Design and Deliver innovative services and programs
University of Arizona
Annual Report 2009-2010 http://drc.arizona.edu/
A Division of Student Affairs
University Commitment The University of Arizona is committed to equal learning and working opportunities for disabled students, faculty, staff, and guests and recognizes that accommodations or modifications may be necessary to ensure access to campus courses, services, activities, jobs, and facilities. The Disability Resource Center (DRC) is a service office on campus that determines, and provides or arranges reasonable accommodation; offers competitive athletic opportunities, physical support, and disability-related programs; and provides training and consultation to the campus community.
Mission To create inclusive and sustainable learning and working environments and facilitate access, discourse, and involvement through innovative services and programs, leadership, and collaboration
Goals Informed by Disability Studies and the “concept” of Universal Design, DRC works to: Create inclusive physical, information, curricular, and social environments by engaging and supporting the campus community in progressive system change. Improve the recruitment, transition, retention and graduation of disabled students and the hiring and retention of disabled employees Develop strategies and partnerships that will enhance the status of adaptive athletics Ensure the effective delivery of accommodations with a minimum of extra effort required by the disabled consumer Provide opportunities for professional development, personal growth, and staff interaction
Accomplishments Goal 1. Create inclusive physical, information, curricular, and social environments by engaging and supporting the campus community in progressive system change Collaborated with Centennial Hall faculty to provide accessible and equitable class experiences to disabled students, including impacting the design of courses, creating on-site test-taking experiences and establishing systems for the seamless availability of notes Partnered actively with faculty from Classics, Journalism, Accounting, Geosciences, Speech and Hearing, the Law School, focusing on curricular design of courses to affect change; resulted in decrease in requested accommodations Presented at GATO Orientation, New faculty Orientations, Preceptor training, Math, Political Science & English TA’s Orientation Represented DRC and disability/accessibility at: o Orientation Advising Committee (OAC) o University professional Advisory Council (UPAC) o Coordinating Council on Academic and Student Affairs (CCASA) o Learning and Teaching with Technology Group (LATTe) o Commission on the Status of Women (CSW), particularly on the Outreach and Education work group, Young Women’s Leadership Conference Guest lecturer for OIA’s Graduate Teaching Certificate Program; collaborating with OIA staff to design a course for the Graduate Certificate Program that will focus on accessible course design and disability Presented workshops on Web Accessibility (7), PDF Accessibility (7) and Assistive Technology (10) to members of the campus community Consulted with University IT implementation teams to ensure that accessibility was considered and integrated into the new Website and UAccess Collaborated with Web-developers and faculty in classes with enrollment of deaf students to support acquisition of captioned audio-visual materials used in class o Captions were not always available; however, we achieved increased understanding of the issues involved, and faculty and University Web-developers are increasingly aware of DRC as a resource and the importance of captioned media Sent three teams of interpreters on Study Abroad experiences (Mexico, Europe, South America), directly impacting international faculty, students and Study Abroad staff’s understanding of disability and appreciation of diverse perspectives Worked intensively with the following departments to achieve access in specific projects: o ENGL 101/102 – extra library component online course (1 credit course being developed, piloted Fall 094 and Spring 2010) o Information Security Office with CIO – accessibility of online security information required to be accessed by all UA Employees. o UAccess Employee, Student and Schedule of Classes – notified UITS/Mosaic of areas with accessibility issues. This will be a continuing project. o Human Resources – Transition to online payroll information / entry for UA staff; accessibility of online how-to tutorial. o College of Social and Behavioral Sciences PETS (Peer Evaluation Toolsets) accessibility o Residence Life – Accessible PDFs for public / students (continued) o External affairs – Accessibility of features for new UA Website (continued)
