DRC Student Handbook

Welcome from the DRC Staff
Disability Resource Center
Related Organizations
The Process: How to Request and Receive Accommodation
Your Rights and Responsibilities
Conclusion
Appendix A - Forms
Appendix B - Helpful UALR Resources
Appendix C - Helpful Community Resources

Welcome from the DRC Staff

We at The Disability Resource Center will do what we can to make your experience at UALR a good one. We hope that you will feel comfortable letting us know how things are going as you progress through your classes here.

This handbook is designed to supplement other UALR publications such as the Student Handbook, the Solution Finder, and the Student Guide. Included in the Student Guide are descriptions of many programs and services you will use while at UALR. The Student Handbook includes UALR policies and grievance procedures. You can read these at www.ualr.edu/campuslife (Solution Finder, Student Guide), and www.ualr.edu/deanstu (Student Handbook), or get a copy of these publications at the Office of Campus Life. The Disability Resource Center (DRC) website will provide you with additional information, including a listing of the staff who work in DRC and how to contact them. You can go directly to www.ualr.edu/disability or access it through the main UALR website. We look forward to getting to know you better, and encourage you to come by or call DRC with your questions and concerns. We hope this DRC Student Handbook will give you some tips and strategies for being successful in all that you do.

DRC Mission

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, the 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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Tools for Success

Taking Ownership

Going to college is a major transition, whether you are coming straight from high school or returning to pursue your education after being away for a few years. Students with disabilities have all the concerns that students without disabilities have, plus issues related to having a disability. Successful students learn early in the transition process that they must take ownership of their disabilities. Taking ownership means that you learn to manage your disability—the disability doesn’t manage you. It means having control of your own life. When you don’t have ownership of your disability, it is easier for other people to make decisions for you and to take away some of your independence. Taking ownership also means that you determine how your disability may affect you in certain environments or situations and develop strategies to eliminate or reduce the barriers that these situations may present. By understanding your own disability needs, as well as what potential services and accommodations may be available in a college setting, you can become an effective self-advocate.

Ultimately, you must see yourself as the one responsible for the grades on your transcript, the qualifications you have to offer a potential employer, and most importantly, the degree of personal satisfaction and achievement you feel.

Utilizing Campus Resources

As a new student at UALR you will inevitably have many questions. It is expected that you actively seek the answers to your questions by verbalizing your concerns to your professors, counselors, and other staff on campus. Asking other students may also prove to be helpful—many of them may have already encountered similar experiences and they may be happy to answer your questions.

Utilizing campus resources is essential to the success of any college student. Here at UALR there are many services to you can utilize to attain your goals. If you are unsure of how to proceed or where to go, use the written resources available, such as the Student
Guide, Student Handbook, the DRC Student
Handbook, the Solution Finder, and Undergraduate/Graduate
Catalogs. These are all available on the UALR website or at the offices that produce them (Campus Life, DRC, Admissions, and the Graduate School). A resource list is included in the appendix of this handbook.

We also encourage you to get involved in student organizations, attend plays and musical performances, visit the art galleries, and take advantage of other extra-curricular offerings at UALR. Ask about the wide range of organized student groups that focus on specific topics or activities. Get involved and take leadership roles—this will help you in the future as you seek further educational opportunities in graduate or professional studies, or as you look for employment in your chosen field.

Tips from Students

Here are some tips from former students with disabilities that enabled them to succeed in the UALR environment.

Discuss your concerns about possible barriers related to your disability with DRC staff. Collaborate with DRC to assess what types of accommodations might eliminate these barriers.
If your learning environment is not sufficiently usable, equitable, or inclusive, be proactive in working with DRC, faculty, and departments to improve it.
Use accommodations available for classroom, laboratories, and testing situations; for computer labs and library research; for tutorial and other academic enhancement services; for career counseling and planning; for student organization meetings and activities.
Balance the time needed for non-academic or personal responsibilities, and the time needed for learning course material. In college you are in class much less time than in high school, but are expected to spend many more hours on homework. Plan each semester carefully.
Become skilled at negotiating the physical environment for maximum independence and access to all buildings, services, and programs.
Continually improve your organizational skills and time management strategies.
Make suggestions for physical and other access improvements at UALR to DRC, and consider serving on the Chancellor’s Committee on the ADA, a committee that decides how funds set aside to eliminate barriers to programs and facilities will be spent each year. To submit suggestions on how to make programs and facilities more accessible online go to www.ualr.edu/disability > for students > forms.

