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Disability Resources for Black Hawk College Faculty
Table of Contents:
Q & A for Faculty 1
Disability and The Law 3
Universal Design 4
Accommodations Provided by Faculty 5
BHC’s Rights/Responsibilities 6
Student’s Rights/Responsibilities 7
Faculty’s Rights/Responsibilities 8
Post-Secondary Legislative Mandates 9
Importance of Disability Terminology 11
Acceptable/Unacceptable Language 13
Types of Disabilities, Definitions and Symptoms 14
Other Resource/Websites 18
Questions and Answers for Faculty
What is a disability?
An individual with a disability is defined by the ADA as any person who:
 has a physical or mental impairment which substantially limits one or more
major life activities (including walking, seeing, hearing, speaking, breathing,
learning, working, caring for oneself, or performing manual tasks),
 has a record of such an impairment, or
 is regarded as having such an impairment.
If a person has a disability are they automatically granted academic
accommodations?
No. A person may have a disability that may not affect them in the classroom or
are not otherwise qualified. Accommodations are based on individual
circumstances.
How does a student become eligible to receive accommodations?
To become eligible, a student must have a documented disability and inform the
College that he or she is requesting accommodations based on that disability.
A student must:
1. Contact Disability Services,
2. Provide Disability Services Staff with documentation of the disability from a
qualified professional, and
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3. Consult with the Disability Services Staff to determine appropriate
accommodations.
4. The student then gives the faculty member the Accommodations Form to
show what accommodations they can receive.
Who determines the accommodation?
The Disability Services Staff determines the accommodations using:
 Documentation of the disability from qualified professionals provided by the
student,
 Information gathered from a student intake/interview process, and
 When necessary, information from appropriate faculty/academic staff
personnel regarding essential standards for courses, programs, services,
jobs, activities, and facilities.
Won't providing accommodations on examinations give an unfair
advantage to a student with a disability?
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The purpose of such academic accommodations is to adjust for the effect of
the student's disability, not to dilute academic requirements. The evaluation
and assigning of grades should have the same standards for all students,
including students with disabilities. Accommodations don't make things
easier, just possible; in the same way eyeglasses do not improve the
strength of the eyes, they just make it possible for the individual to see
better.
Accommodations are designed to lessen the effects of the disability and are
required to provide fair and accurate testing to measure knowledge or
expertise in the subject. Careful consideration must be given to requests for
accommodations when the test is measuring a skill, particularly if that skill is
an essential function or requirement of passing the course.
For many test takers, the most common accommodation is extended time.
The most commonly approved time is time and a half. For mid-terms or
finals, it is double time.
In specific circumstances, students may also require the use of readers
and/or scribes, having their exams read to them, or an alternative time for
testing.
If testing accommodations are necessary, students are responsible for
discussing the arrangements with their instructors. The student will provide
the instructor with a “Disability Accommodation Notification” form or as we
call them now “Accommodation Form” (formerly was called a VISA).The
Disability Services Staff will indicated on the form what Testing and/or
Classroom accommodations the student is approved for. Faculty are expected
to comply with the accommodation requests and should they have any
questions, they can ask the Disability Services Staff.
What if a student with a disability is failing?
Treat the student as you would any student who is not performing well in your
class. Invite the student to your office to discuss reasons for the failing
performance and what resources the student may use to improve. Encourage the
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student to see a Disability Services Staff to discuss some additional strategies to
improve his or her grades. The law requires us to make programs and services
accessible. It does not mandate we provide the student with a diploma.
What if a student doesn't tell me about a disability until late in the
semester?
 Students have a responsibility to give instructors and Disability Services Staff
adequate time to arrange accommodations. Disability Services Staff
encourage students to identify early in the semester.
 Instructors should start by announcing in class and in the syllabus an
invitation for students to identify themselves early in the semester: "Any
student who may need an accommodation due to a disability, please make
an appointment to see me during my office hours. A ‘Disability Notification
Accommodation’ form from Disability Services Staff authorizing your
accommodations will be needed."
 Once a student has identified to the instructor and requests disability-related
accommodations authorized by Disability Services Staff, the instructor has a
legal responsibility to make reasonable attempts to accommodate the need,
even late in the semester. There is no responsibility to provide
accommodations prior to identification; for example, allowing the student to
re-take exams with extended time.
 Instructors should feel free to contact Disability Services Staff for assistance
on arrangements for last-minute requests.