Goal 2. Improve the recruitment, transition, retention and graduation of disabled students Provided information and presentations on transition to: o UA Recruiters o Miles Davis Elementary school- specifically for deaf and hard of hearing students o DIRECT’s Transition Fair o UA Up-Close session for students and parents o High School Counselor’s Day o Pima Community College students in transfer courses Presented a concurrent session to the Arizona Academic Advisory Council Conference on the value of considering course substitutions as curricular flexibility rather than disabilityrelated accommodations Taught in the Interpreter Training Program, College of Education Provided consultation and support on assistive technology to local area agencies that interface with students, specifically Pima Community College and local area schools Hosted the Workforce Recruitment Program for College Students with Disabilities (U.S. Department of Labor) recruiter for 9th straight year; 10 students interviewed Partnered actively with Career Services to foster an accessible experience for disabled students Goal 3. Increase the hiring and retention of disabled employees Consulted with VR counselors for AT evaluation for employees Researched, installed, and supported technology for employees Goal 4. Develop strategies and partnerships that will enhance the status of adaptive athletics Transitioned all discretionary (those not targeted to specific populations) scholarship dollars to Adaptive Athletics Strengthened relationships with CATS academics and the Think Tank to support student athletes; established weekly meetings between Access Consultant and athletes to check-in on academic progress Served on the newly established Student Affairs Development Team. As a result the Adaptive Athletic Sport Teams are now easily accessible to donors on the UA Foundations updated web page Hosted the Mountain West Rugby Sectionals on campus. This fulfills a rotating program requirement set by the national governing body, USQRA UA Men’s Basketball successfully transitioned from the National Wheelchair Basketball Association (NWBA) Collegiate Division into the Championship Division UA Women’s Basketball; The Women’s Division of the NWBA voted to split into two divisions, collegiate and non-collegiate (the UA was the only vote in opposition), the college teams want to follow the example of the men’s college division. UA did join the college division Partnered with Vet Reintegration staff to plan and coordinate the second annual Veteran’s Sports Camp Goal 5. Ensure the effective delivery of accommodations with a minimum of extra effort required by the disabled consumer Integrated Access Consultants into test administration to support students and faculty in achieving more inclusive solutions to test barriers
Continued to evolve the role of technology in supporting the delivery of accommodations: testing, document conversion, interpreting. o Made major changes to all on-line request systems to reflect new focus on faculty development and to minimize student involvement o All student request pages were modified to minimize number of students who need to come to DRC to address non-standard requests o Interpreter database expanded to allow student and interpreter log-in to check requests/assignments; database now includes both class requests (new) and requests for individual meetings/activities, allowing for better data tracking Assisted faculty in using D2L features to create accessible on-line test experiences and access to lecture notes Converted student files to electronic records to provide ready access to information Modified processes to provide faculty with early notification of students who use accommodations and simplify processes for students Reorganized business functions to reduce 1.0 FTE
Goal 6. Provide opportunities for professional development, personal growth, & staff interaction Participated actively with: o NASPA o PEPNet West Advisory Board o Registry of Interpreters for the Deaf (RID)- coordinated CEUs o Arizona Postsecondary Access Coalition (AzPAC)- Board member o University Ombuds Program o University of Arizona Web Developers Group o Learning and Teaching with Technology Group (LATTe) o College of Education FIPSE grant-collaboration between US, Mexico and Canada o Arizona Sonora Commission o Rehabilitation Counseling Continuing Education program- committee member Involvement with national Association on Higher Education and Disability (AHEAD): developed new professionals’ strand of conference sessions for AHEAD 2010 Conference; presented at AHEAD 2009 conference; presented at two AHEAD Management Institutes; members of JUST Change Initiative; conducted program reviews of DS offices in higher education; keynote speaker at Kentucky AHEAD Affiliate annual conference Mentored developing Sign Language interpreters in the local community Mentored freshmen Arizona Assurance scholars Lead and moderated week-long unit for University of Kansas graduate on-line course re: disability services in higher education Co-presented with ASU for a state-wide AzPAC summer workshop titled “Alternative Format: The Nuts & Bolts” Submitted paper on Disability and Universal Design in Higher Education for publication by the University of Warsaw Served as trainers for a national model demonstration project, Participated in Department of Education grant review for TRIO projects Completed a DRC Case Statement for development and marketing purposes
Statistics Students: During the 2009-10 FY, Disability Resources’ student database included 2048 (4% increase from 200809) unique, active students. This is approximately 5.3% of the total University student population. Of those: 1485 visited the office to use a service (see a Consultant, take an exam, use the lab, use interpreting, etc.) 1026 took at least one exam in the facility 294 used the assistive computer lab
1
Disability 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
2
Learning Disability Attention/ADD Autism Spectrum Other Mobility Psychological Blind/Low Vision Head Injury Deaf/hard of hearing Chronic Disorder No disability identified
790 583 27 61 86 156 50 41 48 164 42
3
40% 30% 1% 3% 6% 6% 3% 2% 2% 7% 1%
4 5 6 7 8 9
Race/Ethnicity 1. 2. 3. 4. 5. 6.
