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OFFICE OF STUDENT DISABILITIES SERVICES 3702 Spruce Street (Stouffer Commons), Ste 300 215-573-9235 (Voice), 215-746-6320 (TDD), 215-746-6326 (Fax) http://www.vpul.upenn.edu/lrc/sds; e-mail: [email protected]

MANUAL FOR RESOURCE ASSISTANTS

TABLE OF CONTENTS

I. Introduction

II. Responsibilities and General Procedures

III. Guidelines for Completing Forms

IV. Job Descriptions (Representative Duties, Qualifications and Guidelines for

Students and Resource Assistants)

Library Research Assistant ------4 Note taker ------5 Reader (including Guidelines for Readers) ------6 American Sign Language Interpreter ------8 Typist/Word Processor (including Guidelines for Typist and Student) ------9

V. Guidelines for Emergency Evacuation

VI. Other Resource Offices and Services

VII. Appendices

A. Provost's Memorandum 6-89, "Guidelines for Addressing Academic Issues of Students with Disabilities” ------13 B. Communicating About People With Disabilities ------17 C. Guidelines For Interpreters ------19 D. Wheelchair Etiquette ------21 E. The Courtesy Rules Of Blindness------23 F. When You Meet A Deaf Person ------24 G. Statement Of Agreement------25 H. Weekly Support Services Time Sheet------27

1 I. INTRODUCTION

The University of Pennsylvania is committed to ensuring that equal educational opportunity is afforded to students with disabilities. The Office of Student Disabilities Services (SDS) coordinates the provision of reasonable accommodations and academic support services for students with disabilities. SDS assists in resolving issues such as access to buildings, orientation to campus, academic scheduling, emergency evacuation procedures, accessible housing, and parking. In addition to logistical concerns, SDS coordinates academic resources, including library research assistants, readers, tutors, note takers and interpreters. Also, SDS arranges for the loan of tape recorders, computers with voice synthesis, and other equipment. Handivan, an accessible vehicle equipped with a wheelchair lift, operated by the Transportation and Parking Office, is available to people with mobility disabilities who need transportation around campus. Questions regarding the accessibility of University programs and activities, should be directed to SDS at 573-9235 (Voice) and 746-6320 (TDD).

II. RESPONSIBILITIES AND GENERAL PROCEDURES

SDS advertises and screens candidates for eligibility, explains the scope of the program and describes the rights and responsibilities of the student and the resource assistant (RA). SDS refers resource assistant candidates to students (who have documented need of auxiliary services) who make the final selection. After an applicant is referred to a student, it is the student's responsibility to schedule a meeting and make a final determination as to whether the applicant is someone with whom the student wishes to work. The student then contacts the Administrative Coordinator of SDS, who meets with the resource assistant for further orientation and training. A "Statement of Agreement" form (see, pages 4-5), must be completed and signed both by the provider and recipient of services and submitted to SDS, before any work is begun. Upon notification of SDS, the Agreement may be terminated by either party.1

After a Statement of Agreement and other necessary documentation is on file, the student and resource assistant may begin work. The student is primarily responsible for (1) making assignments, (2) developing a work schedule, (3) setting reasonable deadlines for completion of work, (4) meeting with the resource assistant on a regular basis and evaluating their performance. 1 Both parties are responsible for keeping appointments. If postponement is necessary, sufficient notice (minimum of 24 hours) must be given by the party requesting the change.

Resource assistants are expected to adhere to deadlines, and produce a high quality work product. The number of hours worked is solely dependent upon the needs of the students and the availability of funding. Resource assistants are responsible for knowing emergency evacuation procedures when working with students who use wheelchairs or who have other mobility disabilities. (See, “Guidelines for Emergency Evacuation” page 11.)

All resource assistants are either independent contractors or student workers2 and are not employees of the University of Pennsylvania. Providing supportive services or serving as a resource assistant does not create an employment relationship.

III. GUIDELINES FOR COMPLETING FORMS

1 SDS sometimes makes the assignments and coordinates schedules and deadlines or assists in the evaluation process. 1 2 Work-study students are governed by the Student Employment Office's policies on payment, record keeping and other related employment guidelines. 2 STATEMENT OF AGREEMENT

The Statement of Agreement is used to assist students and resource assistants with assignments by: identifying the work to be completed; estimating the amount of time the work will take; recording the hourly rate of pay; and outlining the terms of the agreement. The estimate of hours helps SDS project expenditures each semester. It is important to complete the "Statement of Agreement" thoroughly and accurately. The Form requires the signatures of both the student and resource assistant. The Agreement is kept on file in the Office of Student Disabilities Services and copies are available to each party. (Statement of Agreement: Appendix G)