DISABILITY AND THE LAW
Two primary pieces of legislation were enacted to protect the rights of individuals
with disabilities. Section 504 of the Rehabilitation Act of 1973, as amended, states
that no otherwise qualified individual with a disability may be discriminated
against or denied access to the benefits or services of any program or activity
receiving federal financial assistance. The Americans with Disabilities Act (ADA),
which became effective January 26, 1992, and the Americans with Disabilities Act
Amendments Act (ADAAA) of 2008 and 2016, prohibit colleges and universities
from discriminating against qualified students with disabilities. Black Hawk
College is committed to complying with these laws by providing reasonable
accommodations and appropriate academic adjustments and modifications to
qualified individuals with disabilities. A “reasonable accommodation” includes any
auxiliary aids and services that do not fundamentally alter the nature of a
program or course and do not create an undue burden upon the college. An
“individual with a disability” is someone who has a physical or mental impairment
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that substantially limits one or more major life activity, has a record of such
impairment, or is regarded as having such impairment. An “otherwise qualified
individual with a disability” is a person who, with or without reasonable
accommodations, can meet the essential program or course requirements. The
Coordinator of Disability Services is responsible for ensuring that otherwise
qualified students with disabilities are provided with reasonable
accommodations, academic adjustments and modifications, and have an equal
opportunity to succeed. The Coordinator of DS is accountable for 4 maintaining
the integrity of the office by complying with Section 504 and the ADA/ADAAA,
determining eligibility for services, and maintaining appropriate documentation.
UNIVERSAL DESIGN FOR LEARNING
Not all individuals learn in the same manner. Some may learn best if they are
presented with material visually, or some may benefit from a hands-on approach,
while some may learn best independently. With this in mind, as well as the idea of
multiple intelligences, it is clear that one type of instruction will not meet the
needs of every student in the classroom. A way to manage instruction to meet the
needs of each student in the classroom is by implementing Universal Design:
Universal Design for Learning (UDL) is a framework for designing curricula that
enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL
provides rich supports for learning and reduces barriers to the curriculum while
maintaining high achievement standards for all (CAST). There are ways that
Universal Design can be implemented within the classroom and even more
incredible resources available to facilitate faculty in implementing Universal
Design into their teaching approach at a level that is comfortable for him/her. To
learn more about the Universal Design theory and how to implement it, please
refer to one or more of the following websites:
http://ada.osu.edu/resources/fastfacts/: Ohio State University. This site provides
quick and easy solutions to make small changes in existing curriculum.
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http://www.cast.org/ Center for Applied Special Technology. This site has many
wonderful and free publications on how to implement Universal Design.
http://www.facultyware.uconn.edu/home.cfm : UCONN’s website for its campus
wide Universal Design initiative. 17
http://www.schwablearning.org/articles.aspx?r=490 : This site provides a
comprehensive overview behind the theory of Universal Design.
http://www.unco.edu/CETL/UDL/index.html : An online tutorial on Universal
Design for Learning. http://www.wcupa.edu/fame/FAME_Content/index.html :
Faculty and Administrator Modules in Higher Education.
Accommodations Frequently Provided by Faculty:
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Look for Digital Textbooks: Digital textbooks are available through many
publishers. Before ordering texts for your class, check to see what books
have digitized material.
Provide a Syllabus Prior to the Beginning of Class: Having a syllabus ahead
of time will help students with disabilities make necessary preparations.
Include an accommodation statement on the syllabus.
Help with Structure: Make sure the syllabus clearly delineates expectations
and due dates. Study guides, review sheets, and frequent opportunities for
feedback are also helpful in providing structure and organization.
Provide Multiple Methods of Presentation: Presenting information and
ideas in multiple ways to address different learning styles.
Encourage Multiple Methods of Expression: Consider accepting student
projects in alternative formats: videos, photo essays, community research,
email, and web publications, etc.
Ensure accessible course materials/alternative format: Make sure
curriculum materials (syllabus, notes, presentations, assignments, etc.) are
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available in an accessible format that can be used and manipulated by a
computer (Word, HTML, RTF, PDF, etc.)
Provide Guided Notes on the Web: Make structured notes available prior to
lecture, in an accessible format that stays consistent throughout the term.
This will help students who will not be able to follow notes or presentations
during a lecture, having them ahead of time will allow them to follow along
during class.