1
Caucasian 1607 Hispanic 168 African American 78 Native American 37 Asian 63 Other 95
79% 9% 4% 2% 3% 4%
2 3 4 5 6
Gender Male Female
1048 1000
51% 49%
male
female
Student Status Freshman Sophomore Junior Senior Masters Professional Doctoral Unknown/unclassified
Freshman
Unknown
430 285 327 449 74 8 44 431
Sophomore
Senior
Junior
College Affiliation Unknown Agriculture & Life Sciences Architecture Business Education Engineering & Mines Fine Arts Graduate College Health Professions
114 41 1 30 201 11 151 204 4
Humanities Law Medicine Nursing Pharmacy Science Social & Behavioral Sciences University College
97 9 49 7 4 405 626 94
Enrollment Trends First-time full-time freshmen enrollment history- 2000-2009 Year 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Freshmen Enrollment 192 210 270 208 255 253 268 265 220 270
300 270
268
255
250
265
270
253
200
210 192
220
208
150 100 50 0 2000 2001
2002
2003
2004
2005
2006
2007
2008
2009
Retention/Graduation
New Full-Time, First-time Disabled Freshmen Persistence & Graduation Rates TERM 2000
2001
2002
2003
2004
2005
2006
2007
2008
Entering cohort 192 Enrolled Graduated 210 Enrolled Graduated 270 Enrolled Graduated 208 Enrolled Graduated 255 Enrolled Graduated 253 Enrolled Graduated 268 Enrolled Graduated 265 Enrolled Graduated 220 Enrolled Graduated
1yr
2yr
3yr
4yr
5yr
6yr
7yr
8yr
86% 0
74% 0
69% 0
41% 28%
9% 55%
4% 58%
2% 59%
3% 59%
80% 0
64% 0
59% 0
31% 25%
8% 43%
3% 48%
0 50%
0 50%
87% 0
76% 0
67% 0
39% 26%
9% 50%
2% 54%
2% 55%
85% 0
72% 0
69% 0
38% 28%
10% 51%
9% 55%
85% 0
73% 0
67% 0
39% 24%
27% 50%
88% 0
72% 0
68% 0
64% 28%
82% 0
72% 0%
70% 0
84% 0
70% 0
94% 0
All Students Disabled students Average one-year retention rate 78.4% 85.6% Average 4-year graduation rate 32.8% 26.5% Average 5 year graduation rate 57.6% 53.7%
Services: 14,204 classes were taken by DRC students o In 46% of those classes students used the DRC self-identify process to indicate to their instructors their possible use of accommodations o Students were approved to use note-taking in 77% of these classes o Formal requests for note-taking were made in only 846 (10%) of those classes approved o Class note-takers registered for letters of volunteer service In 17% of classes in which formal requests were made o Students were approved for extended test time in 83% of these classes o 81+% @ 1.5X o 17+% @ 1.75X (14) to 2.0X o 1%+ @ 2.5X (53), 3X (82), 3.5X (3) and 4.X (4) Testing Accommodations Total Tests: 12,938 (23.7% increase from 2008-09 academic year)
Disability ADD ASP BLV CHR DHH LDI MOB OTH PSY TBI TOTAL
Summer II 09 # of # of Tests Students 41 12 1 1 10 2 2 1 0 0 55 18 4 3 0 0 13 4 5 2 109 42
Fall 09 # of Tests 2265 113 198 221 67 3333 248 118 500 110 7173
# of Students 260 14 23 34 10 387 34 19 67 15 863
Spring 10 # of # of Tests Students 1817 ? 100 ? 168 19 217 ? 49 6 2433 337 157 20 104 19 414 62 67 13 5525 476
Pre-Session & Summer I 10 # of #r of Tests Students 32 17 2 0 4 0 1 2 0 0 46 19 4 1 10 1 7 4 0 0 109 44
During the academic semesters 12,698 tests were requested: 42% were requested via the on-line system and did not require any staff adjustments to the record 20% cancelled 13.6% were no shows Document Conversion Use of document conversion continues to increase rapidly. Fall semesters show consistently higher numbers resulting from incoming freshmen students who ‘try out’ the accommodation in the fall and don’t find it useful. Plans are in place to follow up with these students more quickly to reduce the number of conversions that go unused and support students through other options. Publisher files are available for approximately 39% of requests received, a percentage identical to last year’s figures.
Total # Requests # Unique Requests Total “Article” / Other Request (contains multiple files) # Publisher Files # of Students
SSII 2009 11 11
472 342
399 331
Pre& SSI 2010 42 41
0
16
29
2
47
9 6
183 100
143 72
24 17
359
Fall 2009 Spring 2010
TOTAL 924 725