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Disability Resource Center

Introduction to DRC

DRC is here to partner with you to create usable, equitable, inclusive and sustainable learning environments on campus. DRC is also the central location for maintaining information about your disability through written records and staff contact. The phone number at DRC is 501-569-3143 (V/TDD). Check out www.ualr.edu/disability, the DRC website.

Description of DRC Services

If you have a learning, hearing, visual, mobility, medical, psychiatric, or other disability, a DRC staff member can collaborate with you to develop an individualized plan to make the most of your college career. If you suspect that you may have a disability, but you are not sure, the DRC staff can refer you to appropriate professionals in the community for diagnostic testing. Keep in mind that many disabilities are not visible, and that there are many students with hidden
disabilities attending UALR.

DRC maintains statistics on students with disabilities and advocates to the university administration for improved access. DRC consults with faculty and staff, and provides them with resources, training, and other tools related to teaching and accommodating students with disabilities. So, not only do DRC staff work with you individually, they spend part of every day behind the scenes on behalf of all students with disabilities.
Students should come to DRC or call for an appointment to inquire about the following services:

Priority registration. Students with disabilities may register early each academic term.
Standardized test accommodations. DRC works with students and the UALR Office of Testing Services to facilitate accommodations on standardized tests such as the ACT, GRE, LSAT, and any tests required of all UALR students. Refer to the section on page 6, Standardized
Test Accommodations.
Counseling and advocacy services. DRC provides resources for academic planning, social or personal concerns, and problem-solving techniques. DRC emphasizes the value of students developing strong self-advocacy skills.
Textbooks in alternate formats. Usually these are provided in digital format to be read using screen reader software or electronic readers. Ten (10) weeks advance notice is required and there is a formal request process.
Alternate formats for other written materials. These include Braille, large print, digital, and audio tape. Advance notice is necessary.
Lab assistants. DRC will hire someone, usually another student, to work with students who have visual or physical disabilities in laboratories.
Interpreters. Sign language and oral interpreters are provided with advance notice.
Speech-to-text transcription. With advance notice, DRC provides speech-to-text services for students who need communication access. This involves in-class transcribing of lectures as the student follows along on a laptop screen.
Note-takers. DRC, faculty, and students who receive notetaking services work together to recruit skilled notetakers from their classes. Self-carboning paper for you to provide to your note-takers is available in the DRC office. It is necessary for you to continue to attend class—having a note-taker does not release you from this responsibility. In fact, note-takers are not obligated to provide notes to you if you are absent.
Assistive or adaptive technology. This is available to use in many campus locations, and some can be checked out from DRC. Additional information about assistive or adaptive technology is provided in a separate section, on page 7. A complete list with locations is available at www.ualr.edu/disability > for students > helpful tools > adaptive technology.
Accessible online classes. DRC works with faculty to ensure all information in web-based or web-enhanced classes is fully accessible.
Faculty Notification letter. DRC provides letters for students to take to their professors as one method of communicating their needs to their instructors. Refer to the section on process for more detailed information.
Faculty and staff consultation. DRC works with faculty, staff and administrators to facilitate classroom and testing accommodations. Faculty are encouraged to modify rather than waive specific requirements, so that all students, as much as possible, get the same academic experiences.
Faculty and staff training. Model demonstration grants funded by the U.S. Department of Education have enabled UALR to become a leader in training of faculty and administrators, and enabled our faculty to gain knowledge about how best to teach students with disabilities, as well as how to create usable, equitable, inclusive and sustainable learning environments.
Faculty Handbook on Accommodating Students with Disabilities. This handbook has been distributed to faculty and is part of the packet new faculty members receive. It describes how to accommodate for each general type of disability, but emphasizes using an individualized approach, working as part of a team, and communicating with students as part of an ongoing assessment of the accommodation process.
Liaison with community services. DRC maintains a close working relationship with agencies that sponsor students in college, such as Arkansas Rehabilitation Services, and can work with students and agencies on individual concerns.
Resource library of information concerning disability-related issues. This is available in the DRC office to students, faculty, and staff.

