services to students with disabilities · web viewservices to students with disabilities (sswd)...

6000 J Street Sacramento, CA 95819Lassen Hall 1008

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Services to Students with Disabilities

Table of Contents

Executive Summary 2

Mission Statement 3

Goals and Objectives 3

Services and Accommodations 3

Program Contacts 5

Population of SSWD Students 6

Program Outcomes 7

Appendix A 12

Appendix B 13

Appendix C 15

PAGE 1SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORTLAST UPDATED: 11/15/17

Executive Summary

Services to Students with Disabilities (SSWD) offers a wide range of support services and accommodations for students in order to ensure students with disabilities have equal access and opportunity to pursue their educational goals. Working collaboratively with students, faculty, staff and administrators, SSWD provides consultation and serves as the information resource on disability related issues to the campus community.

During spring 2017, SSWD participated in the Chancellor’s Office 2017 Evaluation of CSU Disability Offices. Administrators, faculty, and students were asked to complete the surveys in order to help the office learn more about the needs and concerns of university students with disabilities. Nine administrators, 68 faculty member, and 44 SSWD students responded to the survey.

Seventy-eight percent of administrators rated the consultation, collaboration, and support in their unit as excellent-good while 85% of faculty members rated the overall effectiveness of SSWD services as excellent-good. Moreover, SSWD students rated the overall quality of services as excellent-good.

In addition, the Recreation, Park, and Tourism Administration (RPTA) developed a needs assessment in recreation programs for students with disabilities. RPTA conducted an All-In-Recreation (AIR) SSWD survey during the spring semester. Thirty-three students completed the survey and 58% of them utilized any of the WELL’s recreational facilities or program.


Mission Statement

Essential to the larger mission of the University, Services to Students with Disabilities (SSWD) is designed to support the academic success of students with disabilities and to provide leadership to the University community to ensure equal access to University programs and resources. SSWD provides a comprehensive range of academic support services and fosters an accessible physical and technological environment to facilitate retention and graduation.

Goals and Objectives

1. University Access: Ensure that students with disabilities have comparable access to the University by addressing physical, attitudinal, technological, and communication barriers. Collaborate with the University to ensure compliance with all federal and state disability access and civil rights regulations, including Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA).

2. Disability Management: Support and empower students with disabilities toward competency and success to gain the independence and advocacy skills necessary for them to fully participate in an inclusive campus and attain their educational goals.

3. Education and Outreach: Enhance understanding of various student barriers, provide consultation and serve as a resource on disability access, and foster dialogue between students with disabilities and the University community, including faculty, staff, and students.

4. Coordination and Development: Coordinate and deliver available campus academic support resources to promote equal access and ensure achievement of students’ potential. Interact with other off-campus resources to ensure maximum effectiveness and maintenance of available programs.

5. TRIO Student Support Services Program (SSSP): Offer TRIO SSSP to provide students with additional academic support services and supplemental and developmental instruction in English Writing and other basic skills for the retention and graduation of students with disabilities.

Services and Accommodations

Academic accommodations and services are determined based on individual documented needs of each student with the intention of promoting maximum student independence on campus and are based on individual documented needs. Services may include, but are not limited to, the following:

1. Arrangements for specialized educational materials2. Assistance regarding the admissions process3. Academic advising/course selection assistance referrals4. Adaptive Equipment5. Architectural barrier identification and removal6. Campus/new student supplementary transition assistance


7. Campus-wide tutoring information referral8. Career development and guidance referrals9. Consultation with faculty for students with special academic needs10. Counseling: academic, personal, vocational11. Curriculum modification12. Disability management advising/counseling13. Free Application for Federal Student Aid (FAFSA) referrals14. Financial/economic literacy information referrals15. Financial aid advising/scholarship information referrals16. General information and referral for community services17. Graduate and professional program assistance and information referrals18. High Tech Center, adaptive computer training19. Housing assistance and information20. Informational referral21. Legislative updates22. Library assistance23. Notetaker services24. Registration assistance, including limited priority registration25. Assistance in meeting quantitative reasoning and foreign language requirements26. English writing instruction27. Testing accommodation facilitations, including adapting test, proctoring, extended

time, computer testing, etc.28. Limited academic and study skills tutoring services

