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Each quarter temporarily and permanently disabled students attend classes at the University of California, Santa Barbara. They are attracted by the University's academic reputation, moderate weather conditions, and excellent physical accessibility. The lay of the land is flat and free from environmental barriers, making most physical structures accessible. In addition, the UCSB campus provides excellent barrier free, modified, residential facilities to those students seeking to live on campus.
Students with disabilities attending UCSB can be assured of receiving the same core support services offered throughout the University of California's System-wide chain of campuses. The Disabled Students Program (DSP) is the central location for coordinating services geared toward assisting students with both temporary and permanent disabilities. The DSP office also serves as the campus liaison regarding issues and regulations related to students with disabilities.
Participation in providing students with disabilities appropriate academic support becomes a shared responsibility between DSP students and members of the academic staff. Often special considerations, accommodations, and/or arrangements need to be made in order to ensure that students with disabilities have an equal opportunity to participate in classroom discussions and activities. Here are some special situations that warrant attention.
Special arrangements may be needed for students with physical impairments in taking tests, writing papers, or completing lab work. If students with learning disabilities request extended test time, they will present you with verification from the DSP office.
Students with learning disabilities require academic accommodations (e.g., additional test time, alternative testing methods, note takers, readers). If students with a learning disability (LD) request any of the above, they must present the instructor with a letter from our LD specialist verifying their disability.
Sometimes students may need to use a sign language interpreter, tape recorder or have someone take notes for them; DSP will arrange for an interpreter, tape recorder and/or note taker. Please permit these students to utilize these auxiliary aids in the classroom.
The classroom may be partially inaccessible to some students in wheelchairs. This is particularly true of rooms with tiered seating. The DSP may be able to help in these types of situations.
Because some students with visual impairments or learning disabilities have difficulty associated with written materials, it is helpful when instructors have a reading list available before classes begin so students with disabilities can get their books on tape.
Finally, it should be emphasized that in ALL cases, it is the students' responsibility to communicate their special needs to their instructors.
Services provided by DSP include the following.
SUPPLEMENT ORIENTATION to familiarize students with campus accessibility.
NOTE-TAKERS for classes not covered by A.S. Note-Taking Services for those students who have difficulty taking class notes.
READERS for students with visual impairments or learning disabilities.
TEST-TAKING PROCTORS for students who may have difficulty with traditional test taking. Upon instructor's request, arrangements can be made through the DSP office.
ADAPTIVE EQUIPMENT LOANS. Tape Recorders, Talking Calculators, Visual-Teks, Telecommunication Devices for the Deaf (TDD), a Kurzweil Reading Machine, and a Micro-computer Speech Synthesizer.
MOBILITY SUPPORT for on-campus transporting. DSP has lift equipped vans to transport students with temporary and permanent disabilities to and from their classes.
In addition to the above, DSP staff persons are knowledgeable regarding other campus and community resources, particularly those agencies that best serve the needs of persons with disabilities. Interested persons can receive further information regarding services for students with disabilities by contacting the Disabled Students Program (DSP) Student Affairs Administration Building, Room 1201 (x 2668). http://www.sa.ucsb.edu/dsp/
The language we use tells others how we perceive them. Our choice of words can hurt and exclude people or it can show them understanding. People with disabilities expect that language used about and with them will be respectful. The Americans with Disabilities Act suggests using the word "disabled." However, it is common courtesy to ask what terminology any individual prefers, and to remember that terminology changes over time. Following is some advice you may find helpful:
Relax. Your sincerity and interest in a person are the important criteria.
Put people first, rather than their disability by saying "people who are blind" rather than focusing on the disability by saying "the blind." Avoid emotional terms such as "victim of," "invalid," or "unfortunate." However, don't be embarrassed if you use expressions that may seem to relate to a person's disability such as "I see what you mean." These are accepted everyday terms; by excluding or making an issue of them everyone becomes self-conscious.
Understand that all of us perform tasks in various amounts of time. Don't assume anything about a disability or automatically lower your expectations of anyone. Don't help a person with a disability complete a task unless they ask you. Be considerate if it takes extra time for a person with a disability to get things done or said.
As you get to know people and begin building a trusting relationship, ask questions. But if you find yourself being either patronizing or reverential, you may want to look at your stereotypes. Common misconceptions we inadvertently communicate are: "you're invisible," "you're helpless," "you're incredible," "you're trying (or not trying) hard enough."
Talking to employees about the etiquette of dealing with people with disabilities is as important as other issues such as respect of different races, lifestyle choices and beliefs. If you would like a facilitator to speak to your department about ADA issues, call one of the people on the ADA Advisory Group.
