring Program Policy Statements Professional Development Committee Convention Federal Agencies Publications Public Policy Psychologist Information Student Information APA Divisions ADA Contact Us

Resource Guide for Psychology Graduate Students With Disabilities Strategies for Program Orientation & Preparing for a Successful Experience Preparing for Application and Enrollment Orientation to Program Staff, Campus, & Specialized Services Return to Resource Guide Contents Page By Rhoda Olkin, PhD, and Carol Williams-Nickelson, PsyD Many programs seek to comply with the Rehabilitation Act of 1973, the Americans With Disabilities Act, and all other applicable federal and state laws. Programs and universities accredited by the American Psychological Association (APA) are also bound by APA ethics. Of particular relevance is Principle E: Respect for People's Rights and Dignity, Section 3.01 Unfair Discrimination, and Section 3.04 Avoiding Harm (The Ethical Principles of Psychologists and Code of Conduct, 2003). All aspects of programs should be accessible to students with disabilities. In making accommodations for students with disabilities, it is the policy of many programs to make alterations as appropriate to evaluation methods and to the process of evaluation-but not to standards-for program completion. Programs are usually very committed to nondiscrimination regarding students with disabilities in recruitment, admission, retention, and graduation for those who have already been admitted to the school through the regular admission process and have thus been deemed qualified to undertake the academic program. In addition to nondiscrimination policies, most campuses make reasonable adjustments to permit students with disabilities to fulfill academic requirements. If you believe that the school may not be meeting its responsibilities in this regard, or feel that you have been otherwise discriminated against because of a disability, you should contact your faculty advisor, the director of student relations, or the dean(s) of the program. Of course, these positions and titles vary from program to program. The point is that students should contact someone within the program to ensure that the appropriate person has the information necessary to make reasonable accommodations. The goal of most programs regarding students with disabilities is to maximize the student's opportunity for success in, and graduation from, the program. Equity of treatment, equal access to facilities and programs, and reasonable accommodations will often help empower students with disabilities and increase representation of people with disabilities in the profession. All information provided to programs concerning a student's disability should be kept confidential and shared only on a need-to-know basis. Programs should use this information only for the purposes of overcoming past performance difficulties that students may have experienced because of the disability or to provide assistance or accommodations in the admissions process. No limitations should be placed on the number or proportion of persons with disabilities who may be admitted or enrolled. PREPARING FOR APPLICATION & ENROLLMENT Applicants and new students with disabilities are encouraged to ask as many questions as possible about a program, to sit in on classes, and to meet other students within the program and with disabilities. It is also advisable to contact a program directly to discuss any disability- related concerns. Under the law, programs may not discriminate on the basis of disability in the admissions process. Any information concerning an applicant's disability provided during the admissions process should be on a voluntary basis and must be kept confidential in accordance with state and federal laws. These records will usually pertain only to academic adjustments and accommodations based upon the student's disability and will often include references to the documentation submitted to verify the disability. Check with your program about its policies and practices in regard to maintaining your confidential records. Gathering Appropriate Documentation It is standard practice for a university or college to require documentation of disabilities when an individual identifies his or her disability as an issue. Programs have the right to request documentation of any disability or the nature of functional limitations caused by the disability, but may choose not to exercise this right in some instances when a disability is readily visible and the student is able to describe his or her functional limitations. Documentation must be provided by a professional who is qualified to diagnose the disability. Many programs may adhere to the Guidelines for Documentation of a Specific Learning Disability (Association of Higher Education and Disabilities, 1996). The following may be required: The qualifications of the evaluator, the testing procedures followed, the instruments used to assess the disability, the test results, and an interpretation of the test results that includes a diagnosis of a specific learning disability. Such documentation should reflect the individual's present achievement level, be as comprehensive as possible, and adequately measure cognitive abilities and academic achievement skills. The achievement test should represent reading, math, and writing. It must include test results for at least the following characteristics: intelligence, vocabulary, reading rate, reading comprehension, spelling, mathematical comprehension, memory, and processing skills. The diagnosis should conform to federal and state guidelines. It is always preferable to have recent documentation. According to court precedence, programs can require documentation of learning disabilities that is not older than 3 years old. However, in practice, many students were tested in elementary and high school, received services throughout their education, and can reasonably be assumed to continue to have the disability. Nonetheless, the program has the right to request more recent documentation. If there is no documented record of, for example, a learning disability, but the student feels there is one, the student may pursue an evaluation at his or her own expense. Talk to your advisor or program administrator about locating an appropriate professional to perform the evaluation. In some cases, documentation from the primary or secondary school and of receiving services in college, may be sufficient. Registration, Academic Advising, & Financial Assistance Students with disabilities may be eligible for priority enrollment. Students should check with their individual schools and programs to determine if this is an option. Those who have special requirements for class participation, such