Hearing and Speech

1. Assistive Listening Devices2. Notetaker services3. Real-time captioning4. Sign Language/Oral Interpreters5. Telephone services for deaf (TDD and Relay)

Mobility

1. Accessibility Assistance2. Attendant referral3. Classroom rescheduling4. Notetaker services5. Transportation services: limited on-campus golf cart shuttle

Visual

1. Braille transcription materials2. Large print and screen reader computer software3. Reader/notetaker services4. Alternative format book order referral


5. Transcription services that provide braille and large print materials not available elsewhere

6. Training in use of adaptive computer equipment

Learning

1. Educational prescriptive service and limited post assessment of learning disability and abilities

2. Learning and compensatory strategies training3. Notetaker/reader services4. Alternate format book order referral5. Limited academic tutorial services6. Training in use of adaptive computer equipment

Program Contacts

Judy Dean, M.S. – Director of SSWD, [email protected]


mailto:[email protected]

Population of SSWD Students

In academic year 2016-2017, Services to Students with Disabilities at Sacramento State served 1,000 unduplicated students. In fall 2016, 803 students with disabilities were served based on census date enrollment data (ERSS). Majority of SSWD students had Attention Deficit/Hyperactive Disorder at 18%, followed by Psychological/Psychiatric Disabilities at 17%. Figure 1 shows the breakdown by disability categories.

Figure 1

Attention Deficit/Hyperac-

tive; 18%Acquired Brain In-

jury; 1%

Communication Disability; 1%

Deaf/Hard of Hear-ing; 4%

Learning Disabil-ity; 15%

Mobility Limitation; 12%

Other Functional Limitations; 21%

Psychological/Psychiatric; 17%

Autism Spectrum Disorder; 4%

Temporary Disabilities; 2%Visual Limitation; 4%

Fall 2016 Census/ERSS Disabilities (N=803)

Source: F16 ERSS File extracted on 1/1/16


Program Outcomes

This academic year, the Vice President of the Division of Student Affairs decided to align department goals with the university’s goals, Student Affairs Divisional Goals, and Baccalaureate Learning Outcomes. The structure of this section will include the goals, the strategies to achieve those goals, and the outcomes.

Program Goal 1: Faculty, staff, and students will evaluate the disability services.

University Strategic Goal: Engage students in a comprehensive university experienceStudent Affairs Divisional Goal: N/ABaccalaureate Learning Goal: N/A

Standard of Achievement: Collect baseline data on the results of the 2017 Evaluation of CSU Disability Offices: CSU Sacramento

During spring 2017, the Chancellor’s Office conducted system-wide surveys to administrators, faculty, and students. The surveys will be used to help the office learn more about the needs and concerns of university students with disabilities, as well as improve services.

Administrator SurveyThe Administrator Survey was sent to different directors/administrators across the campus, including facilities, parking, multiple Student Affairs programs, risk management, IRT, HR, and Housing. Nine surveys were completed. Table 1 shows that 78% of respondents rated good/excellent in consulting/collaborating/supporting their unit, and serving students with disabilities.

Table 1. Administrator SurveyExcellent Good Adequat

eFair Poor

Overall, how well does the Services to Student with Disabilities office consult, collaborate and support your unit in its interactions with students with disabilities?

56% 22% 11% 0% 11%

Overall, how well does the Services to Students with Disabilities office serve students with disabilities?

44% 33% 11% 0% 11%

Faculty SurveyThe Faculty Survey was sent to faculty members from different colleges. Sixty-eight respondents completed the survey. Majority of them were from the College of Education (23%) and College of Social Sciences & Interdisciplinary Studies (23%), followed by College


of Health and Human Services (19%). The average number of years taught was 12.73, ranging from 1-30 years. Forty-nine percent of them had extensive experience teaching students with disabilities.

Figures 1. How effective you have found the following services from SSWD office?