The following are general suggestions for dealing with people with disabilities. This isn't assumed to be an exhaustive list, but rather a way for you to become more comfortable in the courtesies you extend. When talking with people with disabilities, observe who they are and do not refer to them as their disability.
• Consider the distance, weather conditions and surfaces along paths of travel when giving directions.
• A wheelchair is part of a person's personal space, and shouldn't be leaned on.
• When talking with a person in a wheelchair for more than a few minutes, place yourself at the user's eye level.
• Allow a person using a wheelchair or crutches to keep them in reach. Remember many wheelchair users can transfer to chairs, into automobiles or other seating arrangements.
• Ask a wheelchair user if they want to be pushed before doing so.
• When assisting a visually impaired person, do not push them ahead of you or wait to follow them through a door or opening. Let them follow you; otherwise they are proceeding into the unknown.
• When greeting someone with a visual impairment, identify yourself and others who are with you. When you are leaving, let the person with a visual impairment know. Being blind doesn't affect a person's hearing, so use a normal tone of voice.
• In a group conversation, use the person's name you are addressing so they know you are speaking to them.
• 8Ask to help a visually impaired person but do not grasp their arm. They will grasp your offered arm if they need help.
• Ask before giving help. When offering to assist someone with a visual impairment, allow the person to take your arm. It is helpful to let the person know of steps, change in levels and other barriers.
• To guide a person with visual impairment to a chair, place their hand on the back or arm of the chair.
• Service dogs shouldn't be petted when they are working unless you are told by the owner that the dog is at rest or play. When walking choose the side of a person away from the dog.
• If you believe a visually impaired person needs help navigating (e.g., stairs), first ask if you can be of any assistance. If the individual does ask for assistance, guide their hand to the railing of the staircase.
• Lead a person with visual impairment to the side of an area or room so they can have a landmark from which to guide themselves.
• To hand a visually impaired person an object, don't thrust it out-explain what you are doing, take their offered hand and place the object in it.
• Before addressing a person with a hearing impairment, you can gently wave your hand in their line of vision or lightly tap a shoulder.
• When establishing whether a person with a hearing impairment can read your lips, look directly at the person and speak clearly, keeping your hands away from your mouth. Don't over-exaggerate your speech and never yell; this makes lip reading more difficult. It isn't necessary to slow down your speech unless you're asked to do so.
• Allow a clear view of your face by placing yourself near a light source and keeping food and gum from your mouth when speaking.
• If a person doesn't understand you, rephrase the statement in other words that may be easier to understand when lip reading. Use gestures and body movements to help clarify.
• If there continues to be difficulty, try a paper and pencil communication or arrange for a sign language interpreter for future communications.
• If an interpreter is present, speak directly to the person you are addressing, rather than the interpreter.
• Give your attention to the person who is speaking, even if an interpreter is present.
• Be patient; don't speak for the person. Let the person finish their own sentences
• Be supportive and encouraging by maintaining eye contact and refraining from looking at your watch or tapping your foot.
• Ask questions that require short answers.
• If you aren't sure you understood, repeat what you did understand and wait for the confirmation and further explanation. Pretending to understand when you don't isn't helpful.
Campus Learning Assistance Services (CLAS) helps students increase their mastery of course material through course-specific tutoring and academic skills development. Services complement University instruction, yielding greater insight and improved class performance. For further information on the following program services, call x4248 or x3269. http://www.clas.ucsb.edu/
Academic Skills Workshops: Students can sign-up for workshops on writing, studying and test-taking skills which are free to all registered UCSB students. In these workshops students are exposed to strategies for improving their academic performance and understanding. The quarterly workshop schedule includes a wide range of topics and meeting times to fit most students' schedules. Workshop topics include:
Memory and Concentration - Reading Strategies - Time Management - Note-Taking - Avoiding Procrastination
Writing Research Papers - Essay Exam Preparation - Objective Exam Preparation - Writing Statements of Purpose
Course-Specific Workshops: Course-specific academic skills workshops are planned in cooperation with faculty and teaching assistants to help students develop the skills they need to master the requirements of specific courses. These workshops are offered for many lower division courses each quarter and are announced in lectures.
Writing, ESL and Foreign Language Tutorials: These tutorials offer a range of assistance to both undergraduate and graduate students. The following services are offered.
• Students enrolled in the Program of Intensive English receive individual or group tutorials for English 1, 2 and 3.
• Students enrolled in any composition class may use the Drop-In Lab where writing response and assistance is given on a first-come, first-served basis.
• Students for whom English is their second language may use the ESL Drop-in Lab where tutors will review their essays and help spot problems with grammar, idioms, syntax and organization.