as needing books on tape or an ASL interpreter, are encouraged to use priority enrollment. This allows early registration and, thus, better planning for support services. Sometimes, a student affairs office will also process registration materials for students with disabilities upon request. Responsibility for selecting the proper courses and completing the degree requirements lies with the student. Therefore, all students should read and understand the information in the schedule of classes for their program, the program catalog, and the student handbook. Working with an advisor early and as often as needed is encouraged to ensure smoother progress in the program. In addition, students whose disabilities affect their learning styles should keep the following tips in mind: Do not wait until difficulties arise (i.e., falling behind or failing a test) before seeking advice and assistance. If there are multiple sections of a class, students with disabilities might want to select sections and instructors that fit individual learning styles and needs. During the semester prior to registering, students with disabilities may sit in on one to two classes they are interested in. This can be done informally by approaching the instructor outside of class and asking permission. Review the required readings (when available from previous semesters) for classes or sections that are being considered. Old syllabi are often available in the program's office. Visit with instructors during their office hours, before registering. Instructors are usually willing to discuss their course plans. Ask any questions about such concerns as writing assignments, testing style, and accommodations. Students with disabilities may begin planning a schedule of classes with the assistance of an academic advisor well before registration. If taped texts are to be ordered (which may be provided by the state in which the student is going to school or by Recordings for the Blind and Dyslexic), advance notice is needed. For financial aid, students with disabilities should check into financial assistance programs from individual state Departments of Rehabilitation. If this is an option, it is imperative that the application process be completed early. For example, in California, applications for financial aid (particularly the Pell Grant) must be made before the Department of Rehabilitation can determine the amount of aid it will provide. In some instances, the Department of Rehabilitation has agreed to pay only for the master's degree portion of graduate school or for all years of the doctoral program, but only up to the amount of an equivalent public school. Both of these decisions may be contested on various grounds, including the following: (a) in psychology, the doctorate is the terminal degree to become a licensed psychologist or to function as an organizational psychologist; (b) there may not be an equivalent program in the area; or (c) the student may have applied to but not have been accepted at the public university. Students may have to appeal an initial denial before the full tuition is paid by the Department of Rehabilitation. Students who are 18 years of age and older and who have a permanent and severe disability can apply for Supplemental Security Income (SSI) at their local Social Security Office. If eligible, the amount of money received depends upon the family's financial status. SSI has a PASS plan by which monies can be used for education. Students with disabilities should not assume that the Department of Rehabilitation, any outside funding source, and/or the program will organize, oversee, or otherwise manage the process. The student has the major responsibility to meet deadlines and be aware of the policies and procedures governing financial assistance. ORIENTATION TO PROGRAM STAFF, CAMPUS, & SPECIALIZED SERVICES Meet Key Personnel For assistance with matters related to a disability, many people are key to helping ensure success. It is essential to get to know your faculty advisor well in the first year. The program administrators and deans are often good resources for helping students with disabilities find and secure accommodations, as well as directing them to appropriate offices and resources on campus. The director of student relations, or someone in a similar position on campus, may serve as a liaison between students, faculty, and administration with regard to academic concerns. Instructors are usually willing to work individually with students on needed accommodations. Faculty may modify, but cannot waive, course or other requirements to accommodate students with disabilities. It is important for students to understand that programs do not lower academic standards for students with disabilities. Requests for curriculum modifications should be brought to the attention of an advisor who will work with a student with a disability and appropriate program administrators and faculty. Some examples of modifications might include extra time for exams, proctors to read the questions and/or write the student's dictated answers, and the use of word processors to record test answers. Academic adjustments may also include special seating arrangements, modified testing procedures, special materials, and the provision of lecture notes or different teaching techniques. It is up to the student to request accommodations from the instructors well in advance. Students who are blind may need to educate instructors about the importance of receiving all handouts in alternate formats. Similarly, deaf students may need to teach instructors how to work with sign language interpreters appropriately. Students should be sure to speak with the instructor at least a week before the class is scheduled to start or at the first meeting of the class about needs. Once class starts, it is helpful to remind the instructor of the agreed-upon accommodations. Students who have questions about reasonable accommodations after talking to their instructor(s) should contact their advisor or other appropriate allies on campus, such as a director of student relations. When talking with instructors, the following strategies might be useful: Clearly state the nature of the disability and explain any functional limitations as they relate to the specific class. Make specific suggestions as to what can be done to help facilitate success in the class. If applicable, talk about accommodations that have been previously successful. Discuss specific details about how examinations will be handled. If applicable, discuss specific functional limitations and the testing or course accommodations that will be needed . If necessary, engage the instructor in a problem-solving process when there is not an obvious solution to the problem. Return