Handbook for Students Who are Deaf or Hard of Hearing

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Thank you for choosing the University of Arkansas at Little Rock. Disability Resource Center (DRC) is here to work collaboratively with you so you will have equal access to all UALR services, classes, and events. The DRC will assist you in determining how UALR can best help you meet your accommodation needs in these areas. DRC is the primary office on campus with staff who have specialized knowledge and experience in disability issues. DRC also is the central location for maintaining documentation about your hearing loss through written records and staff contact.

This handbook will introduce you to services offered for students who are deaf or hard of hearing. An outline of services available and strategies for accessing those services are provided. The DRC staff are available to answer any questions you might have or to clarify topics in this handbook for you.

Thank you again for choosing UALR!

Sincerely,

Sharon Downs
Director

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DRC Application Interview

The application interview is the first step in receiving support services at UALR. You do not have to identify your disability in the admission process. However, if you think you will need support services in your classes or other UALR related activities, DRC will help you determine what services are appropriate and explain how these services will be provided.

Before receiving any DRC services, you must make an appointment and visit with a DRC staff member. During this meeting, you will complete an application form with the staff member and discuss your needs.

Documentation of a disability is the basis for providing accommodations. For students who are deaf or hard of hearing, the needed documentation is an audiological evaluation from a licensed audiologist that includes a diagnosis and information as to how the disability impacts you in the academic environment. Documentation must be provided before you can receive accommodations. This information is confidential.

In most cases, it is determined whether or not you qualify for services during the application interview. The staff person will then provide information as to how to inform your instructors of any specific adaptations or devices you require for your studies. Later, once classes begin, you may find that you require other specific services or may not need what you already have. Please discuss these changes with a DRC staff person so we can get the information on record and can respond appropriately if a professor calls us.

Since DRC has a separate computerized student information system based on the information you provided during the application interview, it is critical that you let us know when you change your address, phone number, or email address. You also must contact the Admissions and Records office about these changes.

Note: Additional general information about obtaining services, eligibility under the law, the intake process, advising and registration procedures can be found in the DRC Student Handbook Supplement.

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Services

Services provided to students who are deaf or hard of hearing are determined on an individual basis. The following is a list of services most commonly used:

Sign Language Interpreters
Oral Transliterators
Tutors
Notetaking Assistance
TypeWell Transcription Services
Personal Assistive Listening Devices
Campus TTYs
Closed Captioning Televisions in Donaghey Student Center, Student Lounge, and Residence Hall
Extended Testing Administration (as needed)
Specialized Courses
Orientation to College
Advocacy and Support

Additional services may be provided for students with secondary disabilities, such as blindness or a learning disability. A student who is hard of hearing and has a learning disability may tape-record classes and/or use books on tape in addition to using an assistive listening device. A student who is deaf-blind may need books and written materials in Braille or large print in addition to using a tactile or restrictive vision interpreter.

Priority Registration

Students are encouraged to take advantage of priority registration offered through DRC. This will allow students first choice of classes. For those students who require sign or oral interpreters or transcribers, this is VERY IMPORTANT. Registering for classes as early as possible will allow the Interpreter/Transcriber Coordinator the opportunity to find the best possible interpreter/transcriber for your class. Students who add or drop a class must notify the Interpreter/Transcriber Coordinator immediately so that services may be arranged.

To ensure that the best quality of services is provided, we must know your schedule as soon as possible. Therefore, we request that all students submit a copy of their schedule to the Interpreter/Transcriber Coordinator at least 10 working days prior to the start of the semester. Students who do so will be given priority when scheduling services.
Greater consideration will be given the earlier your schedule is received, in the event of a shortage of interpreters or transcribers.

Faculty Memo

DRC can provide letters for you to take to your professors explaining the support services you will need in class. You must request these letters from DRC, pick them up in the DRC office at the beginning of each semester, and take the letters to your instructors on the first day of classes. The letters will state which classroom and testing services you need (for example: interpreters, help finding notetakers, assistive listening devices).