LOG SHEETS

Log Sheets (Logs) are used to record the date, time, and number of hours expended on a resource activity. The resource assistant is responsible for accurately completing the Log. The resource assistant must also obtain the student's signature which acknowledges that the work outlined was completed satisfactorily. Both the provider and student are required to sign the Log before SDS will approve it and process payment. Logs may be turned in by either the student or resource assistant. SDS requests that logs be submitted every two weeks. Logs should be received by Wednesday at 5:00pm since payment requests and Logs are submitted to Accounts Payable each Thursday by 12:00noon. The SDS Business Administrator will process payment within 10 to 15 working days. All payments are made by check and checks may be picked up by the resource assistant at SDS. If, for some reason, a resource assistant needs a check mailed to their home, this request must be made in writing (letter or e-mail) with the appropriate forwarding address listed. It is important that the resource assistant provide an accurate and complete address to which checks should be mailed. All information requested must be provided with each log. Inaccurate, incomplete and unsigned Logs cannot be processed until all necessary information is provided. This will result in a delay in payment of the resource assistant. Please note, if an RA has more than one job the RA will receive only one check per week, which will be delivered to the RA’s first job location. (A sample copy of a completed Log appears in Appendix H)

3 IV. JOB DESCRIPTIONS

LIBRARY RESEARCH ASSISTANT

Representative Duties

At the student’s direction, library assistants help in all phases of library research. The assistant is responsible for collecting and compiling data, researching titles, compiling bibliographies and retrieving and reviewing books and periodicals. (A library orientation tour is highly recommended.) Representative duties include:

-- checking sources and stacks for reference materials

-- copying material

-- taking notes on specified materials

--working with reference librarians

-- using library equipment and resources, such as, FRANKLIN (automated catalog retrieval), fiche readers, databases and all other related systems

-- clarifying with student the assignment(s) and due date(s) and adhering to schedule(s) accessing data bases in student's field or discipline

-- being knowledgeable of and adhering to emergency evacuation procedures, (see, Part V, pg. 13)

Qualifications

Excellent oral and written communication skills. Experience in University Library systems preferred. Knowledge of and familiarity with library equipment such as FRANKLIN (automated research and retrieval system) preferred. Excellent interpersonal and organizational skills. Ability to work under limited supervision or independently. Ability to meet deadlines and work flexible hours.

4 NOTE TAKER

Representative Duties

A note taker assists the student by dictating class notes in accordance with the style recommended by the student. Specific note taking responsibilities include:

-- interfacing with faculty, instructors, and/or teaching assistants

-- arriving at class on time

-- writing or typing notes legibly

-- noting date, time, class name, class location and instructor's name on each set of notes (abbreviate class name and page number on succeeding pages)

-- noting any important directions and changes given to the class regarding assignments, locations of exams, changes in times or dates of classes; additions to or deletions from class schedules, and special lectures

-- emphasizing key points

Qualifications

Excellent written communication, note taking and organizational skills are required. Excellent interpersonal and organization skills needed. Ability to meet deadlines and work flexible hours is required. Experience in note taking preferred. Note takers who are classmates, upper class students, or students majoring in the discipline preferred.

5 READER

Representative Duties

A reader records textbooks, articles and supplemental material on audio tapes or reads material aloud in the presence of the student. Representative duties include:

-- operating a 4 track cassette/recorder or other recording device

-- reading aloud to student or an audio recorder

-- reading texts and describing related materials

-- meeting short term assignment due dates

-- clarifying assignments and due dates with student adhering to the "Guidelines for Reading!' (see, below)

Qualifications

Excellent oral communication and enunciation skills required. Ability to meet deadlines and work flexible hours. Must possess excellent interpersonal and record keeping skills. Experience reading aloud preferred.

Guidelines for Reading

1. Leave 30 to 60 seconds blank at the very beginning of the tape so that at the conclusion of side 2 or track 4, you can return to this space and record the tape's contents, e.g., book title, author, chapter(s) and page numbers covered.

2. Identify book by title, author, publisher, edition and copyright on each new tape; follow with table of contents (only on first tape).

3. On 4 track recorders, announce the chapter [press the index button (2 consecutive beeps)]; announce book sections [press the index button (3 consecutive beeps)]; include page number(s), chapter number(s) and title(s).

4. Call student if you have any questions concerning bibliography, footnotes, diagrams, illustrations and charts. When reading a diagram, illustration or chart, describe it as though reading a caption.

5. Read footnotes in context or at end of work according to student's preference.

6. Some books may include headings and subheadings within chapters. Such headings should be designated as "heading" or "subheading" when they are read.

7. Italicized words, single words and short phrases within quotation marks or parentheses may be indicated by the inflection of your voice. For longer quotations, read as: "quote ... end quote".

6 8. Spell technical names, last names, authors' names, and words that you cannot pronounce.

9. Be attentive to proper pronunciation of terms. Enunciation is more important than speed; speak clearly and accurately; inflection is helpful; pause to reflect the end of sentences, start of new paragraph, and so forth.

10. Label each tape and tape case clearly. Include: title, author, edition, cassette number, side(s), track number(s), and pages.

When recording on 4 track machines, check the following:  microphone is on  tape speed is set on 15/16 ips  speed control is at 0  tape side A records tracks 1 & 3  tape side B records tracks 2 & 4  be sure "record" and "play" buttons are depressed.

Periodically play back tape to guarantee equipment is working and tape is recording.