A consistent method of record-keeping for document conversion over the past three years makes it possible to now chart growth in that area. Total requests 2007-8: 344 (baseline); 2008-9: 575 (67% growth); 2009-10: 924 (62% one-year growth; 169% growth from baseline) 500 450 400 350 300 250 200 150 100 50 0 Fall 2007
spring 2008
fall 2008
spring 2009
fall 2009
spring 2010
DRC Assistive Technology Lab Use of the DRC Assistive Technology lab continues to drop as more students own personal computers and laptops.
Number of Individual Visits: Number of Individual Students:
07/01/06 06/30/07 6079 404
07/01/07 – 06/30/08 6989 403
07/01/08 – 06/30/09 6306 337
07/01/09 – 06/30/10 4433 305
Individual visits
Students
8000
500
6000
6306
6989
6079
400 300
4433
4000
404
403
2006-7
2007-8
337 305
200
2000
100
0
0 2006-7
2007-8
2008-9
2009-10
2008-9
2009-10
Interpreting/CART Reporting
DRC provided interpreting/CART for 78 people: 28 students, 4 faculty members, 6 staff members and over 40 others who attended University sponsored events 8,978 hours of interpreting by staff and freelance interpreters. This figure includes teamed assignments, minimum payment requirements and prep/office time. This figure does not include interpreting for study abroad programs. DRC employs 5 staff interpreters and uses over 20 community interpreters in freelance capacities 1,740 hours of CART by four freelance CART writers and an agency. Interpreters were sent on a record number of study abroad trips: o 10-day travel to Chile and Bolivia – College of Business o 6-week travel to Guanajuato – College of Education o 6 month travel to Austria – College of Business
Employees: Served 99 active employees Disability Attention Deficit Blind/Low Vision Chronic/Medical Deaf/Hard of Hearing Head Injury/Neurological Learning Disability Mobility Psychological Multiple/unknown
Gender 1 9 23 11 21 3 15 12 4
Male Female
42 57
Classification Staff Faculty Appointed
40 25 16
Athletes: 75 athletes participated in five teams Men’s basketball Women’s basketball Track/roadracing Tennis Quad rugby
19 15 12 9 20
UA Men’s Basketball is ranked 3rd place in the post season national poll. This is the best finish to date for the team UA Women’s Basketball finished with a 5th place national ranking in the final NWBA Women’s Division post season poll UA Track/Roadracing competed in numerous high profile races including the Boston, Los Angeles and New York Marathons. UA athletes had 1st place finishes in Bloomsday Run, Gasparilla Distance Classic, Boulder Boulder 10K, River Bank Run and the Arizona Distance Classic. Four UA athletes qualified for the National Track Championships. Two UA athletes qualified for selection to the USA Paralympic World Championships to be held in January 2011 UA Tennis had a doubles finalist and a men’s Tier I Singles Finalist at the Collegiate Nationals. UA also won the Collegiate Team Championship and two UA athletes were selected to Team USA UA Quad Rugby finished with a 3rd place national ranking in the United States Quad Rugby Division I Postseason poll. This is the best finish to date for the team. Three UA athletes were selected to the USA National Rugby Team. UA Quad Rugby also hosted the Mountain Sectional post season tournament
Fitness/Physical Support: This year the Adaptive Fitness Gym served about 125 individuals, not counting increased use by the Men’s and Women’s basketball pre-season training and morning use by Veteran’s programming Total gym visits Students Community Staff Community athletes
Res. hall accommodations:
3,750 45 41 10 25
108