Notetaker Services

During the intake interview, the need for notetaking services will be determined. Notetaker flyers are available in the DRC office for you to bring to your class the first week of school. You may ask the instructor to announce in class that a notetaker is needed and hand out the flyer or you may choose to make the announcement yourself. If there are multiple students in one class needing a notetaker, you need to choose one person to take notes for everyone.

After you meet with your notetaker, instruct him/her call the Associate Director so we know you have a notetaker for the class, we can collect any needed information, and we can discuss notetaking techniques with your notetaker.

On occasion, finding a notetaker from your class may not be possible. If this occurs, DRC will attempt to find a notetaker to come in to your class to take notes. Usually this is not necessary. However, it is your responsibility to let us know that you are having difficulty finding a notetaker. You should first talk with your instructor before coming to the DRC office.

If you are having problems with your notetaker, discuss the problem directly with him or her. Do not discuss them with your friends or with other notetakers. If the problem cannot be solved, contact a DRC staff person, who will either speak to the notetaker or set up a meeting with you both.

The notetaker is not responsible for giving you notes when you are not in class. If you miss a class, it is your responsibility to get a copy of the notes from someone else in class. The notetaker will be responsible for letting you know if she/he will be unable to attend a class. If your notetaker does not come to class, it is your responsibility to ask someone in your class to volunteer to take notes for that day. You may also ask for assistance from your instructor.

Copies of notes can be handled in several ways. DRC provides carbonless paper to notetakers so that notes can be given to you at the conclusion of class. If the class has multiple students using a notetaker, our copy machine may be used to copy notes. You and the notetaker are responsible for making an agreement about how notes will be copied.

A file box is located in the DRC office with a hanging file for each of the deaf and hard of hearing students using notetakers. Copies of notes or other messages may be left in these files. Please check your file at least twice a week for any messages you may have received. Anything left in the file more than two weeks may be discarded.

Assistive Listening Devices

A limited number of personal assistive listening devices (ALDs) are available for loan to students for use in the classroom or other UALR related activities. ALDs may be loaned out for the entire semester or on a daily basis (depending on the demand).

ALDs may be checked out for academic advisement meetings, professor-student meetings, etc. If you think you would like to use an ALD for your classes, contact the Associate Director in the DRC office for an appointment. Referral may be made to the Assistive Listening Device Center located at the Speech and Hearing Clinic on campus for students wanting a hands-on demonstration of various ALD systems.

An amplification system designed for small meetings is also available on campus. Room amplification systems are available in the Stella Boyle Smith Auditorium, the Theatre, and the Donaghey Student Center Rooms A, B, and C. If you would like to access these systems at any time during the semester, contact the DRC office at least two weeks prior to the time you will need the system (or as soon as you are aware of the need).

Interpreter Services *

* All policies relating to interpreting services also apply to TypeWell^¨ services.

During the initial application interview, the need of sign or oral interpreting services will be discussed. If needed, an interpreter will be assigned to each of your classes. On occasion, DRC may be unable to find a qualified interpreter for a specific class at a specific time. If this occurs, you will be notified immediately and given the opportunity to change the class to another time or choose a different class when an interpreter is available.

If the professor cancels a class and either puts this information in the syllabus or makes an announcement in class, you must notify the Interpreter/Transcriber Coordinator as soon as possible. If you know you will miss a class, give the Interpreter/Transcriber Coordinator and your classroom interpreter(s) at least 24 hours advance notice. In some situations, such as an emergency, you may not be able to provide 24 hours notice; however any advance notice is considered sufficient.* Failure to provide any advance notice is considered a “No-Show.” To give advance notice you may:

Call the DRC office and either speak with or leave a message for the Interpreter/Transcriber Coordinator by voice, relay, TTY or videophone,

Contact any DRC staff member and speak in person by voice, relay, TTY, or videophone or

Send an email message to the Interpreter/Transcriber Coordinator.