11. Call student and SDS at least 24 hours before assignment is due if unable to complete assignments on time.

7 AMERICAN SIGN LANGUAGE INTERPRETER

Representative Duties

An American Sign Language (ASL) interpreter translates lectures and discussions using American Sign Language. ASL interpreters must meet specific standards developed by the National Registry for the Deaf. Duties include:

-- interpreting lectures, questions, answers, and conversations using gestures and facial expressions to indicate inflection, tone, emphasis

-- maintaining eye contact with the student and maintaining a position which is clearly visible (avoiding glares and obstructions)

Qualifications

American Sign Language interpreters must be certified by the National Registry for the Deaf and must be familiar with liberal arts, science and/or technology courses; possess excellent spelling skills; and, work flexible hours.

8 TYPIST/WORD PROCESSOR

Representative Duties

A typist/word processor types papers and reports.3 Also, s/he reviews drafts and ascertains any special instructions with the student prior to beginning the assignment. A typist/word processor may be assigned only under extenuating circumstances. Specific duties include:

-- typing text from handwritten material, transcripts, or tapes

-- typing draft or revision

-- producing final text which meets outlined standards

Qualifications

Ability to type a minimum of 55 correct words per minute, excellent spelling and grammatical skills, and attention to detail. Access to a typewriter or word processing equipment. Ability to meet deadlines and work flexible hours.

GUIDELINES ON ASSIGNMENTS

For Typists/Word Processors

1. Consult with student on due dates.

2. Contact student with questions regarding assignment, e.g., spelling, grammar, and punctuation.

3. Identify whether the paper is a draft/revision/final.

4. Number all pages (unless instructed otherwise).

5. Ensure that the format of the paper follows specifications outlined.

6. Return material to student directly or drop-off material to SDS between 9:00 a.m. and 5:00 p.m., Monday through Friday.

For Students Assigned Typists/Word Processors

3 Typists are available on a limited basis. Typists are only provided if it constitutes a reasonable accommodation for a disability.

9 1. Requests for typist/word processor must be submitted with appropriate notice provided to the SDS and the Typist/Word Processor, i.e. two weeks advance notice for papers 10 pages or less; three weeks advance notice for papers 10 to 30 pages; and, one month notice for papers 30 or more pages.

2. Handwritten drafts must be legible. Write on one side of the page only, preferably with dark ball point pen (felt tip pens can smear).

3. Grammar, punctuation and spelling are not the responsibility of the typist/word processor. (If you need assistance in this area, a referral to Office of Learning resources can be made.)

4. Indicate whether the paper is a draft, revision, or final copy.

5. Specify in detail the format (style) for the paper including examples of how footnotes and bibliographic information should be typed; style (e.g., APA, MLA, etc.)

10 V. GUIDELINES FOR EMERGENCY EVACUATION

Both student and resource assistant must be cognizant of emergency evacuation procedures and of the need to work together in the event of an emergency. This includes being aware of the location of the nearest fire tower, and informing the building administrator and/or staff of the immediate area in which you are working.

When working with a student who uses a wheelchair, it is important to:

-- know fire tower locations -- assist student to nearest fire tower -- do not feel compelled to carry student down stairs -- ensure that Penn Police are notified of your location -- understand that campus police or members of Philadelphia's Fire Department will assist student from building.

Building administrators are notified of the time(s) and location(s) of classes of students who use wheelchairs by the Office of Student Disabilities Services. In administration buildings, students are responsible for notifying building administrators of their arrival, location(s) and departure from buildings. In the event of an emergency evacuation, building administrators notify the University of Pennsylvania Police Department (UPPD) of fire tower location(s) of students.

If you are studying in a dormitory room or other campus location with a student with a mobility disability, please notify UPPD at extension 511 if a fire alarm or other emergency warning system is activated before proceeding to the fire tower. Stay with the student unless given instructions to the contrary by the UPPD or other emergency personnel.

Library patrons who use wheelchairs enter Van Pelt Library through Rosengarten Reserve. The student and resource assistant are responsible for informing staff at the Reserve Desk in Rosengarten of their direction and approximate length of stay in the building. In addition, patrons are given a map of the physical lay-out of the library. Library staff are available to answer questions about fire tower locations and provide information as needed.

11 VI. OTHER RESOURCE OFFICES AND SERVICES

SDS works closely with other resource offices on campus to ensure that students, faculty, staff and visitors are afforded equal access to campus facilities and programs. Please contact any of the resource offices listed below or the SDS staff will assist you in identifying the appropriate office(s) to address your issues or concerns.

Tutoring Center, 3820 Locust Walk, 110 Harnwell House, 573-9235. This center provides academic tutoring services to undergraduate students who meet program criteria.

PENNCAP, 3820 Locust Walk, 102 Harnwell House, 898-6440. PENNCAP(Pennsylvania College Achievement Program) works closely with academically talented students, many from low-income or educationally disadvantaged backgrounds, to support their success during their entire four years at Penn, from matriculation to graduation. A professional staff provides coaching, counseling, academic support, cultural enrichment, and assistance in developing meaningful personal and educational goals.