Standardized Test Accommodations

Many students are unaware that through documenting their disabilities and following the process established for each test for requesting accommodations, they may be eligible for accommodations such as extended time, oral administration, large print, Braille, reader, scribe, etc. Students should discuss alternative administration of these tests with a DRC staff person before registering for the test. Some
tests require a separate application form. Tests that are administered with accommodations are often administered on a day that is different from the published test date. The date for your test will be arranged through the Testing Services office once accommodations have been approved. For links to national testing websites and the disability accommodation processes, go to www.ualr.edu/testing.

Assistive or Adaptive Technology

If you are interested in assistive technology evaluations and possible purchase of your own equipment through Arkansas Rehabilitation Services or other funding sources, contact DRC. Some equipment is kept in the DRC office, and may be available for students to check out. An example is an assistive listening device for a student who is hard of hearing. These amplify sound using a microphone, worn by the professor, utilizing a transmitter, receiver, and FM technology. Electronic note-takers designed for people with visual disabilities may also be available for you to use. Various campus labs may include computers with screen readers (output is voiced), voice recognition (you dictate orally to the computer), Braille printers, large print on the monitor, video magnifiers (magnify the printed page onto a monitor), refreshable Braille display device, and adapted keyboards. A list of adaptive equipment and where it is located on campus is available at the DRC website, www.ualr.edu/disability > for students > helpful tools > adaptive technology.

Academic Adjustment Policy & Course Substitutions

This policy outlines the steps students take to request accommodations or academic adjustments, including the appeals process. The policy is printed in the general UALR Student Handbook, on the DRC website, and is also available in print or alternate format at DRC.

In some cases an academic adjustment may take the form of a course substitution or waiver. For example, a student who is blind or has low vision may not need to take the required course “Introduction to Visual Art.” Similarly, students who are deaf or hard of hearing may request to waive “Introduction to Music.” Students with learning disabilities in the specific areas of math or language may not need to take the math or foreign language requirements. Substitutions or waivers are only made if the course in question is not considered essential to the student’s major or minor. If you are considering requesting a substitution or waiver, a good place to start for more information is DRC.

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Related Organizations

Tutoring, Academic Counseling, Test Preparation

An office on campus called the Academic Success Center can work with students who need some academic support in a wide range of ways. These services are free to students who qualify for this federally funded program. You can contact staff in this program by calling 501-569-3280 (V/TDD). Services include the following.

Individual tutors
Classes and labs to improve math and reading skills, including a noncredit class for those who need to review basic math skills before taking algebra.
Counseling and classes to learn how to study and take tests more effectively
Software for standardized test preparation
Preparation for pursuing a Ph.D.

Chancellor’s Committee on the Americans with Disabilities Act (CADA)

This committee includes students, faculty, and staff members who each year determine how funds established for improving accessibility will be spent. In addition, this group develops and recommends policy changes related to encouraging inclusive learning environments. Students who have good ideas on how to make the campus more accessible are strongly urged to contact a DRC staff member to ask about serving on this committee.

Arkansas Rehabilitation Services (ARS)

ARS is a state agency whose goal is employment of adults with disabilities (see next heading if you are blind or have low vision). As part of the process they will conduct an evaluation to determine your eligibility for their programs. Services are designed to prepare individuals for employment, and may include financial assistance in college, usually payment of tuition. Another service for some students is an individual technology evaluation and purchase of adaptive equipment. Your ARS counselor may also facilitate job search activities.

Arkansas Division of Services for the Blind (DSB)

DSB is a state agency whose goal is employment of adults who are blind or have low vision. As part of the process they will conduct an evaluation to determine your eligibility for their programs. Services are designed to prepare individuals for employment, and may include financial assistance in college, usually payment of tuition. Another service for some students is an individual technology evaluation and purchase of adaptive equipment. Your DSB counselor may also facilitate job search activities.

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The Process: How to Request and Receive Accommodations

DRC asks students and faculty to follow this process in requesting and providing disability accommodations in the classroom.

Steps for Requesting Accommodations

Complete your DRC application interview
Meet with faculty to discuss issues with your Faculty Notification Letter
Implement and periodically review accommodations

Complete your DRC Application Interview. Your first step will be to make an appointment and visit with a DRC staff member. You’ll have an opportunity to identify any barriers that you might encounter in college, talk about your experiences in terms of what has worked for you in the past to eliminate barriers, and collaborate with staff in coming up with possible accommodations at UALR. You do not have to identify your disability to the university in the general admissions process. However, if you know that you will benefit from accommodations in your classes, you should make your interest known by completing this application process with DRC.
Documentation of your disability may be necessary to determine appropriate accommodations. Staff are able to share information with faculty and administrators with your permission, or on a “need to know” basis only. Otherwise, this information is kept confidential. If you would like for DRC to be able to discuss your needs with faculty, you should sign your name indicating your permission to provide information about your disability and accommodations. Faculty often call to make sure they know how to best work with you to implement your accommodations.