to top Physical Needs and Campus Layout Phone Equipment. Most universities will have a TTY available for student use. Ask where it is located, what the TTY number is, and if both placing and receiving calls are allowed on the phone. Oftentimes, programs will also have payphones located in private areas for students' use. Learn the location of these phones and if they are wheelchair accessible. Newer pay phones are usually equipped with volume controls. Parking. Most campuses have reserved handicapped parking. Ask where these spaces are located and if they are wide enough for vans with side lifts. Cars parked in handicapped spaces must have the appropriate placard displayed in the windshield or license plate with the disability logo. If not, a car may be subject to ticketing. Students who incur a temporary disability can usually obtain a temporary placard from the Department of Motor Vehicles. Lockers. Many students with disabilities have difficulty carrying a load of books and supplies needed for the day. As a result, some programs provide lockers or other storage facilities for student use. Ask the program administrator if this accommodation is available. Bathrooms. Students with disabilities should tour their campus to locate the nearest accessible bathroom to the classroom. Check for floor lips into the bathrooms that may make it hard to maneuver when entering or exiting. Students who have difficulty negotiating the bathrooms might want to ask for the use of a bathroom that is not slippery, is well lighted, has grab bars, and has an accessible sink. Let the program know if there are ways that they can make the bathrooms more accessible. Oftentimes, they simply do not understand the specific needs of students with disabilities, but are more than willing to help. Mobility. Campuses vary considerably in size and layout. Depending on the individual and the specific disability, it may be desirable for some students to receive orientation and mobility training. Check with the office administrator about options for orientation. Most programs will not provide transportation to or from school, practica, or internship sites. For offsite functions (e.g., picnics, graduation ceremonies, social functions), other students, staff, faculty, or administration may be kind enough to give rides to students with disabilities. Paratransit systems may also be available. The advisor, dean, or director of student relations can often assist in locating these resources. If there are particular obstacles preventing people from traveling safely around campus, students with disabilities should bring these issues to the attention of the student relations staff so the appropriate campus personnel can be notified. Fire and Emergency Evacuations. Knowing how to safely evacuate in the event of a fire, earthquake, or other emergency is important. Inquire into whether or not the campus is equipped with visual and auditory fire alarms. Students using wheelchairs or scooters should remember which entrances are and are not equipped with ramps in order to reach a safe location as quickly as possible in the event of an emergency. Be aware that elevators may not function during emergencies. Therefore, in an emergency, students with disabilities should attempt to situate themselves in and around stairways in order for fire department personnel or the campus emergency team members to locate them quickly. Some programs require that students with disabilities provide a particular person with a copy of each semester's schedule to provide assistance during the evacuation of the building or other emergency. Students with disabilities may want to determine if the campus has an emergency team that can also be informed of a student's needs and schedule. Specialized Services for Students With Disabilities What follows is a listing and descriptions of the typical services that most programs offer their students with disabilities. Taped Textbooks. Textbooks recorded on cassette tapes may be ordered from Recording for the Blind and Dyslexic (RFB&D), 20 Roszel Rd., Princeton, NJ 08540 (800-221-4792). Students who have not already registered with this service should do so if they anticipate that they will need taped books. Sometimes the office of student services, or equivalent office, will maintain one copy of the RFB&D catalog, which may be helpful when ordering tapes. If the tape is not already available, two copies of the book must be sent to RFB&D to tape; the program should send the two copies at the student's request. However, be aware that this process takes several months; thus, begin this process well in advance. For example, almost every student will need a copy of the Diagnostic and Statistical Manual (DSM-IV) and the Publication Manual of the American Psychological Association. Most libraries will have these two common resources available on disk, and perhaps on tape, so check directly with the library. Readers. The office of student services, or equivalent office, will usually provide readers for some unrecorded materials (e.g., student newsletter, campus mail, and collections of articles and exams). Most programs do not record books; these should be professionally done by RFB&D. Most likely, the office of student services will hire student readers to tape course materials such as midterms, preliminary exams, etc. Students with disabilities should contact the appropriate campus office to request a reader or tape-recorded version of these materials. It is important that the student services personnel know well in advance if there is a need for reader services or taped material. General suggestions for securing a reader include: Use priority registration to register for classes to have as much lead time as possible. Find out from the bookstore or the instructor what materials are going to be used. List the books, including author, copyright date, and edition number. The bookstore may also be able to help with arranging for a reader. Using the RFB&D catalog, determine if the books that are needed have been prerecorded. If so, call RFB&D and order them. Give the advisor and appropriate office personnel as much notice as possible of materials that are needed for recording. Programs will often supply the tape recorder and one copy of the tapes, which will remain in the program's possession. Student services will often retain a copy of each recording; for protected materials such as exams, that office may elect for students to review the materials in a secured area. Tapes are owned by the program, and the instructor retains rights to any taped course materials or exams. When working with readers, it is important for students with disabilities to be as organized as possible to ensure that time is spent efficiently. Begin