The Counseling and Psychological Services, 133 S. 36th Street, 2nd Floor Mellon Bank Building, 898- 7021, offers a wide range of services including: individual and group counseling and therapy, crisis intervention, structured workshops, psychological testing, medication reviews, and consultation.

Transportation and Parking, Suite 447A, 3401 Walnut, 898-8667; Handivan or Escort Service 898-7433 or 898-RIDE. Handivan, an accessible vehicle equipped with a wheelchair lift and tie-downs, is available to transport members of the campus community with mobility disabilities. The SDS authorizes use of the Handivan. Handivan operates Monday through Friday from 8:00 a.m. until 5:30 p.m. within specified boundaries.

Escort Service is available to transport members of the Penn community within specified boundaries adjacent to the campus. The Escort Service operates daily from 5:00 p.m. until 3:00 a.m.

University of Pennsylvania Police Department (UPPD), 4040 Chestnut St., 511 or 898-7333 (emergency) or 898-7297 (general). The UPPD monitors and maximizes safety and security on campus. The UPPD publishes the Safer Living Guide which includes procedures for handling emergency situations. In the event of a personal, laboratory, fire, bomb threat or other emergency situation, call UPPD at 511 from a campus phone and 898-7333 if you are not at a campus phone.

The Office of Learning Resources, 3702 Spruce Street (Stouffer Commons), Ste 300, 573-9235. The Office of Learning Resources provides individual and group instruction in academic reading, writing, study strategies, and time management.

The University's Writing Center, 414A Bennett Hall, 898-8525. The University's Writing Center, located in Bennett Hall 415, offers interested students an informal atmosphere in which to improve their writing skills. Experienced, well-trained consultants from a variety of disciplines address every aspect of writing with sensitivity to disciplinary conventions and provide tutoring in one-on-one conferences tailored to the student's needs. Consultants help students define a topic and audience, plan a research strategy, critically analyze text, develop a thesis, organize material, and revise their drafts.

Student Health is located on the Lower Level of the Penn Tower Hotel at 34th Street and Civic Center Boulevard, directly across from the Hospital of the University of Pennsylvania. There are two ways to enter Student Health. The main entrance is the ramped walkway/path/route on the Museum side of Penn Tower. An additional entrance is the Motor Lobby of Penn Tower on the Civic Center/Convention Avenue side of the building. Students with disabilities may be assigned to one primary physician who will coordinate medical care throughout students’ matriculation.

VII. APPENDICES 12 APPENDIX A...... Provost's Memorandum 6-89, "Guidelines for Addressing Academic Issues of Students with Disabilities”

OF RECORD

Guidelines for Addressing Academic Issues of Students with Disabilities

Policy Statement The University of Pennsylvania is committed to providing equal educational opportunities to all students, including students with disabilities. Penn does not discriminate against students with disabilities and provides reasonable accommodation to a student's known disability in order to afford that student an equal opportunity to participate in University-sponsored programs.

Reason for Policy Guidance This Policy Guidance, known as the Provost's Memorandum, serves two purposes:

 To provide guidance to faculty and academic support staff so that they may reasonably accommodate students with disabilities without compromising academic standards and requirements.

 To assure students with disabilities that the University will provide access to all University-sponsored programs, benefits and activities through reasonable accommodation and program accessibility as required under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA).

Protection from Discrimination The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 prohibit discrimination against people with disabilities by institutions like Penn that receive or benefit from Federal financial assistance. The ADA further protects from discrimination persons who are associated with an individual disability.

Definitions

Disability--Under the law, a person with a disability is defined as an individual who (1) has a physical or mental impairment that substantially limits one or more major life activities (2) has a history or record of such an impairment, or (3) is regarded as having such an impairment. Examples of recognized disabilities under the law include, but are not limited to, blindness, deafness, paralysis, cystic fibrosis, lupus, mental illness, HIV/AIDS and specific learning disabilities including Attention Deficit Hyperactivity Disorder (ADHD).

Reasonable Accommodation-- a modification or adjustment to an academic program that enables an otherwise qualified individual with a disability full access to participation in University-sponsored programs. These modifications should not alter the fundamental purpose of the course.

Reasonable accommodation is determined on an individual basis and will reflect the functional impairment so that accommodation(s) may vary from class to class depending upon course content and format. Accommodations are intended to be effective and reasonable; they may not be exactly what the student wishes or requests.

13 Appropriate Documentation - a written evaluation or report provided by a clinician in a specific profession or area of expertise who is considered qualified to make the diagnosis. The documentation must be current, comprehensive and may include clinical and social histories from parents, counselors and specialists. A diagnosis must be included. Accommodations must relate to the student's specific functional limitations within the academic setting. The documentation must conform to well-established practices in specific areas/fields.

Responsible University Office

Since January 2002, all students with disabilities are served by the Office of Student Disabilities Services, located in the Learning Resources Center under the Office of the Vice Provost of University Life.

The Office of Student Disabilities Services is available to assist faculty, academic support staff, and students in reaching a joint determination of academic accommodations, where needed.

The Office of Student Disabilities Services (SDS) is located at 3820 Locust Walk, Suite 110 Philadelphia, PA 19104-6134, 215-573-9235 (Voice), 215-746-6320 (TDD), 215-746-6326 (Fax).

