CANISIUS COLLEGE Student Academic Support Services

1. CANISIUS COLLEGEStudent Academic Support Services Academic Mentoring Disciplined-Based Tutoring Center Disability Support Services Study Center Supplemental Instruction it’s all about working smarter — not harder!

2. SASS Not an Attitude, But a Learning Experience! The goal is to provide students with the academic support and assistance they need to become successful lifelong learners.

3. SASS - strives to support - • Striving for Magis • Pursuing Diversity • Promoting Justice • Promoting Critical Inquiry • Instilling Leadership in Service The 5 Pillars of Jesuit Education http://www.usfca.edu/about/jesuit/

4. Disability Support Services • DSS DSS is committed to creating equal access forall Canisiusstudents with disabilities. Our mission is to see that no student is excluded or discriminated against in participating in any Canisius College program, function, or activity, while maintaining the highest level of academic integrity. We advocate responsibility for an accessible andholistic learning environment, through removal ofinformational, physical, and attitudinal barriers. CANISIUS COLLEGE — Disability Support Services • Old Main 004

5. Federal Legislation Section 504 of theRehabilitation Act of 1973 Americans with Disabilities Act (ADA) of 1990 [ADAAA : Amended – 2010]

6. Section 504 The first federal civil rights law toprotect the rights of persons with disabilities. Section 504 states: “No otherwise qualified individual with a disability in the United States…shall, solely by reason of his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.”

7. Section 504 Institutions receiving federal fundsmay not discriminate on the basis of disability in: • admission and recruiting of students • academic program/activity • financial assistance • athletic programs • housing accommodations • employment

8. ADA While Section 504 was the first federal civil rights, ADA has been the most important for persons with disabilities — reinforcing and extending the precedent set forth by Section 504. This legislation mandates that colleges and universities provide equal accessto programs and services for students with and without disabilities.

9. ADA • • An impairment need not be visible, or significantly or severely restricted, performance of a major life activity to be “substantially limiting.” • • Disability “shall be construed in favor of broad coverage,” • An individual’s ability to perform a major life activity is compared to “most people in the general population,” often using a common-sense analysis without scientific or medical evidence. • • Major life activities clarified and expanded.

10. Definition — Disability • A physical or mental impairment that substantially limits a major life activity • A record of such an impairment • Being regarded as having such an impairment

11. Limitations Condition • Manner • Duration • The comparison of an individual's limitation to the ability of most people in the general population often may be made using a common sense, without resorting to scientific or medical evidence. • Relevant inquiry: how a major life activity is substantially limited, not what can or cannot do in spite of an impairment.

12. Major Life Activities Includes but not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending,speaking, breathing, learning, reading, concentrating, thinking, communicating, and working.

13. Students with Disabilities • A disability may or may not affect the participation of a student in your class. • In postsecondary settings, students are the best source of information regarding their special needs. • Students are responsible for disclosing their disabilities and requesting accommodations. • Students with similar disabilities may require different accommodations. • Flexibility and effective communication.

14. Effective Communication • An obligation to provide effective communication for individuals with disabilities • • Preference given to the individual

15. Type of Communication • • Sign Language Interpreters • (VRI – video remote interpreting) • • Archive Reporting • • CART (computer aided real time translation) • • Qualified Reader • • Alternative Text • • On-Line Course material (videos)

16. Methods of Delivery by DSS Process for Books in Alternate Format • Student provides DSS Documentation supporting the need for Books in Alternate Format • Student submits request each semester • Student provides the necessary book Information as well as proof of purchase receipt • DSS requests to Publishing Companies for each book requested [Companies have up to 6-8 Weeks to process each request]

17. Methods of Delivery by DSS • Publisher either provides the Book in Alternate Format via CD Format, DAISY, or E-Mail Zip Files — OR — provides DSS permission to scan books • If publisher gives permission to scan: – the Canisius Print Shop cuts the bindings of the books, – Scans the book and places into an accessible drive – DSS handles the conversion of the scanned text, converts the PDF to a readable format and places the finished book on the student's jump drive – DSS handles the training and access to the different alternate formats • Students also request books to be enlarged

18. SASS For more information, please contact: Annie Dobies Associate Dean of Students 716/888-3748 • dobies@canisius.edu Jennifer Herrmann Associate Director of DSS 716/888-3748 • herrman1@canisius.edu