Repeat or Paraphrase Questions and Responses
Highlight Critical Features: Highlight important information in a variety of
ways during lecture and in written materials. Specify to students what is
important when lecturing; use visual and verbal cues to emphasize
important information.
Break large amounts of information or instructions into smaller segments
Provide a less distracting environment (for in-class work)
Allow Students to use Alternative Testing Strategies: Some students may
benefit from a testing environment with fewer distractions or, provision of a
reader/scribe, and use of a computer, including adaptive software and
hardware. A student with a disability may ask for an alternative testing
opportunity as an accommodation. An example of this is Oral Testing instead
of a written test.
Engage a student who Self Advocates Work in conjunction with students
with disabilities, who disclose their individual needs, to determine a plan
that’s effective for all involved.
Furnish preferred seating in class: Seating in the front or another designated
or “reserved” area of the class
Extend time limits on assignments and tests (if reasonable)
Permit student to move from a sitting position as needed
Let students tape record lecture
Change classroom location for accessibility reasons if necessary
Allow assistive, adaptive devices
Black Hawk College’s Rights and Responsibility Rights
Black Hawk College , through faculty and staff, has the right to: Establish essential
functions, abilities, skills, knowledge and standards for courses, programs,
services, jobs and activities or facilities and to evaluate students on this basis;
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Determine the appropriate standards in developing, constructing, remodeling,
and maintaining facilities; Confirm disability status and request and receive
current, relevant documentation that supports requests for accommodations,
academic adjustments and modifications and/or auxiliary aids and services; Have
appropriate staff discussions regarding students and their disabilities in order to
implement requested accommodations and academic adjustments and
modifications (particularly instructional accommodations); Deny a request for
accommodations, academic adjustment or auxiliary aids and services, and/or
barrier removal in facilities if the documentation does not support the request is
warranted, or if the individual fails to provide appropriate documentation; Select
among equally effective accommodations, academic adjustments or auxiliary aids
and services; Refuse unreasonable accommodations, academic adjustments or
auxiliary aids and services, and/or facility related barrier removal requested that
impose a fundamental alteration on a program or activity of the university;
Require that all students follow College/Department policies and procedures
and meet course or program requirements and standards.
RESPONSIBILITIES
Black Hawk College, through faculty and staff, has the responsibility to: Provide
information to faculty, staff, students and guests with disabilities in accessible
formats upon request; Ensure that courses, programs, services, jobs, activities and
facilities, when viewed in their entirety, are available and usable in the most
integrated and appropriate settings; Determine eligibility for accommodations
and services and maintain appropriate documentation; Recommend
individualized and reasonable accommodations based upon the student’s
documentation; Provide, authorize and/or arrange appropriate accommodations
for students, including alternative formats for print materials, alternate exam
arrangements, and electronic aids as long as the accommodation does not alter
the fundamental nature of the course or program; Help students understand and
discuss their disabilities; Assess the effectiveness of various accommodations in
allowing students to meet essential course requirements; Incorporate sound
educational principles and instructional strategies into course presentation;
Understand the law and current court findings; Maintain appropriate
confidentiality of records and communication except where permitted or required
by law; Contact the student with any questions or concerns regarding requested
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accommodations; Evaluate the effectiveness of all services for students with
disabilities.
STUDENT RIGHTS AND RESPONSIBILITIES RIGHTS
Students with disabilities have the right to: Full and equal participation in the
services and activities of Black Hawk College; Reasonable accommodations,
academic adjustments and modifications and/or auxiliary aids and services;
Privacy and to not have confidential information disseminated except as
necessary to implement a reasonable accommodation, academic adjustment or
modification;
RESPONSIBILITIES
Students with disabilities have the responsibility to: Self-identify and request
services from Disability Services at the beginning of every term they anticipate
receiving accommodations, academic adjustments or modifications; Provide
Disability Services with current documentation of the disability from a qualified
professional; Meet program or course qualifications and maintain the same level
of academic standards as students without disabilities; Collaborate with Disability
Services and engage in an interactive dialogue to determine and discuss
appropriate accommodations, academic adjustments and modifications; Follow
College and Department policies and procedures and the Student Code of
Conduct; Consult with instructors at the beginning of each semester to discuss
accommodation needs and academic adjustments and modifications; Provide
timely notification of special needs and changes in accommodation
needs/services; Notify Disability Services promptly of any difficulty in securing or
utilizing accommodations, academic adjustments or modifications.