For additional information on this Memorandum, contact the above responsible University office.

Accommodation Procedure

The Role of Students All students with disabilities who seek an accommodation at Penn have the responsibility to identify themselves to SDS. Identification may take place at admissions or at any time during the student's course of study.

All students with disabilities have the responsibility to provide documentation at their own expense in order to be considered for accommodations. SDS may request additional documentation from students if the determination of a disability is inconclusive, or if the documentation does not support the accommodations requested.

The request for accommodation and supporting documentation must be provided in a timely manner.

After documentation of disability has been approved and accommodations have been proposed, students must give permission for letters to be sent to all instructors in whose classes accommodations are being requested. Instructors should review the proposed accommodations (see below). After there is agreement on the appropriate accommodation, students are encouraged to introduce themselves to professors directly and to initiate a dialogue about their particular needs.

Role of Faculty and Academic Support Staff Faculty members and academic support staff have a responsibility in ensuring equity in their programs and classrooms. However, the modifications offered should not fundamentally alter the academic requirements essential to a program of study or to licensing prerequisites.

Once faculty members have been notified officially, through presentation of a verification letter from SDS, that a student has a disability and that accommodations are being requested, instructors should review the proposed accommodations. If an accommodation is found to alter fundamentally the academic structure or essential nature of a course the instructor should contact SDS as quickly as possible to request modification of the proposed accommodation, as the presence or absence of an accommodation may affect the students’ ability to take the course.

14 It is also important to recognize that students with disabilities must reach the same performance standards to fulfill degree requirements as their non-disabled peers. Accommodation provides the student with a disability with equity, not unfair advantage.

Faculty and academic support staff are required to consider accommodations only for students who are registered with SDS through presentation of a verification letter from that office. If faculty have not received verification letters, they should instruct students to contact SDS.

Confidentiality All documentation provided by the student resides with the Office of Student Disabilities Services, which will assess the need for accommodations. This information will be kept as confidential as practical while the accommodations are being considered and thereafter.

Having presented appropriate documentation of disability to SDS, the student is not required to present it to individual professors, programs, or schools.

Faculty should refrain from discussing a student's issues regarding disabilities and accommodations for them in front of the class, in the presence of other students, or to faculty or staff not directly involved in the accommodation process.

Examples of Suggested Accommodations The following suggestions represent some, but not all, of the ways faculty and academic support staff may be asked to accommodate students:

1. Providing students with course information such as reading lists, textbooks and syllabi in advance of the start of classes where alternate formats for print material are necessary so that the student can obtain audio recordings of reading material or make textbook enlargements before the start of classes. This gives students with reading disabilities the opportunity to begin their reading early, and the advanced time required for those who rely on recordings.

2. Submitting course information to the Registrar in a timely fashion. If a particular classroom is inaccessible to a student registered for the class, the classroom may have to be modified or the class moved to another location that is accessible. (Inaccessible laboratory areas will be modified, as needed.)

3. Allowing students to record lectures or use assistive listening devices.

4. Allowing Oral or American Sign Language interpreters to attend classes to translate lectures or permitting stenographers to transcribe lectures.

5. Reproducing reading materials, exams, charts and graphs in large print.

6. Allowing students additional time to complete exams.

7. Allowing alternate test formats (e.g. oral exams in lieu of written ones.)

8. Permitting students to take exams in alternate locations.

9. Permitting students to use equipment to take examinations (e.g., closed circuit television that enlarges print, or a word processor).

The appropriateness of any one or more of these or any other accommodations must be determined on an individual basis giving due regard to the available medical documentation and the essential nature and integrity of the academic program or course of study involved.

15 Concerns and Complaints The Office of Affirmative Action and Equal Opportunity Programs is responsible for overseeing the University's implementation of its equal opportunity and nondiscrimination obligations arising under federal, Commonwealth, and local laws. Any concerns or complaints relating to perceived violations of the Provost's Memorandum should be addressed to this office.

To register a concern or file a complaint if there is uncertainty about whether a request is reasonable or if there is disagreement about an accommodation, contact this office.

Educational Resources and Publications There are several helpful educational and resource publications available through the Office of Student Disabilities Services and the Office of Affirmative Action and Equal Opportunity Programs:

1. Office of Affirmative Action Fact Sheet and other printed information describes the network of services, policies and procedures.

2. ADA Compliance Guide published by Thompson, a complete index.

3. Section 504 Compliance Handbook, a complete index.

4. Guidelines for Communicating About People with Disabilities.

This Memorandum is available in alternate format upon request.

- Michael Aiken, Provost

16 APPENDIX B COMMUNICATING ABOUT PEOPLE WITH DISABILITIES*

Each member of the University community, particularly those with publication and other media preparation responsibilities, is in a unique position to shape the public image of people who have traditionally experienced discrimination. The words and images we use can create an insensitive, negative portrayal or a straightforward, positive view.

Too often members of one such group – people with disabilities – are offended by the demeaning terminology used in referring to them. Such terminology can be as offensive to persons with disabilities as racial or ethnic slurs are to members of other groups.

