ACADE MIC DISABIL IT Y ISSUE S: A CHAIRS GUIDE T O NAVIGAT - - PowerPoint PPT Presentation

ACADE MIC DISABIL IT Y ISSUE S:

A CHAIR’S GUIDE T O NAVIGAT ING SE NSIT IVE GROUND

Offic e o f the Vic e Pro vo st – Ac a de mic Affa irs Ja nua ry 23, 2020

De pa rtme nt Cha ir Ba g L unc h Se ssio n

PRE SE NT E RS

Ac a de mic Affa irs L isa Brodke y Dire c tor, F a c ulty Re la tions a nd De ve lopme nt Disa bility Ma na g e me nt Se rvic e s F re dna Ka rne g e s, Ma na g e r Ca mpus Counse l She ila O’Rourke Se nior Ca mpus Counse l Stude nt Disa bility Ce nte r Je nnife r Bille c i, Dire c tor

AGE NDA

• Introductions
• Your goals
• Scenarios
• Legal and Policy Considerations
• Interactive Process
• Reasonable Accommodation
• Best Practices
• Resources

INT RODUCT IONS

WHAT GOT YOU HE RE T ODAY?

SCE NARIO #1 – PROF E SSOR SMIT H Profe ssor Smith is a se nior fa c ulty me mbe r who a sks to disc uss a pe rsona l issue with you. Whe n you me e t, Profe ssor Smith te lls you tha t the y ha ve notic e d a de finite c ha ng e in the ir he a ring . T his is c a using a lot of frustra tion in c la ss, sinc e Profe ssor Smith c a n’t a lwa ys he a r wha t stude nts sa y a nd a sk. Profe ssor Smith te lls you tha t the y ha ve be e n se e ing the ir doc tor a nd tha t the y a re c urre ntly unde rg oing te sts to try to unde rsta nd wha t’s g oing on. Profe ssor Smith is notic e a bly unc omforta ble disc ussing this.

SCE NARIO #1 – PROF E SSOR SMIT H PART T WO

Profe ssor Smith is ve ry produc tive a nd a lwa ys g e ts c onsiste ntly positive te a c hing e va lua tions. Howe ve r, Profe ssor Smith is not the most be love d me mbe r of the de pa rtme nt. Othe r fa c ulty me mbe rs c ompla in a bout Profe ssor Smith’s brusque a nd ofte n de me a ning style of c ommunic a ting in me e ting s, a nd sta ff ha ve use d the word “bully” to de sc ribe Profe ssor

• Smith. You, too, ha ve g e ne ra lly found it ve ry

c ha lle ng ing to inte ra c t with Profe ssor Smith – both a s a c olle a g ue a nd now a s de pa rtme nt c ha ir - - a nd you te nd to limit your de a ling s with the m a s muc h a s possible .

SCE NARIO #1 – PROF E SSOR SMIT H QUIZ

T RUE OR F AL SE ?

• 1. Knowing the fac ulty me mbe r

’s me dic al diagnosis/ c ondition is impor tant in pr

• viding an

e ffe c tive ac c ommodation.

• 2. F

ac ulty have E sse ntial F unc tions within the ir r

• le .
• 3. If you have a que stion about the func tional

limitations and r e str ic tions the fac ulty me mbe r has pr

• vide d to you, you should c all the

he althc ar e pr

• vide r

for c lar ific ation.

• 4. Re asonable Ac c ommodation applie s only to

r e asonable de par tme nt me mbe r s.

SCE NARIO #2 – PROF E SSOR HE RRE RA

Pr

• fe ssor

He r r e r a is a te nur e d me mbe r

• f the

de par tme nt. He is a r e spe c te d c ampus c itize n, is ac tive within the de par tme nt, me ntor s junior fac ulty we ll, has be e n an ac tive te ac he r , r e gular ly has se ve r al gr aduate stude nts wor king with him, e tc . L ate ly, he ’s be e n missing de par tme nt me e tings, hasn’t be e n showing up for

• ffic e hour

s, and hasn’t be e n ve r y visible on c ampus. You have he ar d that he ’s be e n ill, but he hasn’t r e que ste d any me dic al le ave . Rumor has it, he ’s “ve r y sic k.” T his happe ns to be a non- te ac hing quar te r for him.

SCE NARIO #2 – PROF E SSOR HE RRE RA QUIZ

T RUE OR F AL SE ? 1. F ac ulty r e c e ive paid me dic al le ave base d on the ir r ank and title . 2. Onc e you have c ome to an agr e e me nt with the fac ulty about an ac c ommodation, it’s impor tant that you doc ume nt the agr e e me nt bac k to the fac ulty me mbe r . 3. Pr

• viding me dic al le ave is r

e quir e d by fe de r al and state law. 4. T he Inte r ac tive Pr

• c e ss should be gin only afte r

the fac ulty me mbe r appr

• ac he s you.