You may also be asked to sign a form that will allow DRC to exchange information about your disability with specific sources (e.g., your physician, Arkansas Rehabilitation Services). This is to ensure DRC has adequate documentation to support your requests.

Once classes begin, your initial request for accommodations may need to be updated. That’s okay, but please discuss these changes with a DRC staff person so your records can be updated. This is important—DRC staff need to be able to respond appropriately if a professor should call.

During this initial appointment in DRC, you will be informed about the Faculty Notification Letter that you may pick up and deliver to each of your professors at the beginning of each semester. This letter identifies your accommodations in the classroom, testing, and online course environments, verifies to faculty that you do have a disability, and opens the door for further discussion.

Some students choose not to use the letter, but DRC especially encourages those with “invisible” disabilities to do so. In fact, any student whose need for accommodation is not visibly obvious should use the letter from DRC. If you do not take a letter to your professors they may not be certain how to proceed with accommodations. They may ask you bring them a DRC letter.
The DRC website will soon include an online form for requesting your letters www.ualr.edu/disability > for students > forms.
Meet with Faculty to Discuss Issues. Approach your professors either before classes begin or within the first few days of class. Scheduling an appointment to discuss accommodations during office hours or at some mutually convenient time eliminates the feeling of being rushed, or being caught by surprise. It also ensures privacy, minimizes distractions, and sets the stage for building a comfortable working rapport. Especially when your accommodations include testing accommodations, do not simply hand your professors the letter and leave before developing a plan. Testing accommodations involve logistical arrangements (such as time and location) that must be worked out between you and your professors.
Faculty are committed to confidentiality regarding information you disclose to them personally, or through the Faculty Notification Letter. This also applies to information they gain through contacts with DRC if you have given DRC permission to talk to faculty about your concerns.

Your professors may ask for more information from you than they see in the DRC Faculty Notification Letter. You should feel comfortable answering questions related to the accommodations requested. Although you are not required to, you may want to give faculty members more information about your specific disability. Of course you are not obligated to give any information you feel is personal or does not relate to the accommodations requested.

Faculty are encouraged to follow up if students have not given enough information for them to respond to requests. They may ask questions, and try to make you feel comfortable enough to provide as much relevant information as possible. If these efforts are not successful, you should contact DRC. You may also feel the need to follow up, and you may want to meet with faculty periodically throughout the semester to ensure that accommodations work well. For many students, well-executed accommodations mean the difference between success and failure. Try to react positively when a faculty member is being inquisitive and to communicate openly. If you, faculty, and DRC staff approach meeting your needs as a team and from the perspective of finding the best workable approach, a solution is usually not difficult to find.

Finally, work out any logistical arrangements (e.g., where the tests will be taken if extended time and a reduced-distraction room are needed). Consider using a written record of your meeting. You may want to use the “Getting to Know Your Instructors” form in Appendix A at the end of this handbook, adding any additional information or details that may not be on the form.

If you want to provide additional written information to your professors DRC has handouts such as “Language and Disability,” “Using a TDD and the Relay System,” “Working with Interpreters,” “Diabetes,” Seizures and Epilepsy,” “Meniere’s,” “College Students with Learning Disabilities,” and “College Students Who Have ADHD.” Some of these are online at www.ualr.edu/disability > for students > forms.
Implement and Periodically Review Accommodations. Keep a copy of the “Getting to Know Your Instructors” form if you decide to use it and begin implementation. For testing accommodations it is important to check in again with your professor a few days before the test date as a reminder and to be sure you both have the same understanding of what will occur.
Throughout the semester, you and your instructor should meet to discuss whether the accommodations are adequate or need revision. There is no single formula that works for everyone, and sometimes a trial-and-error approach using a variety of accommodations is necessary. Also, sometimes what both of you thought would work turns out not to be adequate (e.g. the reduced-distraction room has unanticipated distractions). Unexpected situations do arise and this review process can identify alternative accommodations to get the issues resolved quickly.