FACULTY RIGHTS AND RESPONSIBILITIES
As a faculty member, your knowledge and understanding of key legislation and
accommodation strategies will guide you as you strive to make education
accessible for students with disabilities. A good starting point is a review of the
purpose of accommodations, rights and responsibilities, legislative background,
and strategy options.
WHY MAY ACCOMMODATIONS BE NEEDED?
Accommodations in the classroom allow students with apparent or nonapparent disabilities the same learning opportunities as their classmates.
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Students with disabilities often need support services and adjustments to level
the playing field and allow for the same learning opportunities other students.
Anti-discrimination laws protect students with disabilities from being denied
equal access to academic material in the classroom.
Accommodations promote full inclusion of the rising number of students with
disabilities entering institutions of higher education.
RIGHTS AND RESPONSIBILITIES
As a faculty member in an institution of higher education, there are certain legal
mandates that uphold the rights and responsibilities of faculty and qualified
students with disabilities as they relate to making accommodations.
Faculty members have the right to:
-Maintain the rigor and the fundamental nature of their course content
-Require students to demonstrate their knowledge of crucial course content
-Negotiate an accommodation with the student and the Disability Service Office if
the accommodation seems unreasonable
-Request verification of a student's eligibility for an accommodation—faculty can
turn down the request for an accommodation without proper documentation.
However, faculty should encourage the student to continue communicating about
learning challenges and suggest that the student go to Disability Services on
campus to make an official request for an accommodation
Faculty members are responsible for:
-Implementing best practices in teaching to reach a diversity of learners
Sharing information on how students can request an accommodation. See
Resource included on Universal Design.
-Working with the Disability Service Office and with students with disabilities to
make reasonable accommodations in a timely manner
-Having an awareness of campus resources available for students and faculty
-Maintaining confidentiality
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Below is some information in understanding the laws and mandates that colleges
and universities must follow.
Postsecondary Legislative Mandates
In higher education qualified students with disabilities should receive benefits and
services comparable to those given their nondisabled peers primarily through two
laws – The Americans with Disabilities Act of 1990 (Title II and III) and the
Rehabilitation Act of 1973 (Section 504 and 508). The mandates of the ADA apply
to all institutions of higher education, regardless of the receipt of federal funds
while Sections 504 and 508 of the Rehabilitation Act apply to colleges and
universities receiving federal financial assistance. Additionally, the Family
Educational Rights and Privacy Act (FERPA) is another law to be aware of because
it pertains to the confidentiality of students’ educational records.
Section 504 of the Rehabilitation Act (1973)
Section 504 ensures that any program or activity receiving federal financial
assistance does not discriminate on the basis of disability. Section 504 states that,
“No otherwise qualified individual with a disability in the United States, as defined
in section 7(20), shall, solely by reason of her or his disability, be excluded from
the participation in, be denied the benefits of, or be subjected to discrimination
under any program or activity receiving Federal financial assistance...” In higher
education Section 504 mandates that academic programs and student activities
be accessible to all students including students with disabilities unless in so doing,
an undue hardship is incurred.
The Americans with Disabilities Act (1990)
The ADA is wide-ranging legislation intended to make society more accessible to
people with disabilities. The ADA extends the provisions of Section 504 of the
Rehabilitation Act, 1973 to entities not receiving federal funding. It protects
fundamental rights and extends equal opportunity for individuals with disabilities
to the areas of public accommodations, employment, transportation, state and
local government services, and telecommunications. According to the ADA, "no
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otherwise qualified individual with a disability shall, solely by reason of his or her
disability, be excluded from the participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity of a public entity."
Title II of the ADA ensures equal opportunity and access to state funded higher
education programs (universities, community colleges and vocational schools) for
otherwise qualified college students with disabilities.
Title III covers private colleges and vocational schools.
Section 508 of the Rehabilitation Act (1998)
Section 508 covers products and technologies procured by the Federal
government, including computer hardware and software, Web sites, phone
systems, fax machines, and copiers, among others. Section 508 requires Federal
departments and agencies that develop, procure, maintain, or use electronic and
information technology to ensure that Federal employees and members of the
public with disabilities have access to and use of information and data
comparable to that of the employees and members of the public without
disabilities. Web access is a Section 508 consideration for many institutions of
higher education.