Disabled Veterans Education and Reintegration Project Successfully managed a second year of the Congressionally-directed Disabled Veterans Reintegration and Education Project (DVRE) and received an additional award to complete this project. This funding award will be spread out over the next two years (July 2010 – June 2012) Major DVRE accomplishments 2009-2010: Hosted 22 veterans for the 2nd Disabled Veterans Sports and Wellness Camp Hosted 24 professionals in the areas of Higher Education, VA, and non-profit for the Veterans in Higher Education Professionals’ Roundtable o The UA has developed Veterans in Higher Education National Clearinghouse to support future professional development related to working with veterans on campus Completed and transcribed 20 semi-structured, individual interviews Engaged 47 disabled veterans in pilot program for Healing Touch, guided energy therapy, coordinated by DVRE and offered in DRC and Student Vets Center Supported the delivery of SERV transition classes, offered to 24 new veterans Liased with Student Vets Center and Student Veterans of America club Selected to present at NASPA Annual Conference and NASPA Multicultural Institute Invited to Think Tank on Young Veterans Issues hosted by the Department of Labor
Compliance The ADA/504 Compliance Officer (DRC Director) monitors policies, procedures, and practices for the University to ensure compliance with the American with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. ADA/504 related grievances are investigated by the Office of Equal Opportunity and Affirmative Action.
Consulted with departments, faculty, staff, students, and administrators on physical and program access; worked to ensure that grievance procedure was followed and easily identified Reviewed disabled student academic petitions Provided onsite assessments, ADA consultation and plan review of renovation projects done through Real Estate Management Provided campus wide ADA new construction and renovation plan review, participated in individual meetings with architects and roundtable discussions Provided technical assistance on barrier removal, modifications or substitution of alternate paths of travel, locations of activities, and parking Continued to work with an internal team to review budget, assess progress on existing projects, prioritize incoming projects, and schedule recommended site visits: weekly meetings with the physical access work team were scheduled to review budgets and track existing ADA projects; a list of current plan reviews and a process for filing completed projects were established Funded “readily achievable” barrier removal projects (i.e., automatic door openers, railings, portable ramps, door hardware, etc.) Collaborated with the University Attorney’s Office and the Office of Equal Opportunity and Affirmative Action to deliver campus-wide training
Personnel
Continuing Staff Barton Borich Bredehoft Brooks Brown Carpenter Castillo Cooper Davis Donnel Ewing Friedmann Funckes Guzman Herr-Cardillo Hughes Hunziker Kroeger Lamb Lopez Mazzola Muller Murtaugh Nicholls Olson Roark Salvesen Santee Sooy Strauss
Classification Head Coach Access Consultant Access Consultant Access Consultant Head Coach Interpreter Administrative Associate Business Manager Support Systems Analyst, Principal Interpreter Interpreter Interpreter Associate Director Counselor/Student Outreach Assistant Director Head Coach Support Systems Analyst Director Manager, Curricular Access/Faculty Outreach Office Specialist Program Coordinator Manager, Consultation and Student Development Interpreter Program Coordinator, Sr. Program Coordinator Access Consultant Assistant Director Physical Therapist /Access Consultant Access Consultant Assistant Director
FTE 1.00 1.00 1.00 1.00 1.00 0.75 1.00 1.00 1.00 0.75 0.75 0.50 1.00 0.25 1.00 0.50 1.00 1.00 1.00 1.00 1.00 1.00 0.75 1.00 0.75 1.00 1.00 0.89 1.00 1.00
Hires Bowen Nyrkkanen
Classification Office Specialist Access Consultant
FTE 1.00 1.00
Grant Funded Kraus Olson Rattray Standage
Classification Project Coordinator Program Coordinator Research Assistant Coordinator
FTE 1.00 0.15 0.25 0.50
Departures Asher Cooper
Classification Intern Business Manager
FTE 0.50 1.00
Daniels Lopez Ludwig
Intern Events Coordinator Access Consultant
0.50 0.50 1.00
Leave of Absence None
Classification
FTE
Annual Report 2009-2010 http://drc.arizona.edu/
A Division of Student Affairs