• ESL students can also work in the interactive ESL Computer Lab to build their pronunciation and vocabulary skills.
• Students seeking assistance with any writing assignments or projects can schedule appointments at the Writing Lab to work directly with writing counselors.
• Foreign Language Drop-in Lab and Tutorials are available to students enrolled in first year language classed. Interested students should stop by CLAS-477 for the current quarter's offerings.
Social Science Tutorials: The Social Science Program offers group tutorials in selected lower division courses in the social sciences. Different groups are established each quarter so interested students should visit CLAS-477 for the current schedule.
Math, Science, and Engineering Tutorials: This program provides academic assistance to students in small group tutorials across a broad spectrum of courses and disciplines in mathematics, chemistry, biology, physics, and engineering. Students who enroll in tutorial and instructional groups are expected to attend consistently. Free individual tutoring is available for some student populations (i.e., EOP students, athletes, and disabled students).
Math/Science Drop-In: A special Drop-In service is available to all students during the day and Monday through Thursday until 10:00 p.m. Students may receive immediate assistance from a drop-in tutor on a first-come, first-served basis.
EOP Transfer/Continuing Student Program The Educational Opportunity Program has professional and peer counselors who are committed to easing the transition to UCSB for EOP participants who are transfer, re-entry, non-traditional students. An EOP Transfer/Re-Entry Coordinator, and student coordinators are available for advice, referrals, and information about services available on campus and in the community. tudents. For more information or to make an appointment stop by SRB room 2231 or call 893-4798.
Support Groups Support groups for re-entry students, transfer students and parents are facilitated by staff members in EOP, but are open to all interested students. Call 893-4292 for more information about these groups. The Women's Center and Counseling and Career Services jointly sponsor a support group for re-entry students. Discussion centers around the challenges of balancing personal, professional and academic roles while returning to school. Although the group is ongoing, students are free to drop in at any time. Call 893-3778 or 893-4411 for more information.
Child Care Services These include the Isla Vista Children's Center, UCSB After School Program, University Children's Center, an d Children's Resource And Referral Program.
Counseling and Career Services brings together both personal and career resources to help students with a variety of personal and career issues.
Personal Counseling: Many students realize that stress is interfering with their personal and academic goals and seek counseling services on their own. However, faculty and teaching assistants are often the first to recognize that a student may not be functioning well academically and/or emotionally. Students may turn to you because of your position and the respect they hold for you as a faculty/TA. Many faculty/TAs handle these difficult situations themselves. While the number of such contacts may be small, their significance is not. The student's behavior, especially if it is inconsistent with your experience of him/her, could well constitute an inarticulate attempt to draw attention to his/her plight: "a cry for help."
Referring Students: If you feel that professional counseling might be beneficial, refer the student to counseling and Career Services. Be direct in letting the student know that you believe a counselor would be of help in this situation. Inform the student that the service is both confidential and free of charge. A mutual decision is best. Don't force the issue if the student takes a defensive posture-simply restate your concerns and recommendations.
If the student is receptive, you can suggest that s/he call for an appointment at 893-4411. You may even offer to contact a counselor and provide background information. If the situation seems urgent, you can call Counseling & Career Services and request to speak with the on-call counselor. Suggestions will be made for approaches you can take with a student. When needed, the counselor can assist with the referral process.
Counseling and Career Services is committed to helping students increase their skills and resources in meeting their academic and interpersonal challenges and in becoming responsible and productive adults. The professional staff consists of psychologists and advanced graduate students from Ph.D. level counseling and clinical psychology programs. Services include individual, group, and couples counseling as well as numerous workshops on stress management, assertion skills, and so forth. Staff also offer training and consulting services to student organizations, academic departments and other university agencies that have a high degree of contact with students.
Sexual Violence Referral: Sexual violence harms many women and some men on UCSB's campus. A student may confide in you about a recent or long past experience s/he had with sexual violence. (This may be because you teach a course concerning social issues or simply because an experience of sexual assault has prevented your student from taking the exam in your course.) You should know to whom to refer your student. The following list provides resources on campus and in the Santa Barbara area as well as suggested readings for you and your students. Please photocopy the list below and keep some copies in your office so that you are prepared to help students in need.
Career Counseling: Some students will come to faculty or TAs for career direction. For more specific assistance with career availability, career planning, and resume writing you may want to refer students to the Counseling and Career Services' Career Planning Service (x4411). The service provides individual and group counseling and advising for self-assessment, values clarification, decision making, career planning, interview skills, applying to law school and graduate school, and creative job search strategies. An in-class presentation on a career topic related to a course assignment can be arranged upon request by faculty or TAs, staff time permitting (x4411).
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