Family Educational Rights and Privacy Act (FERPA)
In general, FERPA requires institutions of postsecondary education to obtain
written permission from students to release information from a student’s
educational record. However, when it is necessary for school officials to share
information with each other regarding a student’s educational records, this can
be done without consent, when there is a “legitimate educational interest” or, in
cases where there may be a threat to health and safety, as well as a number of
other extenuating circumstances (34 CFR § 99.31).
This law may come into play if a parent of a student with a disability were to
contact faculty to discuss or get information about a student’s grades. FERPA also
applies to disability information on file with the DSO or disclosed to faculty. This
information is considered part of the educational record and is therefore, covered
under FERPA.
IMPORTANT TERMINOLOGY
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Disability:
Under the ADA and the Rehabilitation Act, a person with a disability is defined as
any person who:
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has a physical or mental impairment which substantially limits one or more
major life activities
has a record of such impairment
is regarded as having such an impairment
Examples of major life activities are: walking, seeing, speaking, hearing, breathing,
learning, performing manual tasks, caring for oneself, and working. These are
examples only. Other activities such as sitting, standing, lifting, thinking or reading
are also major life activities (EEOC, 1992). Thus, a student with a disability who
needs accommodations must present Disability Services with documentation that
establishes a substantial limitation in a major life activity.
Therefore, a student with a disability who needs accommodations must present
Disability Services with documentation that establishes a substantial limitation in
a major life activity.
Reasonable Accommodation:
To understand the purpose of accommodation as it applies to students with
disabilities in higher education, it is important to understand the meaning
of reasonable accommodation. The word, “reasonable” is part of the legal
definition that requires accommodations to be effective but not excessive.
Reasonable accommodation refers to adaptations or modifications made to the
environment or policies and procedures aimed at reasonably lessening the impact
of a disability-related limitation. For example, a student with a visual impairment
may need to have his or her textbooks made available on audiotape. Remember,
the focus of all accommodations is to mitigate the effects of the disability not to
make sure that all students with disabilities are successful in college. The goal is to
give the student with a disability the opportunity to demonstrate abilities and
have equal access to the learning environment, programs and activities.
Individualized accommodations are not designed to give the student an
advantage over other students, to alter a fundamental aspect of the course, nor
to weaken academic rigor.
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To understand the purpose of accommodation as it applies to students with
disabilities in higher education, it is important to understand the meaning
of reasonable accommodation. The word, “reasonable” is part of the legal
definition that requires accommodations to be effective but not excessive.
Reasonable accommodation refers to adaptations aimed at reasonably lessening
the impact of a disability-related limitation. For example, a student with a visual
impairment may need to have his or her textbooks made available on audiotape.
Remember, the focus of all accommodations is to mitigate the effects of the
disability, not to make sure that all students with disabilities are successful in
college. The goal is to give the student with a disability the opportunity to
demonstrate abilities and equal access to the learning environment.
Individualized accommodations are not designed to give the student an
advantage over other students, to alter a fundamental aspect of the course, nor
to weaken academic rigor.
Undue Hardship:
Faculty are not required to make an accommodation that might cause an undue
hardship or, “...an action that requires significant difficulty or expense.” As stated
above, this includes fundamentally changing the course or weakening academic
rigor.
Unacceptable vs. Acceptable Disability Language:
Acceptable
Unacceptable
Disability
Handicap
"Has" a disability
"Afflicted by" or "suffers from" a disability
Person with a disability*
Disabled person
*In general, use “person first” language when talking about a person with a
disability. Quite simply, the disability is only an aspect of a person. Each individual
is a person first.
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The following is information on various types of disabilities that may be what we
see in students in our classrooms.
Anxiety Disorders
Definition Occasional anxiety is a normal part of life. You might feel anxious when faced with a problem at
work, before taking a test, or making an important decision. But anxiety disorders involve more
than temporary worry or fear. For a person with an anxiety disorder, the anxiety does not go
away and can get worse over time. The feelings can interfere with daily activities such as job
performance, school work, and relationships. There are several different types of anxiety
disorders. Examples include generalized anxiety disorder, panic disorder, and social anxiety
disorder.
Attention Deficit Hyperactivity Disorder
Definition Attention-deficit/hyperactivity disorder (ADHD) is a brain disorder marked by an ongoing
pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or
development.
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Inattention means a person wanders off task, lacks persistence, has difficulty sustaining focus,
and is disorganized; and these problems are not due to defiance or lack of comprehension.