Online Students

Students who reside outside the central Little Rock area and are taking only online courses will follow a somewhat different process. The DRC application process can be conducted entirely by phone, or part online and part by phone. There is an online form you use to get the process started. Instead of meeting personally with your professors to discuss the logistics and other accommodation issues, you will contact them by phone or e-mail. DRC will send the Faculty Notification Letters to your professors when you request us to do so at the beginning of each semester. To request letters, use this form and indicate you’re an online student.

Request your Faculty Notification Letters and indicate on the form that you’re an online student, so we will know to send the letters to your professors via campus mail..

It is still necessary for you to contact your professors to work out accommodation logistics for exams and to follow up to be sure they received your Faculty Notification Letter.

Law Students

Students at the UALR law school will follow a somewhat different process. Once the application interview is completed and documentation received, DRC staff will send your Faculty Notification Letter to the Associate Dean for Academic Affairs at the law school In most cases this letter is only sent one time and kept in a confidential file at the law school, but information about your disability will continue to reside only in the DRC office. A week or two before exams begin, meet with the Associate Dean to work out the logistics of your accommodations. Unless otherwise indicated, extended time for exams is time and a half. Grading of your exams will be handled anonymously as is the policy at the law school.

Working with Your Professors

Some students may not feel immediately at ease initiating the arrangements needed for appropriate accommodations. This does improve with time and practice. DRC staff are available to rehearse how you might approach professors if you would like to practice ahead of time.

In order to facilitate this process and to demonstrate the university’s interest in creating usable, equitable, inclusive and sustainable learning environments and in providing accommodations for students with disabilities, the Provost has asked that all faculty include the following statement on their syllabi. If you do not see this statement on your syllabus, please bring it to the attention of DRC staff.

Students with disabilities: It is the policy and practice of the University of Arkansas at Little Rock to create inclusive learning environments. If there are aspects of the instruction or design of this course that result in barriers to your inclusion or to accurate assessment of achievement–such as time-limited exams, inaccessible web content, or the use of non-captioned videos–please notify the instructor as soon as possible. Students are also welcome to contact the Disability Resource Center, telephone 501-569-3143 (v/tty). For more information, visit the DRC website at www.ualr.edu/disability.

Pointers for Talking to Faculty About Academic Accommodations

Bring your DRC Faculty Notification Letter.
Introduce yourself before or directly after the first class period and make an appointment to go to your professor’s office where you can talk in private. You might want take along the “Getting to Know Your Instructors” form, which is found in Appendix A at the end of this handbook.
Be on time for your appointment. Be business-like, confident, pleasant, and respectful. Practice an assertive, reasonable approach to communicating your needs.
State your disability in simple terms. For example, I have muscular dystrophy; I have low vision; I am hard of hearing; or I have a learning disability. While you are not required to identify the specific disability, this information is often helpful to your professors.
Explain how your disability may affect you in completing the requirements of that course in the regular manner. Know what works and does not work for you and state it plainly.
- ” I watch your lips to understand what you’re saying so I need to get a copy of someone else’s notes. It isn’t possible to speechread and take notes at the same time.”
- “My learning disability affects my reading and writing skills. Sometimes words look different to me than they actually are. I have trouble with spelling and often get letters and words turned around or mixed up. It takes me longer to read and write but I do usually understand the information I’m dealing with.”
Suggest a method of accommodation that will work for you.
- “I need to get a copy of another student’s notes. Would you please distribute this flyer (provided by DRC) and announce that you are asking someone who takes good notes to volunteer? I would prefer not to be pointed out directly in class, but rather have volunteers come forward after class to meet me, or leave their names and phone numbers with you. If you know a good student in the class you might ask that person directly. I can provide self-carboning paper from the DRC office.”
- “I’m using digital books with a screen reader on my computer because my learning disability affects my processing of printed words and letters. I’ll also need to take my exams orally or use an adapted laptop computer that DRC can loan to you. Oral exams could be recorded on tape.”
Be willing to listen if the professor makes alternative suggestions. Be reasonable. Take into consideration individual preferences of teachers and be willing to try reasonable alternatives if they will work for you. There often is more than one way to accomplish the same goal.
Do not hesitate to speak up, however, if the suggested alternative method is not satisfactory. Just be prepared to explain why it doesn’t work for you.
Communicate to the professor that you are interested in meeting all requirements and standards of the course just like everyone else, but that you need to do things in a way that is different from the usual manner because of your disability.

