Fall 1999 Disability Services Newsletter

Reflections by the Director
Terri Bodhaine

The fall edition of the DS newsletter always seems to symbolize a beginning with the start of a new academic year. However, before I look ahead, I would like to share some of my reflections of the last year. Having more on my plate than ever before, I had the "opportunity" to taste budget hearings, strategic and diversity planning, system changes in the financial accounting structure as well as the state personnel job performance process. One small part included examining support services within DS, particularly Deaf and Hard of Hearing Services, to see what we were doing and if all of the pieces fit together. While last year brought changes and new challenges, some things remained the same, such as the committed DS staff who individually and collectively provided quality support services to students. They are constantly pushing the envelope out to set the "industry standard" whether that be in assessment, strategy development, assistive technology, campus interface, interpreting services, advocacy and support. At the same time, the DS staff is constantly exploring new ways to serve students whether that be through new technology such as C print as an alternative to real time captioning or offering a course in Disability Studies in Film, Media, and Literature for one of the Residential Academic Programs. Not only is the staff working with students but also within the University community to build awareness and sensitivity in the areas of accessibility, program access, faculty outreach, and assistive technology. One of those efforts includes the development of an Accessibility Guide and a Faculty/Staff Handbook. The dynamics within DS translated to a very positive budget cycle which included funding for increased staff appointments, equipment needs, and direct support to students. The financial support from the administration, coupled with our ongoing fundraising efforts, enhance opportunities both for students and staff. I am sure my plate will be full again next year. I look forward to those challenges as well as the new and continuing students who will be accessing DS services in the fall.

A Valuable Experience
Chris Bassett, a junior double-majoring in molecular, cellular and developmental biology and biochemistry, shared his experiences working in the Undergraduate Research Assistantship Program (URAP). Chris wanted a "hands-on" learning experience related to his majors. His DS Specialist recommended URAP, a program in which students work in the laboratory, both assisting and learning lab techniques.

Chris is enthusiastic about his experiences in URAP and reports that he has learned many lab techniques including polymerase chain reaction (PCR), DNA preps, staining, dissection, and running gels. He feels that a great deal of what he has learned can be applied to his courses. He has also met many new and interesting people. He states that this lab experience will definitely help him with his career goals since he has gained skills and knowledge, job experience to add to his resume, and has made personal connections which might also be helpful in finding a job.

Although Chris has a learning disability which causes him to process information slowly, he feels that it has had little, if any, impact in the lab situation. He appreciates the real life experience the lab provides and highly recommends it to others. He believes that students involved in URAP perform better in class because they understand the material better, and it becomes more interesting. Since he has been involved with URAP, he feels he has a more ". . . personal connection with the subject. . . " Chris has enjoyed the lab experience so much that he plans to be involved with URAP for a second year; however, he wants to be sure that he also has enough time for his favorite pastime, climbing!

Writing Support for Deaf Students
Last year, Deaf and Hard of Hearing Services (DHHS) developed and implemented a "first year" program for incoming Deaf and hard of hearing students who had identified writing needs. This program was funded with a $5,000 grant from PEPnet and targeted the second language issues prevalent for students who use a visual mode of communication.

This "interactive" writing program involved collaboration with Student Academic Service Center (SASC) programs including SASC Writing Program, English as a Second Language Program (ESL), and the Academic Excellence Student Support Services Program.

One of the components that made this program unique was the involvement of David Wilcox, a bilingual Deaf education major from Boston University. David provided individualized tutorial support to the three students who were enrolled in the course. His tutorial support focused on helping students grasp the grammatical and structural nuances of written English.

For the future, DHHS will be continuing to explore with SASC other instructional formats such as workshops, group sessions, and walk-in writing labs to provide written language support to Deaf and hard of hearing students. DHHS realizes that the involvement of a Deaf instructional assistant is critical to the program's success.

Disability Services is grateful for the PEPnet grant which allowed DHHS to expand and enhance support services to students. Heartfelt thanks go to the Division of Deaf Studies at Pikes Peak Community College for its support through the PEPnet grant. It is the support and enhancement of programs like this that contribute to the CU-Boulder's positive reputation of providing equal access to students with disabilities.

Alternate Format Process Refined
Students who need information in alternate format now have several options. This semester a committee was formed to investigate ways to access materials in alternate format. As a result, a very complete resource list is now available. It includes web resources for locating e-texts that can then be used in conjunction with voice output software which is available in the Assistive Technology Lab (AT lab). Staff will also scan texts for use with the voice output software. DS has also joined the Colorado Text Exchange, a consortium that shares books on tape. Therefore, students now have three ways to access books on tape: Recordings for the Blind and Dyslexic, Colorado Talking Books and the Colorado Text Exchange. If texts cannot be located through one of these resources, the student should speak with a Disability Specialist about additional options.

Second Annual Assistive Technology Conference Planned
Disability Services at CU-Boulder is planning its second annual conference,"Accessing Higher Ground: Assistive Technology in Higher Education." It will be held November 17-19, 1999. Funding for the conferences has been provided by the Parents Association in order to educate faculty, students, staff and the community on the availability and benefits of assistive technology in education, particularly the university setting.

The conference will be held both on the Boulder campus and at the Raintree Inn in Longmont, Colorado. The speakers list is being finalized, but the agenda includes a pre-conference "hands-on" web accessibility workshop as well as a lecture on the same topic for those with less technical knowledge. Attendees will learn how to implement assistive technology in the classroom and in other campus environments. Legal and policy issues, including ADA compliance regarding the provision of accommodations through assistive technology, will also be addressed. The following sessions have been confirmed:

• Hands-on Workshop on Accessible Web Design
  Mike Paciello, Webable
• Making Distance Learning Accessible
  Ron Stewart, Oregon State University
• Usability Testing for Web Access
  Mike Paciello, Webable

Report from the Program Accessibility Committee
DS staff personnel, Terri Bodhaine and Jayne MacArthur, have been members of the Program Accessibility Committee (PAC) for the past academic year. As part of that committee, they participated in an all day retreat last January to reexamine PAC's mission and goals and to review its accomplishments. With a new chair, Philip Simpson of Facilities Management, PAC remains committed to ensuring access to all programs offered at the University of Colorado at Boulder. PAC's mission statement was rewritten to be more reflective of its role on campus. Also, a new action plan was developed which included three goals with specific objectives: provide advice to the administration and the university community; work to ensure access to university programs; create a welcoming climate for individuals with disabilities. The objectives included development and maintenance of a PAC web site; publication of an Accessibility Guide; establishment of a formal complaint process; and provision of an ADA training program for the university community. As Chair, Phil Simpson will also issue an annual report on the state of accessibility on campus. PAC believes the revised goals will be instrumental in moving the campus into the new millennium with services and programs that are equitable and recognize and value the dignity of all people.

Additional PAC accomplishments include those of the DS Unmet Needs Task Force Subcommittee on Accessibility. This subcommittee recently allocated $260,000 to improve campus accessibility. The subcommittee reviewed proposals from across campus for requests such as hand rails, accessible bathrooms, and ramps. Funded proposals were matched by departments for a total of $156,000. The results of this funding will create a more welcoming campus for individuals with disabilities.

Affirmative Action
The University of Colorado at Boulder has a strong institutional commitment to the principles of diversity and takes affirmative action to achieve that end. The university does not discriminate in its educational and employment programs and activities on the basis of race, color, national origin, sex, age, disability, creed, religion, or veteran status.