5. T he Inte r ac tive Pr

• c e ss e nds at the e nd of the

ac ade mic ye ar .

SCE NARIO #3 – PROF E SSOR L E F ORGE

An unde r gr aduate stude nt, Ale x, c ome s to you ve r y upse t about a r e c e nt inte r ac tion the y’d had with Pr

• fe ssor

L e F

• r

ge , a fac ulty me mbe r in your de par tme nt. T he stude nt, Ale x, says that the y staye d afte r c lass today to r e mind Pr

• fe ssor

L e F

• r

ge that the y ne e d e xtr a time in a r e duc e d distr ac tion te sting e nvir

• nme nt on ne xt we e k’s

midte r

• m. Ale x r

e por ts that a L e tte r

• f

Ac c ommodation was se nt to Pr

• fe ssor

L e F

• r

ge a we e k ago. (c ontinue d on ne xt slide )

te lls yo u the y fe lt humilia te d a nd c o mple te ly unsuppo rte d b y Pro fe sso r Jo ne s a nd the y tho ug ht yo u sho uld kno w a b o ut it. An unde rg ra dua te stude nt c o me s to yo u (the Cha ir) ve ry upse t a b o ut a re c e nt inte ra c tio n the y’ d ha d with a fa c ulty me mb e r in yo ur de pa rtme nt, Pro fe sso r Jo ne s. T he stude nt, Ale x, sa ys tha t the y sta ye d a fte r c la ss to da y to te ll Pro fe sso r Jo ne s tha t the y ne e d e xtra time in a re duc e d distra c tio n te sting e nviro nme nt o n ne xt we e k’ s midte rm. Ale x re po rts tha t a L e tte r o f Ac c o mmo da tio n wa s se nt to Pro fe sso r Jo ne s a we e k a g o . Ac c o rding to Ale x, Pro fe sso r Jo ne s wa s ve ry inse nsitive . T he re we re still a fe w o the r stude nts in the c la ssro o m, a nd Pro fe sso r Jo ne s b lurte d o ut, “Why a re yo u te lling me this so la te ? ” “I do n't ha ve

SCE NARIO #3 – PROF E SSOR L E F ORGE ,CONT INUE D

Ac c or ding to Ale x, Pr

• fe ssor

L e F

• r

ge was ve r y inse nsitive . T he r e we r e still a fe w othe r stude nts in the c lassr

• om, and Pr
• fe ssor

L e F

• r

ge blur te d out, “Why ar e you te lling me this so late ? I don't have a T A and spac e to se t up a te st for you." Ale x te lls you the y fe lt humiliate d and c omple te ly unsuppor te d by Pr

• fe ssor

L e F

• r

ge , and the y thought you should know about it.

SCE NARIO #3 – PROF E SSOR L E F ORGE QUIZ

T RUE OR F AL SE ?

• 1. T

he Stude nt Disability Ce nte r (SDC) will c ontac t you dir e c tly if a stude nt ne e ds any ac c ommodation in your c lass.

• 2. Infor

mation about a stude nt’s ne e d for ac c ommodations should be shar e d only on a ne e d- to- know basis.

• 3. Disability awar

e ne ss is par t of c r e ating an inc lusive le ar ning e nvir

• nme nt.

SCE NARIO #4 – PROF E SSOR SCHMIDT

Pr

• fe ssor

Sc hmidt is an assistant pr

• fe ssor

who’s in he r fir st ye ar he r e . She was a ve r y popular hir e and the de par tme nt looks for war d to gr e at things fr

• m

he r . E ar lie r this we e k, she c ame to me e t with you to shar e that she has be e n diagnose d with Stage IV br e ast c anc e r . She is sc ar e d, but she te lls you that she plans to fight this with e ve r ything she c an. She doe sn’t want to adjust any of he r te ac hing load or

• the r

se r vic e . She wants to do it all and is pr

• posing a sc he dule that allows he r

to ke e p up with he r dutie s be twe e n c he mo tr e atme nts.

SCE NARIO #4 – PROF E SSOR SCHMIDT QUIZ

T RUE OR F AL SE ?

• 1. A Re asonable Ac c ommodation must be

e ffe c tive for the de par tme nt and the fac ulty me mbe r .

• 2. T

he r

• le of the fac ulty me mbe r

’s he althc ar e pr

• vide r

is to pr

• vide sugge stions for

the r e quir e d ac c ommodation.

• 3. Disability Manage me nt Se r

vic e s (DMS) should ar r ange pote ntial ac c ommodations with the fac ulty me mbe r .

• 4. Whe n a fac ulty me mbe r

has te mpor ar y r e str ic tions, e sse ntial func tions c an be te mpor ar ily e xc use d.

RE SOURCE S

T HANK YOU!