0%20%40%60%80%

100% 90% 89% 82%62%

Agree/Strongly Agree on Effectiveness of Services

Note: N/A responses were excluded in the percentage

Table 2Level of Need Level of

Satisfaction% of faculty who

responded important/extremely

important

% of faculty who responded

satisfied/extremely satisfied

Consultation on individual student issues 96% (46 out of 48) 78% (31 out of 40)Early identification of the student in my courses who will use accommodations

100% (59 out of 59) 79% (42 out of 53)

The opportunity to provide feedback on recommended accommodations for students in my class(es)

87% (39 out of 45) 53% (17 out of 32)

Assistance in helping students to receive note taking services

98% (48 out of 49) 64% (25 out of 39)

Assistance administering exams with accommodations

100% (55 out of 55) 80% (39 out of 49)

Information on ways to teach students with disabilities effectively and design my course to be more accessible

94% (51 out of 54) 50% (19 out of 38)



Figure 2. Faculty Perceptions of Having Students with Disabilities

SWD require little extra time/energy

Feel confident in ability to teach SWD

Have access to resources needed to provide effective accommodations

Believe that accommodations help provide an equitable experience for SWD

Believe that SWD enrich the classroom with diversity of experience

0% 20% 40% 60% 80% 100%

64%

89%

70%

95%

92%

Agree/Somewhat agree on Perceptions of SWD (N=66)


Student SurveyForty-four SSWD students completed the survey. Sixty-one percent of them were females (61%), senior in status (50%), and Caucasian (46%). Majority of these students (52%) visited the SSWD office once or twice each academic term, and often at 39%. Eighteen students (41%) had learning disability (LD), followed by 21% (n=9) of them with mobility impairment.

Figure 3

Excellent Good Fair Poor0%

20%

40%

60%

80%

100%

54%

26%

14%7%

Overall Quality of Services (N=43)

Note: N/A and Don’t Know responses were excluded in the percentage


Data shows that 79% of SSWD students rated the overall quality of services with SSWD office as excellent-good. See Appendix B for more details.

Program Goal 2: Recreation, Parks, and Tourism Administration (RPTA) will develop a needs assessment in recreation programs for students with disabilities.

University Strategic Goal: Engage students in a comprehensive university experienceStudent Affairs Divisional Goal: N/ABaccalaureate Learning Goal: N/A

Standard of Achievement: Collect baseline data on the results of the All-In-Recreation (AIR) SSWD Survey

All-In-Recreation or AIR is an opportunity for ALL students to get involved and to get active together. Inclusion is a philosophy that The WELL embraces; Inclusion is going beyond having an accessible facility by actively supporting the participation of people with and without disabilities.

The AIR program provides the opportunity for students of all abilities to participate in adaptive sports and recreational programs, and works to provide accommodations for students with disabilities to engage in other services offered by The WELL. Activities include adaptive climbing, beep kickball/softball, goalball, wheelchair basketball, wheelchair foursquare, and wheelchair volleyball.

During spring 2017, thirty-three SSWD respondents participated in the AIR SSWD survey. Forty-five percent of them were males between the ages of 20-22 (27%). Majority were college seniors (39%) living longer than 15 minutes outside of the campus (58%). Twenty-two percent of respondents had learning disability, followed by other functional limitations at 17%.

Figure 4 shows the utilization of the WELL’s recreational facilities or programs during the academic year. See Appendix C for complete results of the survey.


Figure 4

Yes; 58%

No; 42%

Do you currently utilize any of the WELL's recreational facilities or programs? (N=33)

Source: Campus Labs extracted on 8/23/17


Appendix A

Program Goals What will be the standard of

performance?

Program Outcomes

1. Faculty, staff, and students will evaluate the disability services.

Collect baseline data on the results of the 2017 Evaluation of CSU Disability Offices: CSU Sacramento

78% of administrators rated the services SSWD students received as excellent-good.

85% of faculty members rated the overall effectiveness of SSWD services as excellent-good.

79% of SSWD students rated the overall quality of services as excellent-good.

2. Recreation, Parks, and Tourism Administration (RPTA) will develop a needs assessment in recreation programs for students with disabilities.

Collect baseline data on the results of the All-In-Recreation (AIR) SSWD Survey

58% of SSWD respondents (N=33) utilized any of the WELL’s recreational facilities or programs.