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Your Rights and Responsibilities

Eligibility Under the Law and Accessing DRC Services

If you have a disability, you are entitled by law to equal access to university programs and facilities. The most relevant laws are Section 504 of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities Act of 1990. Under these laws you cannot be discriminated against on the basis of your disability. In the university setting, this often means that in order to achieve equal access, accommodations must be made in the classroom or in testing procedures. In some cases there may be a change in the courses required for graduation (refer to section in this handbook on the academic adjustment policy).

Although the legal definition of a person with a disability is someone with a “substantial limitation in one or more life functions” it also includes people who have a history of or who are perceived as having a disability. This might mean, for example, that someone with HIV, who has no symptoms or illness, could still experience discrimination under the law due to false perceptions about the condition.

Some disabilities that are not visible or obvious may also be covered under the law. Examples are learning disabilities, medical disabilities, psychiatric disabilities, and a history of addiction (rehabilitated or recovering substance abusers). If you want more information about the accommodation process, make an appointment at DRC.

Self-Advocacy: The Request is the Key

Students are encouraged throughout their college careers, and as they move into the work force, to become strong advocates for themselves. The ability to assess barriers you might encounter due to your disability in any environment, develop a plan for accommodation or a course of action, and communicate this effectively to others is a skill that may be critical to your success here on campus, as well as in employment. You may wish to work on this individually with DRC staff.

Students should keep in mind that any discrimination that might occur based on a disability is covered under the law. This means that if your disability puts you at a disadvantage in any way in terms of your grades, or in accessing any programs or services at UALR, you are entitled to a reasonable accommodation. Many students have expressed that they fear they will be perceived as someone who is asking for special favors. Sometimes they feel that getting an accommodation that is meant to give them an equal opportunity to succeed is really special treatment.

Keep in mind that the intent of the law is to level the playing field, not to provide unfair advantages to students with disabilities. Your specific disability-related concerns may only be known by you. You have to speak up!

Complaints and Grievance Procedures

If you have concerns about the manner in which faculty or staff have responded to your accommodation requests, please contact the DRC office (501-569-3143 V/TDD). A staff member will collaborate with you in generating possible solutions.

For academic concerns not resolved after discussion with the professor, you may schedule a meeting with the administrator at the next level up. The order would be the Department Chair, the Dean, and the Provost.

If you have a complaint about the Disability Resource Center that you have not been able to resolve with the Director, your next step would be to contact the Division Chief of Student Development (501-569-3328). For other nonacademic issues first contact the Director of the particular program, and if the concern is not resolved, appeal to that person’s supervisor. Inquire about the chain of command, as it will vary across campus.

In addition, a Human Relations Officer and UALR ADA/504 Coordinator can assist you at any point in the process (501-569-8675).

The UALR Student Handbook distributed by the Office of the Dean of Students (501-569-3328) provides additional information on grievance procedures and appeals. These grievance procedures provide you with a means of due process for dealing with concerns whether they are related to your disability or not. Students who would like a copy of this information in an alternate format should request these at DRC—or you can probably more easily access this information online on the Dean of Students website (go to www.ualr.edu > administration > dean of students.

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In Conclusion

UALR is pleased that you chose to pursue your education and your career goals here. The DRC staff looks forward to collaborating with you on a personal level as well as within the UALR and wider communities in creating usable, equitable, inclusive and sustainable environments.

Welcome to UALR from the staff at Disability Resource Center. We look forward to seeing you.

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Appendix A

Request Form for Books in Alternate Format

Request for Faculty Notification Letters

Tape Recording Student Agreement Form

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Appendix B

Helpful UALR Resources

To contact campus offices that do not have a TDD, please call 711 for relay.