University Commitment The University of Arizona is committed to equal learning and working opportunities for disabled students, faculty, staff, and guests and recognizes that accommodations or modifications may be necessary to ensure access to campus courses, services, activities, jobs, and facilities. The Disability Resource Center (DRC) is a service office on campus that determines, and provides or arranges reasonable accommodation; offers competitive athletic opportunities, physical support, and disability-related programs; and provides training and consultation to the campus community.
Mission To create inclusive and sustainable learning and working environments and facilitate access, discourse, and involvement through innovative services and programs, leadership, and collaboration
Goals Informed by Disability Studies and the “concept” of Universal Design, DRC works to: Create inclusive physical, information, curricular, and social environments by engaging and supporting the campus community in progressive system change. Improve the recruitment, transition, retention and graduation of disabled students and the hiring and retention of disabled employees Develop strategies and partnerships that will enhance the status of adaptive athletics Ensure the effective delivery of accommodations with a minimum of extra effort required by the disabled consumer Provide opportunities for professional development, personal growth, and staff interaction
Accomplishments Goal 1. Create inclusive physical, information, curricular, and social environments by engaging and supporting the campus community in progressive system change Collaborated with Centennial Hall faculty to provide accessible and equitable class experiences to disabled students, including impacting the design of courses, creating on-site test-taking experiences and establishing systems for the seamless availability of notes Partnered actively with faculty from Classics, Journalism, Accounting, Geosciences, Speech and Hearing, the Law School, focusing on curricular design of courses to affect change; resulted in decrease in requested accommodations Presented at GATO Orientation, New faculty Orientations, Preceptor training, Math, Political Science & English TA’s Orientation Represented DRC and disability/accessibility at: o Orientation Advising Committee (OAC) o University professional Advisory Council (UPAC) o Coordinating Council on Academic and Student Affairs (CCASA) o Learning and Teaching with Technology Group (LATTe) o Commission on the Status of Women (CSW), particularly on the Outreach and Education work group, Young Women’s Leadership Conference Guest lecturer for OIA’s Graduate Teaching Certificate Program; collaborating with OIA staff to design a course for the Graduate Certificate Program that will focus on accessible course design and disability Presented workshops on Web Accessibility (7), PDF Accessibility (7) and Assistive Technology (10) to members of the campus community Consulted with University IT implementation teams to ensure that accessibility was considered and integrated into the new Website and UAccess Collaborated with Web-developers and faculty in classes with enrollment of deaf students to support acquisition of captioned audio-visual materials used in class o Captions were not always available; however, we achieved increased understanding of the issues involved, and faculty and University Web-developers are increasingly aware of DRC as a resource and the importance of captioned media Sent three teams of interpreters on Study Abroad experiences (Mexico, Europe, South America), directly impacting international faculty, students and Study Abroad staff’s understanding of disability and appreciation of diverse perspectives Worked intensively with the following departments to achieve access in specific projects: o ENGL 101/102 – extra library component online course (1 credit course being developed, piloted Fall 094 and Spring 2010) o Information Security Office with CIO – accessibility of online security information required to be accessed by all UA Employees. o UAccess Employee, Student and Schedule of Classes – notified UITS/Mosaic of areas with accessibility issues. This will be a continuing project. o Human Resources – Transition to online payroll information / entry for UA staff; accessibility of online how-to tutorial. o College of Social and Behavioral Sciences PETS (Peer Evaluation Toolsets) accessibility o Residence Life – Accessible PDFs for public / students (continued) o External affairs – Accessibility of features for new UA Website (continued)
