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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 1 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? 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 2 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 3 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. 4 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: 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 5 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; 6 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 7 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. 8 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 9 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 10 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 11 Disability: Under the ADA and the Rehabilitation Act, a person with a disability is defined as any person who: 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. 12 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. 13 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. 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. 14 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: 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). 15 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. 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. 16 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: 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). 17 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 18 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 19 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. 20