as far in advance as possible on reading assignments for classes, because they may require more time than is anticipated. Stress to each reader the need for dependability and sustained commitment; however, maintain reasonable expectations. This may be the reader's first experience in such a situation. Clear communication between the student and the reader is very important. Note Takers. Students should contact the student services office, or equivalent office, if a note taker is needed for a particular class. Note takers will: Write down all relevant information, including lecture notes, test and quiz dates, assignments, and important vocabulary. Attend all classes, be on time, and be prepared to take notes. If a note taker is unable to attend class, he or she should notify the office arranging the accommodation as soon as possible. Arrange with the student how and when the copies of notes will be delivered. Note takers will not: Be responsible for ensuring that students complete assignments properly or on time. Participate in classroom discussions (unless the note taker is also a student in the class). Function as a tutor. Students using a note taker should: Attend class in accordance with program policy (see the student handbook). Supply paper for the note taker. Make arrangements to supply any materials the note takers might need. Read the notes over to check for assignments and deadlines. Ask the note taker about anything in the notes that is not clearly written. Arrange with the note taker how and when the copies will be delivered. Scribes. Scribes (writers) are provided to students who need help to produce written material. A scribe writes down material dictated by the student. The scribe will insert basic punctuation according to the phrasing in the material being dictated. If there is a question about punctuation or spelling, the scribe will ask the student. The student is also expected to know the spelling of specialized vocabulary. As a good general rule, allow 1 hour of dictation time for each typed page produced. The student should show up at the appointed time, organized, prepared, and ready to dictate in an expedient manner. If a student is late or unprepared, the time lost will not be replaced, and the student may have to supplement the service with his or her own resources. Most programs like students with disabilities to provide the student services office, or equivalent office, with at least 5 working days' notice to provide a scribe. Some offices do not provide a typing service, but external typing services are usually available (these must be paid for by the student). Subject Area Tutoring. Tutors are usually provided through the student services office for all students on campus, including graduate students. Names of potential tutors are often kept on file, and it is the responsibility of the student to contact the appropriate office and request the phone number of a tutor for any subject in which a tutor is needed. Remember that the tutors are not specialists in working with students with specific disabilities, so they will need assistance to understand the disability and the best ways by which to provide assistance. Any difficulty that is evident in the tutorial relationship should be reported to the office that arranges the tutoring. Tutors are often upper division students. They will have a command of the subject matter, but may not have actually taken the specific course for which assistance is sought. When working with a tutor, it is crucial to be as organized as possible. Explain the material to be covered and specific needs before the session. Keep the lines of communication open to discuss all problems that arise.Tutors' availability may fluctuate with their own semester schedules. They have agreed to be available for a set period of time. It is important to be respectful of tutors' time constraints. Tutors will: Guide students through a specific problem within a course of study, perhaps setting intermediate objectives. Provide more immediate feedback than an instructor may be able to provide. Try to keep students from repeating mistakes. Stress concepts and relationships rather than pure memorization of facts. Pose questions so that students can learn to think independently, drawing conclusions and making inferences. Help the student become more aware of how he/she best learns. Alert the appropriate student services office staff about situations in which tutoring is not accomplishing the desired results. Tutors will not: Complete assignments. Ask favors of instructors on behalf of the student. Substitute for academic advisors. Mediate conflicts between the student and the instructor(s). Run errands or provide transportation. Be available as a continuous general resource for the student in nonspecific ways throughout an entire course. Sign Language Interpretation. Programs may provide professional sign language interpreters for all classes, meetings, advising, and program activities. Students should inform the appropriate people within the program (a) when interpretation services are needed, and (b) what type of interpretation is required (e.g., American Sign Language; S.E.E. Sign). Most programs pay interpreters even when the student does not show up for a scheduled event or class. Therefore, if a student must miss a scheduled event, it is important to notify the appropriate individuals as soon as possible, preferably 24 hours in advance. Interpreters will: Inform the student services office if they are unable to attend a class. Conduct their services in compliance with the codes and ethics of their professional organization. Help with class or test vocabulary that is difficult or has no direct interpretable counterpart (e.g., Beck Depression Inventory item #6-"I feel I am being punished"). If there is difficulty interpreting test items, the student should discuss this with the instructor directly. Interpreters will not: Be responsible for taking notes, remembering assignments, or writing down dates. Be responsible for asking questions or explaining course material. Provide answers on tests. Students using interpreters should: Arrive on time for classes. Ask their own questions during and after class. Select seating where the interpreter, as well as the instructor, blackboard, and other teaching aids, are easily visible. If a visibility problem arises because of assigned seating, a short explanation to the instructor will usually solve the problem. Braille. Some programs may have a Braille labeler that can be used to mark student mailboxes, label materials, or mark the backs of assessment tests (with permission), etc. The labeler is usually maintained in a particular office. Check with the school to determine its availability on campus.