Goal 2. Improve the recruitment, transition, retention and graduation of disabled students Provided information and presentations on transition to: o UA Recruiters o Miles Davis Elementary school- specifically for deaf and hard of hearing students o DIRECT’s Transition Fair o UA Up-Close session for students and parents o High School Counselor’s Day o Pima Community College students in transfer courses Presented a concurrent session to the Arizona Academic Advisory Council Conference on the value of considering course substitutions as curricular flexibility rather than disabilityrelated accommodations Taught in the Interpreter Training Program, College of Education Provided consultation and support on assistive technology to local area agencies that interface with students, specifically Pima Community College and local area schools Hosted the Workforce Recruitment Program for College Students with Disabilities (U.S. Department of Labor) recruiter for 9th straight year; 10 students interviewed Partnered actively with Career Services to foster an accessible experience for disabled students Goal 3. Increase the hiring and retention of disabled employees Consulted with VR counselors for AT evaluation for employees Researched, installed, and supported technology for employees Goal 4. Develop strategies and partnerships that will enhance the status of adaptive athletics Transitioned all discretionary (those not targeted to specific populations) scholarship dollars to Adaptive Athletics Strengthened relationships with CATS academics and the Think Tank to support student athletes; established weekly meetings between Access Consultant and athletes to check-in on academic progress Served on the newly established Student Affairs Development Team. As a result the Adaptive Athletic Sport Teams are now easily accessible to donors on the UA Foundations updated web page Hosted the Mountain West Rugby Sectionals on campus. This fulfills a rotating program requirement set by the national governing body, USQRA UA Men’s Basketball successfully transitioned from the National Wheelchair Basketball Association (NWBA) Collegiate Division into the Championship Division UA Women’s Basketball; The Women’s Division of the NWBA voted to split into two divisions, collegiate and non-collegiate (the UA was the only vote in opposition), the college teams want to follow the example of the men’s college division. UA did join the college division Partnered with Vet Reintegration staff to plan and coordinate the second annual Veteran’s Sports Camp Goal 5. Ensure the effective delivery of accommodations with a minimum of extra effort required by the disabled consumer Integrated Access Consultants into test administration to support students and faculty in achieving more inclusive solutions to test barriers
Continued to evolve the role of technology in supporting the delivery of accommodations: testing, document conversion, interpreting. o Made major changes to all on-line request systems to reflect new focus on faculty development and to minimize student involvement o All student request pages were modified to minimize number of students who need to come to DRC to address non-standard requests o Interpreter database expanded to allow student and interpreter log-in to check requests/assignments; database now includes both class requests (new) and requests for individual meetings/activities, allowing for better data tracking Assisted faculty in using D2L features to create accessible on-line test experiences and access to lecture notes Converted student files to electronic records to provide ready access to information Modified processes to provide faculty with early notification of students who use accommodations and simplify processes for students Reorganized business functions to reduce 1.0 FTE