Academic Advising

Academic guidance
Course scheduling assistance
Core curriculum monitoring
Academic jeopardy intervention

Academic Computing Services

Training on use of adapted computers
Computer labs for student use

Admissions
501-569-3127 (VOICE) 501-569-3490 (V/TDD)
Administration South 208

Processing of undergraduate applications
Veterans affairs

Financial Aid

Financial aid and scholarship applications and awards
Financial information & assistance

Adaptive Technology Lab
501-683-7098 (V/TDD)
Library 104-A, 1st Floor Lab

Assistive Listening Device Center

Information & demonstration of ALDs, TDDs, and phone amplification

UALR Bookstore

Textbooks, supplies, and apparel

Communications Skill Center

Assistance with organization, power point presentations, outlines, and other aspects of making presentations

Counseling and Career Planning

Short-term personal counseling
Crisis intervention
Career guidance
Long-term counseling referral

Academic Success Center

Tutoring: one-to-one peer tutoring (free if eligible)
Math tutorial lab: individual tutorial assistance, math software & videos
Reading lab: computer assisted instruction, test preparation materials
Individual study skills improvement counseling & test-taking tips
Standardized test preparation (ACT, SAT, Praxis I, GRE, NTE, LSAT)
Preparation to enter doctoral degree programs

Donaghey Student Center

Intramural & recreation services
Fitness & aquatic center (specialized fitness equipment & pool lift)
Dining Services

Educational Talent Search

Assistance completing financial aid & admissions applications
Career exploration activities
Orientation to post-secondary education

Health Services

Treatment & referral for illness
Immunizations
Disability parking
Physical exams
First aid & safety
Student insurance

Housing

Residence hall and apartment units
UALR rental property, including houses and apartments
Off-campus housing referrals
Roommate referrals

Human Relations

Informal mediation and formal investigation of discrimination complaints against faculty, staff, and administration

Office of Campus Life

Student ombudsman
Student orientation
Student activities & student government
Student newspaper—the Forum
Assistance finding a tutor (student pays)
Advocacy & diversity issues
Minority students
Non-traditional adult students
Women students

Records and Registration

Graduation information
Enrollment verification
Schedules
Processing grades

Testing Services

Admissions & placement testing
Writing Proficiency Exam
Credit by Examination program

Writing Center

Assistance with writing papers
Word processing (computers available for writing)
“Lab” courses to improve writing skills
Assistance learning basic software such as word processing & Power Point

Location of Public TDD Phones
Ottenheimer Library

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Appendix C

Helpful Community Resources

Arkansas Disability Coalition

501-614-7020 (V/TDD)
The Arkansas Disability Coalition works for equal rights and opportunity for Arkansans with disabilities through public policy change, cross-disability collaboration, and the empowerment of people with disabilities and their families.

Arkansas Rehabilitation Services(ARS)

Arkansas Rehabilitation Services is a comprehensive state agency dedicated to providing a wide range of vocational services with one main objective - enabling people with disabilities to work.
Initial Diagnosis & Assessment 501-686-2800
Little Rock Office 501-686-2800
Sherwood Office 501-833-1490
Benton Office 501-317-1390

ARS Client Assistance Program
501-296-1775 (VOICE) OR 800- 482-1174 (V/TDD)
The Client Assistance Program (CAP) is a federally funded program designed to identify, explain, and resolve any problem someone may be having with their rehabilitation program.

Department of Human Services

Division of Services for the Blind 501-682-5463 (VOICE), 501-682-0093 (TDD)
DSB provides specialized, quality rehabilitation services to blind and visually impaired Arkansans, creating opportunities for individuals to achieve maximum personal and economic independence.

Medicaid (See information for County Offices, below)

Arkansas Medicaid is a joint federal and state program that provides necessary medical services to eligible persons who are not able to pay for such services. Individuals are certified as eligible for Medicaid services through the state’s county Human Services Offices or District Social Security Offices.

County Offices 501-682-8650 (VOICE), 501-682-7958 (TDD)

DHS County Offices administer several economic programs, including: AFDC, Food Stamps, Medicaid Eligibility, and Community Services programs. Call the number listed to get the telephone number for a specific office.

Disability Rights Center

800- 482-1174 (V/TDD) OR 501-296-1775 (VOICE)
This is a federally funded, private non-profit agency that serves as the independent protection and advocacy system for people with disabilities in Arkansas.

Equal Employment Opportunity Commission - Little Rock Area Office

501-324-5060 (VOICE), 501-324-5481 (TDD)
800- 669-4000 (VOICE), 800- 669-6820 (TDD)
The EEOC promotes equal opportunity in employment through administrative and judicial enforcement of the federal civil rights laws and through education and technical assistance. This office handles complaints related to the ADA and Title 504 of the Rehabilitation Act.