Failure to provide notice will result in the following actions:

First “No-Show”:
A letter or email will be sent to remind you of the policy and appropriate procedures.
Second “No-Show”:
A letter or email will be sent informing you that you have two “No-Shows.” In addition, the letter will remind you of the policy and appropriate procedures.
Third “No-Show”:
Services will automatically be temporarily suspended and a letter or email will be sent informing you of the policy and the appropriate procedure. Services will remain suspended until you make an appointment and meet with the Interpreter/Transcriber Coordinator to discuss reinstatement of services.
For each subsequent “No-Show”:
Services will automatically be suspended and a letter or email will be sent to you informing you of the policy and the appropriate procedures. The services will remain suspended until you make an appointment and meet with the Interpreter Coordinator in DRC to discuss reinstatement of services.

Repeated cancellations of interpreter services with less than 24 hours notice may also result in suspension of services. In such instances, the Interpreter/Transcriber Coordinator will suspend services until you make an appointment to discuss reinstatement of services.

These policies will be followed even if you have not received notification. . For example, if you have 3 or more “No-Shows” in a week, interpreting services will be suspended, even if you have not received a letter from DRC. Two classes missed on one day still counts as two “No-Shows.”

If you are late for class, the interpreter will wait outside of the classroom for 20 minutes before leaving. If you arrive in class before the interpreter leaves, do not ask the interpreter what you missed. It is your responsibility to ask your instructor, notetaker, or other students what you missed, either after class or during break.

If you need to talk to the instructor or other students after class, ask the interpreter if she/he is available. If she/he is not, you will need to set up an appointment and request an interpreter from the Interpreter/Transcriber Coordinator.You are responsible for all course content, tests, and other course requirements. The interpreter is not responsible for the grades you receive. Ask the instructor questions, not the interpreter. Do not ask the interpreter for help in class or for tutoring. Remember, the interpreter is only there to assist with communication.

If communication problems occur or you are having other problems with your interpreter, discuss those issues directly with your interpreter. Do not discuss these problems with your friends or with other interpreters. If the problem cannot be solved, contact the Interpreter/Transcriber Coordinator, who will either speak to the interpreter, or set up a meeting with you both.

You will be given the opportunity to fill out an evaluation on your interpreter(s) at mid-semester and at the end of the semester.

If interpreting services are needed for any college-related events other than the regular class schedule, contact the DRC office and fill out an Interpreter Request Form at least two weeks before the event (or as soon as you are aware of the need).

Interpreters will not be placed in assignments that could threaten to compromise their commitment to the Code of Ethics. Examples of this include but are not limited to interpreting for family members and romantic interests. In such situations, the deaf person’s right to privacy and confidentiality could easily be compromised. Any questions about the ethics of a relational situation with you and an interpreter should be directed to the Interpreter/Transcriber Coordinator.

DRC supports students in the Interpreter Education Program by allowing them to observe classroom interpreters as part of their practicum experience. You have no responsibility to an interpreting student who may be observing the interpreter in your class. Practicum students are required to follow all aspects of the UALR Interpreter Policy and the RID Code of Professional Conduct.

TypeWell ^¨Transcription Services

What TypeWell Is: TypeWell is a transcription system that allows transcribers to provide communication access and notetaking services for students and others who need such support. It is an effective learning tool for deaf and hard of hearing students and staff, as well as those with visual, physical or learning difficulties.

How It Works: With the TypeWell system, a hearing transcriber uses a notebook computer with abbreviation software to transcribe meaning-for-meaning what is said in class, in both lectures and discussions. The students read the transcription in real-time from a second computer. Students can also type questions and comments to the transcriber during class. These questions and comments are then read out loud by the transcriber to the speaker. If you prefer to use sign language to express yourself, let the Transcriber Coordinator know and she will try to schedule a transcriber who is also an interpreter for your class.