Hyperactivity means a person seems to move about constantly, including situations in which it
is not appropriate when it is not appropriate, excessively fidgets, taps, or talks. In adults, it may
be extreme restlessness or wearing others out with their activity.
Impulsivity means a person makes hasty actions that occur in the moment without first thinking
about them and that may have high potential for harm; or a desire for immediate rewards or
inability to delay gratification. An impulsive person may be socially intrusive and excessively
interrupt others or make important decisions without considering the long-term consequences.
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Autism Spectrum Disorder
Definition Autism spectrum disorder (ASD) is the name for a group of developmental disorders. ASD
includes a wide range, “a spectrum,” of symptoms, skills, and levels of disability.
People with ASD often have these characteristics:
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Ongoing social problems that include difficulty communicating and interacting with others
Repetitive behaviors as well as limited interests or activities
Symptoms that typically are recognized in the first two years of life
Symptoms that hurt the individual’s ability to function socially, at school or work, or other areas
of life
Some people are mildly impaired by their symptoms, while others are severely disabled.
Treatments and services can improve a person’s symptoms and ability to function. Families with
concerns should talk to their pediatrician about what they’ve observed and the possibility of ASD
screening. According to the Centers for Disease Control and Prevention (CDC) around 1 in 68
children has been identified with some form of ASD.
What is the difference between Asperger’s syndrome and ASD?
In the past, Asperger’s syndrome and Autistic Disorder were separate disorders. They were listed
as subcategories within the diagnosis of “Pervasive Developmental Disorders.” However, this
separation has changed. The latest edition of the manual from the American Psychiatric
Association, the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), does not
highlight subcategories of a larger disorder. The manual includes the range of characteristics and
severity within one category. People whose symptoms were previously diagnosed as Asperger’s
syndrome or Autistic Disorder are now included as part of the category called Autism Spectrum
Disorder (ASD).
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Bipolar Disorder
Definition Bipolar disorder, also known as manic-depressive illness, is a brain disorder that causes unusual
shifts in mood, energy, activity levels, and the ability to carry out day-to-day tasks.
There are four basic types of bipolar disorder; all of them involve clear changes in mood, energy,
and activity levels. These moods range from periods of extremely “up,” elated, and energized
behavior (known as manic episodes) to very sad, “down,” or hopeless periods (known as
depressive episodes). Less severe manic periods are known as hypomanic episodes.
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Bipolar I Disorder— defined by manic episodes that last at least 7 days, or by manic symptoms
that are so severe that the person needs immediate hospital care. Usually, depressive episodes
occur as well, typically lasting at least 2 weeks. Episodes of depression with mixed features
(having depression and manic symptoms at the same time) are also possible.
Bipolar II Disorder— defined by a pattern of depressive episodes and hypomanic episodes, but
not the full-blown manic episodes described above.
Cyclothymic Disorder (also called cyclothymia)— defined by numerous periods of hypomanic
symptoms as well numerous periods of depressive symptoms lasting for at least 2 years (1 year
in children and adolescents). However, the symptoms do not meet the diagnostic requirements
for a hypomanic episode and a depressive episode.
Other Specified and Unspecified Bipolar and Related Disorders— defined by bipolar
disorder symptoms that do not match the three categories listed above.
Borderline Personality Disorder
Definition Borderline personality disorder (BPD) is a serious mental disorder marked by a pattern of
ongoing instability in moods, behavior, self-image, and functioning. These experiences often
result in impulsive actions and unstable relationships. A person with BPD may experience
intense episodes of anger, depression, and anxiety that may last from only a few hours to days.
Some people with BPD also have high rates of co-occurring mental disorders, such as mood
disorders, anxiety disorders, and eating disorders, along with substance abuse, self-harm, suicidal
thinking and behaviors, and suicide.
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While mental health experts now generally agree that the label "borderline personality disorder"
is very misleading, a more accurate term does not exist yet.
Depression
Definition Depression (major depressive disorder or clinical depression) is a common but serious mood
disorder. It causes severe symptoms that affect how you feel, think, and handle daily activities,
such as sleeping, eating, or working. To be diagnosed with depression, the symptoms must be
present for at least two weeks.
Some forms of depression are slightly different, or they may develop under unique
circumstances, such as:
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Persistent depressive disorder (also called dysthymia) is a depressed mood that lasts for at least
two years. A person diagnosed with persistent depressive disorder may have episodes of major
depression along with periods of less severe symptoms, but symptoms must last for two years to
be considered persistent depressive disorder.