Governor’s Commission on People with Disabilities

501-296-1626
The Governor’s Commission of People with Disabilities is dedicated to the dignity and rights of persons with disabilities in Arkansas. The commission advocates for the rights and participation of persons with disabilities in Arkansas. Each year the Governor’s Commission awards educational scholarships to persons with disabilities throughout Arkansas.

ICAN

501-666-8868 (V/TDD)
ICAN acts as a bridge between people with disabilities who need technology information and those who provide it. ICAN has built a statewide network of resources related to assistive devices.

Learning Disabilities Association of Arkasnas

501-666-8777
The Learning Disabilities Association of Arkansas is a nonprofit, volunteer organization of parents and professionals. It is devoted to defining and finding solutions to the broad spectrum of learning problems.

Legal Services of Central Arkansas

501-376-3423 OR 800- 950-5817
Legal Services provides free legal assistance to low income individuals in non-criminal cases. The Center handles cases related to public benefits like SSI, Social Security Disability, Food Stamps, and Medicaid.

National Library Services for the Blind and Physically Handicapped

501-682-1155 (VOICE), 501-682-1002 (TDD)
This service is a free library program of brailled and recorded materials circulated to eligible borrowers. Applications are available in DRC or through the library.

Learning and Evaluation Center

501-686-9686 (V/TDD)
Learning and Evaluation Center (formerly Deaf Outreach Center) provides individualized psychological evaluations for Arkansas Rehabilitation Services consumers, training in disabilities and employment-related issues, and employment-related counseling for people who are deaf.

Links Paratransit

501-375-9607 (VOICE), 501-375-9608 (TDD)
Links Paratransit provides mobility to persons who are prevented by disability from using regular fixed-route service. Links offers curb-to-curb service to customers who have been certified as eligible for paratransit services under the Americans with Disabilities Act.

Lions World Services for the Blind

501-664-7100 (V/TDD)
Lions World serves people who are blind and visually impaired who needed to learn independent living skills or job training skills to prepare them to function independently in our “sighted” society. Their Technology Access Center provides comprehensive adaptive technology evaluations for individuals who are blind or have low vision.

Mainstream

501-280-0012 (VOICE), 501-280-9262 (TDD)
Mainstream is a non-residential, consumer-driven independent living resource center for persons with disabilities. Mainstream offers peer support, advocacy, education and training, information and referral, job placement, etc.

Mental Health Center of Greater Little Rock

501-686-9300
LRCMHC provides comprehensive services specially designed to meet individual behavioral and mental healthcare needs. Services include individual and group therapy, medication monitoring, and assessment.

Mental Health Information Line

877-227-0007
This toll-free service provides confidential information and assistance and is funded by the Arkansas Division of Mental Health Services.

NAMI-Arkansas

501-661-1548 OR 800- 844-0381
NAMI-Arkansas, a private, non-profit organization, exists to help people with mental illness, their families and the community. NAMI-Arkansas coordinates a network of support groups and field services throughout the state open to all family members.

Recordings for the Blind and Dyslexic

800- 221-4792 (MEMBERSHIPS)
RFBD serves people with “print disabilities” (which include blindness, low vision, learning disabilities or other physical disabilities). Their library includes a broad selection of titles from literature to history to math and the sciences. RFBD also has a large selection of reference and professional materials. Individuals may obtain course textbooks through DRC or may purchase their own memberships for personal reading materials.

Relay Service

711
The relay service provides a communication link between deaf individuals using a Telecommunication Device for the Deaf (TDD) and hearing individuals using a standard voice telephone.

Social Security Administration

501-324-5827 (VOICE), 501-324-7187 (TDD) OR 800- 772-1213
SSA pays disability benefits under two programs: the Social Security disability insurance program (SDS), based on prior work under Social Security and the Supplemental Security Income (SSI) program based on financial need. Other benefits include retirement, Medicare, and survivors’ benefits.

Spinal Cord Commission

501-296-1788 (VOICE), 501-296-1794 (TDD)
The Arkansas Spinal Cord Commission is a state agency devoted to meeting the needs of Arkansans with spinal cord disabilities.

United Cerebral Palsy Association

501-224-6067
UCP is committed to advancing the independence, productivity and full citizenship of people with cerebral palsy and other disabilities. Their Technology Access Center in Little Rock provides comprehensive adaptive technology evaluations for individuals with learning, physical, and language/speech disabilities.

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Disability Resource Center
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Updated 11.2.2009

University of Arkansas at Little Rock

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