This section provides an outline of concerns and some suggestions concerning such communications.

Portrayal Issues

1. Do not refer at all to a disability unless it is crucial.

2. The terms “handicapped,” “handicap,” or “physically challenged,” are outdated and/or pretentious. The terms “disabled” or “disability” are not.

3. Do not sensationalize a disability by saying “victim of,” “afflicted with,” and so on.

4. Avoid using emotional descriptions. Say “uses a wheelchair” rather than “confined to a wheelchair”; and “walks with crutches” rather than “is crippled.”

5. Avoid categorizing people into groups, as in “transportation for the disabled,” or “assistive listening devices for the deaf.” Instead say “transportation for riders with disabilities,” or “assistive listening devices for theatergoers who are deaf.” (Note especially that the word “disabled” is an adjective, not a noun.)

6. Avoid portraying people with disabilities who succeed as remarkable or superhuman. This implies that it is unusual for people with disabilities to have talents or skills.

7. Avoid using the word “special” in regard to disability, as in “special entrance” or “special transportation.” Instead say “accessible entrance” and “lift-equipped buses.” The word “special” serves only to segregate rather than to integrate people with disabilities.

8. Avoid putting disability issues into a medical context. Words like “patient,” “case,” and “invalid” should not be used. The overwhelming majority of people with disabilities are not sick. Most disability issues concern civil rights, education, accessibility, and so on.

9. Avoid using an over-familiar tone in referring to people with disabilities. A disabled person deserves the same courtesy of address and reference as a nondisabled person. (Disabled people, for example, are often “first-named,” whereas nondisabled people in similar contexts are not.)

CURRENT TERMINOLOGY TERMINOLOGY THAT MAY OFFEND 17 crippled disabled………………………NOT……………… deformed physically challenged

ablebodied nondisabled…………………..NOT………………. normal healthy people with disabilities………NOT………………. the disabled the handicapped disabled people

uses a wheelchair .…………..NOT……………….... confined to a wheelchair wheelchair user …………… NOT ………………… wheelchair bound person with cerebral palsy …. NOT…………...…... cerebral palsy victim person who has polio …………...NOT…..….....….person who suffers from polio has a specific learning…….…..NOT………………. is learning disabled disability has a speech disability………...NOT………….….. is speech impaired people who are blind…….……NOT………………. the blind individual with epilepsy……….NOT……………… an epileptic accessible seating……………...NOT……………… special seating

The above information is drawn from a brochure produced in 1987 (and revised in 2000) at the University of Pennsylvania by the Committee for an Accessible University and the Office of Affirmative Action and Equal Opportunity Programs (215-898-6993 [Voice], 215-898-7803 [TDD]. Update 2002.

18 OFFICE OF STUDENT DISABILITIES SERVICES 3702 Spruce Street (Stouffer Commons), Ste 300 215-573-9235 (Voice), 215-746-6320 (TDD), 215-746-6326 (Fax) http://www.vpul.upenn.edu/lrc/sds; e-mail: [email protected]

APPENDIX C

GUIDELINES FOR INTERPRETERS

In accordance with University policy, the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, Penn provides reasonable accommodations, including academic support (auxiliary) services for students with disabilities. The types of interpreter services available to students who are deaf or severely hard of hearing are: Certified American Sign Language Interpreters (ASL), Oral Interpreters, and/or Computer Aided Real Time Reporters (CART). Interpreters are arranged upon request through various regional interpreter referral services.

Once assigned to work with a student and provided the student’s name, the interpreter must comply with these guidelines:

1. The student will contact the interpreter and provide the name of the course, number of class meetings, class time and location, and standards/expectations s/he has for their interpreter.

2. It is the joint responsibility of the student and the interpreter to arrange an effective communication system. The student and the interpreter are expected to exchange telephone numbers. The easiest and most direct means of contacting one another by phone is use the Relay System. To access the Relay System, TDD users should call 1-800-654-5984; and voice users should call 1-800-654-5988. You will be asked to give the Relay System Operator the number of the person you are calling.

3. The student is responsible for letting his/her interpreter know in advance if: s/he is unable to attend class; class is canceled; class time or location is changed; or, any other applicable changes. The student must also inform interpreters of the examination schedule, meetings with his/her instructor, or any other times when interpreting services are requested.

4. The interpreter must be present for all classes and scheduled assignments. If you are unable to attend class, notify the student and SDS at least two days in advance. In the event of an emergency for which you cannot give two days notice, it is imperative that you contact the student and SDS as soon as possible.

5. The interpreter and student must maintain accurate records of the time spent interpreting and report them on the appropriate time reporting form to the SDS (when applicable). The interpreter should notify SDS immediately if the student does not attend class.

6. The interpreter should avoid attire and/or accessories which distract the student, e.g., bright colors or intricate and detailed patterns and designs or large earrings.

7. The interpreters should familiarize himself/herself with the terminology used in the class.

8. The interpreter must adhere to the confidentiality statement provided by the SDS. The student is entitled to have their confidentiality respected and failure to comply with this policy may result in immediate termination.