Appendix B

2017 Evaluation of CSU Disability Offices: CSU Sacramento – Student Survey (N=44)

I. Interactions with Services to Students with Disabilities Office

% of students who responded

excellent-goodProcess for establishing services: ease of registering with the office and providing required documentation

79%

Process for determining reasonable accommodations 75%Staff availability 84%Staff interactions and respect for students 84%Staff knowledge and skills 79%Appropriateness of referrals 83%Communication of important information: email, telephone, etc. 77%Helpfulness of office website 62%Helpfulness of staff’s communication and consultation with faculty 75%Availability of support/peer group 63%Availability of support in developing academic skills 59%Availability of assistive technology training 77%Appeal process 78%Overall Quality of Services 79%


II. Availability and Overall Quality of Academic Accommodations


excellent-goodAvailability of test accommodations 74%Quality of test accommodations 71%Availability of note-taking accommodations 83%Quality of note-taking accommodations 76%Availability of Sign Language Interpreting 89%Quality of Sign Language Interpreting 89%Availability of alternate format services 76%Timeliness of receiving print materials in alternative format 71%Quality of alternative media: electronic text, audio-books or Braille materials

82%

Availability of library or lab assistance for disability-related services 80%Quality of library or lab assistance for disability-related services 75%



SERVICES TO STUDENTS WITH DISABILITIES AY 16-17 ANNUAL REPORTLAST UPDATED: 11/15/17

III. Academic Experience at Sacramento State

% of students who responded almost always

true-somewhat trueMy instructors include a statement about disability and accommodations on the course syllabus

98%

My instructors are interested in talking with me about course requirements and accommodations

93%

My instructors understand the processes of the disability services office and its role in coordinating my accommodations

88%

My instructors are supportive of me as a student with disability; I feel welcomed and valued in my classes

88%

My academic advisor(s) have been helpful in planning my courses and academic programs, taking into account disability-related needs

83%


IV. Accessibility of Services/Inclusiveness With Other Campus Offices


excellent-goodAdmission Office 89%Registrar’s Office and class registration system 91%Library 84%Residential Life: on-campus housing 76%Financial Aid Office 92%Career Services: planning and placement 71%Campus Health Services: medical 89%Campus Health Services: counseling and psychological support 88%Office that provides tutoring and academic support services 71%Office that oversees parking and transportation 67%Office that provides co-curricular opportunities (clubs, Greek system, etc.)

63%

Athletic and recreation programs/availability of fitness/recreation opportunities

74%



Appendix C

AIR SSWD Survey (N=33)

Do you currently utilize any of the WELL’s recreational facilities or programs? 57% Yes 42% No

Since you answer no (n=14), please choose from the following (may select more than one): 14% Perceived lack of access 7% I am self-conscious 29% I feel I need to focus on academics more than other students 64% Other

If you answered yes (n=19), how often do you participate in the following on-campus activities, programs, and/or services?

>=5 times a week

3-4x a week

1-2x a week

1-2x a month

1-2x a semester

Never

The WELL’s Group fitness/personal training programs/classes

0% 5% 11% 5% 11% 68%

The WELL’s weight room, cardio suite, indoor track. Or exercise equipment

11% 21% 37% 11% 5% 16%

The WELL’s informal recreation opportunities (climbing, drop-in basketball/volleyball/badminton

0% 0% 16% 5% 16% 63%

The campus pool 0% 5% 0% 0% 11% 84%The WELL’s Intramural programs

0% 0% 11% 0% 5% 84%

The WELL’s AIR programs (Paralympic/adaptive sports)

5% 0% 0% 0% 11% 84%

What time of the day are you most likely to utilize the WELL? 16% 6am-8am 6% 8am-11am 22% 11am-2pm 16% 2pm-5pm 19% 5pm-8pm 22% 8pm-12am


Please indicate your level of agreement with the following statement (N=32):

Strongly Agree

Somewhat Agree

Neutral Somewhat Disagree

Strongly Disagree

Recreational sports, activities, and programs are important to my quality of life at this University.

38% 31% 22% 3% 6%

I enjoy individual recreational activities.

44% 28% 25% 0% 3%

I enjoy small group/class recreational activities (2-6 participants).

25% 25% 41% 9% 0%

I enjoy large group/class recreational activities (6 or more participants).

13% 22% 47% 13% 6%

I enjoy individual recreational activities.

56% 31% 13% 0% 0%

How do you typically hear about the program/services offered at the WELL? (check all that apply)

19% WELL Promotional Table 16% Friend 61% Flyer on Campus 6% WELL Instagram/Facebook/Twitter page 19% WELL website/newsletter 35% Email from the WELL 19% Services from Students with Disabilities 29% Other


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