Communication access in class: A trained TypeWell transcriber provides students with information about both class content and social interaction among their peers. The transcriber captures the meaning of what is said, as well as how it is expressed.

Notes after class: In addition to communication access during class, the TypeWell transcriber provides notes for after-class use. The notes are copied onto a disc which is given to the student for their personal use. This leaves the students with printable notes.

Meaning-for-Meaning vs. Word-for-Word: The TypeWell transcription system is a meaning-for-meaning system. This means the transcriber may not type every word that is said, but rather may condense and summarize while maintaining the full meaning intended by the speaker. Many TypeWell transcribers do get close to verbatim transcription, but they are trained to omit false starts, repetitions and other non-meaningful speech. All spoken content is retained in class communication access, including jokes, off-the-point comments, behavioral control, etc.

Using the Educational Transcription Service - Student Guidelines

Do not provide other students with copies of the notes. Providing notes to other students may result in a loss of service. If other students or the professor request copies of the notes, inform DRC or the transcriber.

Tell the transcriber how you prefer to communicate with the teacher and other students in class.

Don’t handle equipment unless the transcriber asks you to help.

Copy diagrams from the board or overheads. The transcriber cannot get this kind of information into the notes. It is your responsibility.

In class, don’t watch the computer constantly. Look around at the teacher, the other students, the board, etc. This will help you know the emotional tone in the class. It will also prevent eyestrain, and it will make class more interesting.

Check the spelling of all new vocabulary words. The correct spelling is your responsibility.

The text from the transcriber is not word-for-word; it is meaning-for-meaning. Speech goes too fast for a typist to keep up, so the transcriber often has to condense what is said.

If you don’t understand something in class, ask the professor to clarify it, not the transcriber. The transcriber is not a tutor or teaching assistant.

Give the transcriber your disc every class so that he/she can make a copy of the notes for you.

Talk to Transcriber Coordinator about any problems with the communication access in class, or with the notes. Don’t let problems continue.

Tutoring and Other Academic Supports

If you know you will need a tutor for any of your classes, contact the Associate Director or someone in the DRC office. Do not wait until you are having a test or are failing a class to ask for a tutor! The earlier you request services, the better your chances for doing well in your classes. You will probably be referred to Student Support Services for tutoring and/or other academic support services, although DRC staff may be able to identify a tutor for you in some cases.

If during tutoring sessions you will require a sign language interpreter or transcriber, you will need to request this service in advance from the Interpreter/Transcriber Coordinator using an Interpreter Request Form available in the DRC office.

>Student Support Services is a separate program at UALR that provides a range of academic support services to eligible students such as tutoring, study skills, counseling, a math lab, a pre-algebra prep math class, a reading lab, and test preparation counseling.

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Responsibilities

UALR is committed to academic achievement for its diverse student population. DRC, the student, faculty, notetaker and interpreter work together as an educational team for the purpose of creating a successful learning environment. Each member of the team has a vital and specific role. In order to create an equitable learning experience, all team members must actively fulfill their respective roles.

Student Responsibilities:

complete the application interview with the Associate Director or another DRC staff person

provide documentation of your disability to DRC

discuss support services needed with a DRC staff person

for interpreter requests outside of regularly scheduled class times, complete the Interpreter Request Form two weeks prior to the event (or as soon as you are aware of the need)

on the first day of class or in any new situation, please identify yourself to the interpreter

be on time for all classes, labs and meetings

sit in a place that provides the best distance, lighting, background, and angle for seeing the interpreter

if you have questions relating to the class materials, ask the professor, not the interpreter

personal conversations with the interpreter should not occur during the class, but before or after the class

request tutors as soon as you are aware of the need

when using assistive listening devices or other equipment checked from the DRC office, return them on time and keep them in good condition

complete academic advising and registration for classes as soon as possible, especially if you are using interpreter services

notify the Interpreter/Transcriber Coordinator of your schedule at least 10 business days prior to the first day of class (students who do so will be given priority when scheduling services)