9. The interpreter should repeat the spoken word, convey the content of the speaker and refrain from interjecting opinions or editorializing. 19 10. The interpreter should sit facing the student with his/her back to the instructor. Avoid sitting or standing in poor lighting or neat windows to avoid being obstructed by glares.

11. If requested by the student, raise your hand or tactfully ask the instructor to clarify a point or answer a question.

12. The interpreter should solicit feedback from the student on his/her performance. Please notify SDS if any problems and/or concerns arise during the assignment.

20 APPENDIX D WHEELCHAIR ETIQUETTE*

Meeting someone in a wheelchair should not be an awkward situation, but many are unsure how to act. This can create some embarrassing moments. Here are some suggestions on wheelchair etiquette.1

1. ASK PERMISSION

Always ask the wheelchair user if he or she would like assistance before you help. It may be necessary for the person to give you some instructions.

2. BE RESPECTFUL

A person's wheelchair is part of his or her body space and should be treated with respect. Don't hang or lean on it unless you have the person's permission.

3. SPEAK DIRECTLY

Be careful not to exclude the wheelchair user from conversations. Speak directly to the person and if the conversation lasts more than a few minutes, sit down or kneel to get yourself on the same plane as the wheelchair. Also, don't be tempted to pat a person in a wheelchair on the head as it is a degrading gesture.

4. GIVE CLEAR DIRECTIONS

When giving directions to a person in a wheelchair, be sure to include distance, weather conditions, and physical obstacles which may hinder a wheelchair user's travel.

5. ACT NATURAL

It is okay to use expressions like "running along" when speaking to a person in a wheelchair. It is likely the wheelchair user expresses things the same way.

6. WHEELCHAIR USE DOESN'T MEAN CONFINEMENT

Be aware that persons who use wheelchairs are not confined to them. When a person transfers out of the wheelchair to a chair do not move the wheelchair out of reaching distance.

7. CHILDREN ARE O.K.

Most wheelchair users are not offended by questions children ask them about their disabilities or wheelchairs. Children have a natural curiosity that needs to be satisfied so they do not develop fearful or misleading attitudes.

8. SOME WHEELCHAIR USERS CAN WALK

Be aware of a wheelchair user's capabilities. Some users can walk with aid, such as braces, walkers or crutches, and use wheelchairs some of the time to conserve energy and move about quickly.

9. WHEELCHAIR USERS AREN'T SICK

Don't classify persons who use wheelchairs as sick. Although wheelchairs are often associated with hospitals, they are used for a variety of non-contagious disabilities.

21 10. RELATIONSHIPS ARE IMPORTANT

Remember that persons in wheelchairs can enjoy fulfilling relationships which may develop into marriage and family. They have physical needs like everyone else.

11. WHEELCHAIR USE PROVIDES FREEDOM

Don't assume that using a wheelchair is in itself a tragedy. It is a means of freedom which allows the user to move about independently. Structural barriers in public places create some inconveniences; however, more and more public areas are becoming wheelchair accessible.

"What Do I Do When I Meet a Person in a Wheelchair: A Guide to Wheelchair Etiquette," Schoit Medical Center, Waterloo, Iowa.1

22 APPENDIX E THE COURTESY RULES OF BLINDNESS

When you meet me don't be ill at ease. It will help both of us if you remember these simple points of courtesy:

1. I'm an ordinary person, just blind. You don't need to raise your voice or address me as if I were a child. Don't ask my spouse if I want ---"Cream in the coffee?"--- ask me.

2. I may use a long white cane or dog guide to walk independently; or I may ask to take your arm. Let me decide, and please don't grab my arm; let me take yours. I'll keep a half-step behind to anticipate curbs and steps.

3. I want to know who's in the room with me. Speak when you enter. Introduce me to the others. Include children, and tell me if there's a cat or dog.

4. The door to a room or cabinet or to a car left partially open is a hazard to me.

5. At dinner I will not have trouble with ordinary table skills.

6. Don't avoid words like "see". I use them, too. I'm always glad to see you.

7. I don't want pity. But don't talk about the "wonderful compensations" of blindness. My sense of smell, touch, or hearing did not improve when I became blind. I rely on them more and, therefore, may get more information through those senses than you do --- that's all.

8. If I'm your houseguest, show me the bathroom, closet, dresser, window --- the light switch, too. I like to know whether the lights are on.

9. I'll discuss blindness with you if you're curious, but it's an old story to me. I have as many other interests as you do.

10. Don't think of me as just a blind person, I'm just a person who happens to be blind.

In all 50 states, the law requires drivers to yield the right of way when they see my extended white cane. Only the blind may carry white canes. You see more blind persons today walking alone. Not because there are more of us, but because we have learned to make our own way.

Reprinted with permission from the National Federation of the Blind, 1800 Johnson Street, Baltimore, Maryland 21230.

APPENDIX F

 23 WHEN YOU MEET A DEAF PERSON*

1. Speak clearly and distinctly, but do not exaggerate. Use normal speed unless asked to slow down.

2. Provide a clear view of your mouth. Waving your hands or holding something in front of your lips, thus hiding them, makes lip reading impossible.