Perinatal depression is much more serious than the “baby blues” (relatively mild depressive
and anxiety symptoms that typically clear within two weeks after delivery) that many women
experience after giving birth. Women with perinatal depression experience full-blown major
depression during pregnancy or after delivery (postpartum depression). The feelings of extreme
sadness, anxiety, and exhaustion that accompany perinatal depression may make it difficult for
these new mothers to complete daily care activities for themselves and/or for their babies.
Psychotic depression occurs when a person has severe depression plus some form of psychosis,
such as having disturbing false fixed beliefs (delusions) or hearing or seeing upsetting things that
others cannot hear or see (hallucinations). The psychotic symptoms typically have a depressive
“theme,” such as delusions of guilt, poverty, or illness.
Seasonal affective disorder is characterized by the onset of depression during the winter
months, when there is less natural sunlight. This depression generally lifts during spring and
summer. Winter depression, typically accompanied by social withdrawal, increased sleep, and
weight gain, predictably returns every year in seasonal affective disorder.
Bipolar disorder is different from depression, but it is included in this list is because someone
with bipolar disorder experiences episodes of extremely low moods that meet the criteria for
major depression (called “bipolar depression”). But a person with bipolar disorder also
experiences extreme high – euphoric or irritable – moods called “mania” or a less severe form
called “hypomania.”
Examples of other types of depressive disorders newly added to the diagnostic classification
of DSM-5 include disruptive mood dysregulation disorder (diagnosed in children and
adolescents) and premenstrual dysphoric disorder (PMDD).
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Obsessive-Compulsive Disorder
Definition Obsessive-Compulsive Disorder (OCD) is a common, chronic and long-lasting disorder in which
a person has uncontrollable, reoccurring thoughts (obsessions) and behaviors (compulsions) that
he or she feels the urge to repeat over and over.
Post-Traumatic Stress Disorder
Definition PTSD is a disorder that develops in some people who have experienced a shocking, scary, or
dangerous event.
It is natural to feel afraid during and after a traumatic situation. Fear triggers many split-second
changes in the body to help defend against danger or to avoid it. This “fight-or-flight” response
is a typical reaction meant to protect a person from harm. Nearly everyone will experience a
range of reactions after trauma, yet most people recover from initial symptoms naturally. Those
who continue to experience problems may be diagnosed with PTSD. People who have PTSD
may feel stressed or frightened even when they are not in danger.
OTHER RESOURCE
Americans with Disabilities Act (ADA)
ADA Home Page
ADA Information Line (Voice: 1-800-514-0301; TDD: 1-800-514-0383)
ADA Title II Technical Assistance Manual
ADA Title III Technical Assistance Manual
U.S. Department of Education
Model Notification of Rights under FERPA for Postsecondary Institutions
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U.S. Department of Health and Human Services (HHS),
Office of Civil Rights (OCR)
Discrimination on the Basis of Disability
U.S. Equal Employment Opportunity Commission (EEOC)
The Americans with Disabilities Act (ADA): 1990-2002"
The Faculty Room
The Faculty Room is a site for faculty and administrators at postsecondary
institutions to learn about how to create classroom environments and
activities that maximize the learning of all students, including those with
disabilities. This page is specific to faculty rights.
PACER Center – Champions for Children with
Disabilities
ADA Q& A: Section 504 & Postsecondary Education
Northern Arizona University
Faculty guide
Northern Illinois University
Faculty training on disability, UDL, and accommodation
Ohio State University
Fast Facts for Faculty Series
ERIC Digest
Overview of ADA, IDEA, and Section 504
U.S. Department of Education
Report to Congress on the implementation of IDEA
U.S. Department of Education
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Office of Special Education and Rehabilitative Service's (OSERS)
Rehabilitation Services Administration (RSA) Rehabilitation Act legislation
page.
LD Online
A comprehensive website on learning disabilities for parents, teachers and
other professionals.
The Learning Disabilities Association of America, (LDA)
A nonprofit grassroots organization whose members are individuals with
learning disabilities, their families, and the professionals who work with
them to advance the education and general welfare of children and adults
with learning disabilities.
The National Institutes of Mental Health (NIMH)
Resources for many mental health issues, including Anxiety
Disorders, Attention Deficit Hyperactivity Disorder (ADHD), Autism
Spectrum Disorders, Depression and more.
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