pick up notetaker flyers and faculty memos to give the instructor the first day of class

work out an agreement with your notetaker about how you will receive copies of notes

discuss any problems with your interpreter or notetaker directly with the interpreter or the notetaker before coming to talk to a DRC staff person

notify the Interpreter/Transcriber Coordinator if your interpreter does not come to class

let your interpreter know if you plan to be absent, if your class is cancelled, if there will be a video shown in class, or if you will be making a presentation

be responsible and respectful in your actions regarding support services

know and abide by all UALR and DRC policies, rules and regulations.

Each student must take the initiative to familiarize him/herself with these policies, rules and regulations (Failure to do so will not exclude you from reprimand, punishment, or any other consequence of violating any UALR or DRC policy, rule or regulation.)

DRC Responsibilities:

assist students in gaining equal access to all UALR services, classes and events

continue to enhance services and access to programs

provide counseling and academic advising for students

provide qualified interpreters to students who require this service

provide assistive listening systems to students who require this service

assist students in completing the DRC application interview and accessing appropriate support services

help students determine which support services are appropriate and explain how these services will be provided

maintain documentation of disability and other written records

assist faculty and staff members in working with students

provide advocacy and support to students in working with professors

provide students with a faculty memo to give their professors

provide notetaker flyers

refer students to other services on campus when necessary (e.g., Student Support Services, Counseling and Career Planning Services)

follow all laws that apply to serving students on a college campus

provide outreach and technical assistance to other institutions, agencies, and organizations in Arkansas

Interpreter Responsibilities:

follow the RID Code of Professional Conduct

interpret lectures, discussions, movies and all asides in the classroom setting

provide interpreting services to the best of their ability

keep all information regarding interpreting assignments confidential

facilitate communication between persons who are hearing and persons who are deaf or hard of hearing as accurately as possible

show up on time for assignments

be professional in all aspects of the interpreting assignment

dress appropriately wearing clothes that contrast with skin color and are not distracting to the student

prepare for class by reviewing textbooks, handouts and movies ahead of time

if student is absent or late, stay 20 minutes before leaving

contact the Interpreter Coordinator if you have comments or concerns

Transcriber Responsibilities:

follow the TypeWell^¨ Transcriber Code of Ethics

transcribe lectures, discussions, movies and all asides in the classroom setting

provide transcribing services to the best of their ability

keep all information regarding transcribing assignments confidential

facilitate communication between persons who are hearing and persons who are deaf or hard of hearing as accurately as possible

set up equipment prior to assignment and dismantle equipment at the end

be professional in all aspects of the transcription assignment

dress appropriately

prepare for class by reviewing textbooks, handouts and movies ahead of time

if student is absent or late, stay 20 minutes before leaving

copy notes onto student disc and own disc at the end of class

contact the Transcriber Coordinator with any questions or concerns

Notetaker Responsibilities:

take notes for each class as accurately and clearly as possible

write down all important dates, assignments, and other course-related information

meet with a DRC staff person at the beginning of each semester to discuss notetaking strategies and specific notetaking assignments

discuss any problems directly with the student before speaking with DRC staff

check with the instructor to make sure notes are clear and all information is correct and complete (if necessary)

provide copies of notes in a timely manner to students (based on the notetaker and students agreement on making copies available)

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Mission Statement

UALR Disability Resource Center

Providing a quality higher education experience to a diverse student population is embedded in the philosophy of UALR. We recognize disability as an aspect of diversity that is integral to society and to the campus community. To this end, Disability Resource Center collaborates with students, faculty, staff, and community members to create usable, equitable, inclusive and sustainable environments. We promote and facilitate awareness and full access through training, partnerships, innovative programs and accommodations.

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DRC Staff and Hours

http://ualr.edu/disability/index.php/home/contact/

Updated 8.16.2010

University of Arkansas at Little Rock

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