3. Use a normal tone unless you are asked to raise your voice. Shouting will be of no help.

4. Speak directly to the person, instead of from the side or back of the person.

5. Speak expressively. Because deaf persons cannot hear subtle changes in tone which may indicate sarcasm or seriousness, many will rely on your facial expressions, gestures and body movement to understand you.

6. If you are having trouble understanding a deaf person’s speech, feel free to ask him to repeat. If that doesn’t work, then use paper and pencil. Communicating is your goal. The method doesn’t matter.

7. If you know any sign language, try using it. If the deaf person you are communicating with finds it a problem, the person will let you know. Usually your attempts will be appreciated and supported.

8. If a deaf person is with an interpreter, speak directly to the deaf person – not to the interpreter.

9. When talking with a deaf person, try not to stand in front of a light source, e.g., a window. The deaf person would find it hard to see your face, which would be silhouetted in the light.

*Beyond the Sound Barrier, Regional Rehabilitation Research Institute on Attitudinal, Legal and Leisure Barriers, Washington, D.C.

24 Office of Student Disabilities Services 3702 Spruce Street (Stouffer Commons), Ste 300 215-573-9235 (Voice), 215-746-6320 (TDD), 215-746-6326 (Fax) http://www.vpul.upenn.edu/lrc/sds e-mail: [email protected]

STATEMENT OF AGREEMENT

A resource assistant plays an important role in the academic success of a student with a disability. This agreement is to be signed by the resource assistant and student/recipient and placed on file with the Office of Student Disabilities Services (SDS). This form is designed to obtain information and to set forth guidelines for both resource assistant and student. It is the mutual responsibility of both parties to make the appropriate adjustments so that each person benefits from these arrangements.

RESOURCE ASSISTANT

Name LOCAL Address

Social Security Number LOCAL Telephone Number E-mail Address

School and Class

PERMANENT Telephone Number PERMANENT Address

STUDENT

Name LOCAL Address

Social Security Number LOCAL Telephone Number E-mail Address

School and Class

PERMANENT Telephone Number PERMANENT Address

AGREEMENT

25 The resource assistant will provide _____ hours per week for _____ weeks during the (circle one) Spring/Fall/Summer Session 20___ in the following courses:

This agreement may not be modified during the semester without consulting the SDS. Additional hours must be approved by SDS. Both parties should follow this schedule to the best of their ability, barring unforseen circumstances. The resource assistant and student will maintain a weekly schedule as follows: Subject Days Time

The resource assistant may consult with the student’s professor(s) who are listed below if the need arises and only with the consent of the student:

The student will evaluate the resource assistant for punctuality, reliability, quality of services, and will advise the SDS in the event of unsatisfactory services.

If the resource assistant is a notetaker, class attendance is required of the student (Notetaking services is NOT a surrogate service). If the student will not be able to attend class, the student must notify the notetaker immediately stating he/she will not be in class. Notetaking is not required of the resource assistant if the student is not in class.

The resource assistant must notify the student ASAP if he/she will not be able to attend a class. In that event, the student should notify SDS and SDS will attempt to get a replacement notetaker. Comments and/or suggestions from the students and resource assistants are appreciated.

The payment for the sessions provided herein is ______per hour for _____hours for _____weeks. The total amount permitted for this semester is ______.

Resource Assistant Log Sheets must be properly filled out, signed by both the student and resource assistant, and submitted to SDS weekly by 5:00pm Wednesday.

The Resource Assistant understands that the service he/she provides involves confidential disability information. Any and all information regarding the service he/she provides as it pertains to the student serviced, his/her identity and his/her disability must be held in the strictest of confidence. Breach of confidentiality will result in immediate termination and possible further action by the Office of Student Disabilities Services.

I have read the above and agree to the conditions specified. Furthermore, I understand that this agreement may be terminated if either the resource assistant or student is dissatisfied and either party so notifies SDS in writing.

Resource Assistant Signature Student Signature

Date Date 8/04

26 Office of Student Disabilities Services 3702 Spruce Street (Stouffer Commons), Ste 300 215-573-9235 (Voice), 215-746-6320 (TDD), 215-746-6326 (Fax) http://www.vpul.upenn.edu/lrc/sds; e-mail: [email protected]

WEEKLY SUPPORT SERVICES TIME

Resource Assistant Student

Name Social Security # Name PENN ID #

Address Address

Phone Number E-mail Address Phone Number E-mail Address

DATE FROM TO TOTAL COURSE NAME Book/TITLE (if applicable) # PAGES (Read/Notes HOURS & NUMBER Taken/transcribed) OTHER SERVICES

TOTAL HOURS ______AT $______PER HOUR TOTAL $______FROM _____TO______

COMMENTS/REMARKS

INTERNATIONAL STUDENT (Resource Assistant Only): YES______NO ______

I certify that the above information is correct and acknowledge that fraudulent claims are subject to non-payment and possible prosecution.

Resource Assistant's Signature: Date

Student's Signature: Date

Approved By: Date Rev: 8/04

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