Goal 6. Provide opportunities for professional development, personal growth, & staff interaction Participated actively with: o NASPA o PEPNet West Advisory Board o Registry of Interpreters for the Deaf (RID)- coordinated CEUs o Arizona Postsecondary Access Coalition (AzPAC)- Board member o University Ombuds Program o University of Arizona Web Developers Group o Learning and Teaching with Technology Group (LATTe) o College of Education FIPSE grant-collaboration between US, Mexico and Canada o Arizona Sonora Commission o Rehabilitation Counseling Continuing Education program- committee member Involvement with national Association on Higher Education and Disability (AHEAD): developed new professionals’ strand of conference sessions for AHEAD 2010 Conference; presented at AHEAD 2009 conference; presented at two AHEAD Management Institutes; members of JUST Change Initiative; conducted program reviews of DS offices in higher education; keynote speaker at Kentucky AHEAD Affiliate annual conference Mentored developing Sign Language interpreters in the local community Mentored freshmen Arizona Assurance scholars Lead and moderated week-long unit for University of Kansas graduate on-line course re: disability services in higher education Co-presented with ASU for a state-wide AzPAC summer workshop titled “Alternative Format: The Nuts & Bolts” Submitted paper on Disability and Universal Design in Higher Education for publication by the University of Warsaw Served as trainers for a national model demonstration project, Participated in Department of Education grant review for TRIO projects Completed a DRC Case Statement for development and marketing purposes
Statistics Students: During the 2009-10 FY, Disability Resources’ student database included 2048 (4% increase from 200809) unique, active students. This is approximately 5.3% of the total University student population. Of those: 1485 visited the office to use a service (see a Consultant, take an exam, use the lab, use interpreting, etc.) 1026 took at least one exam in the facility 294 used the assistive computer lab
1
Disability 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
2
Learning Disability Attention/ADD Autism Spectrum Other Mobility Psychological Blind/Low Vision Head Injury Deaf/hard of hearing Chronic Disorder No disability identified
790 583 27 61 86 156 50 41 48 164 42
3
40% 30% 1% 3% 6% 6% 3% 2% 2% 7% 1%
4 5 6 7 8 9
Race/Ethnicity 1. 2. 3. 4. 5. 6.
1
Caucasian 1607 Hispanic 168 African American 78 Native American 37 Asian 63 Other 95
79% 9% 4% 2% 3% 4%
2 3 4 5 6
Gender Male Female
1048 1000
51% 49%
male
female
Student Status Freshman Sophomore Junior Senior Masters Professional Doctoral Unknown/unclassified
Freshman
Unknown
430 285 327 449 74 8 44 431
Sophomore
Senior
Junior
College Affiliation Unknown Agriculture & Life Sciences Architecture Business Education Engineering & Mines Fine Arts Graduate College Health Professions
114 41 1 30 201 11 151 204 4
Humanities Law Medicine Nursing Pharmacy Science Social & Behavioral Sciences University College
97 9 49 7 4 405 626 94
Enrollment Trends First-time full-time freshmen enrollment history- 2000-2009 Year 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Freshmen Enrollment 192 210 270 208 255 253 268 265 220 270
300 270
268
255
250
265
270
253
200
210 192
220
208
150 100 50 0 2000 2001
2002
2003
2004
2005
2006
2007
2008
2009
Retention/Graduation
New Full-Time, First-time Disabled Freshmen Persistence & Graduation Rates TERM 2000
2001
2002
2003
2004
2005
2006
2007
2008
Entering cohort 192 Enrolled Graduated 210 Enrolled Graduated 270 Enrolled Graduated 208 Enrolled Graduated 255 Enrolled Graduated 253 Enrolled Graduated 268 Enrolled Graduated 265 Enrolled Graduated 220 Enrolled Graduated
1yr
2yr
3yr
4yr
5yr
6yr
7yr
8yr
86% 0
74% 0
69% 0
41% 28%
9% 55%
4% 58%
2% 59%
3% 59%
80% 0
64% 0
59% 0
31% 25%
8% 43%
3% 48%
0 50%
0 50%
87% 0
76% 0
67% 0
39% 26%
9% 50%
2% 54%
2% 55%
85% 0
72% 0
69% 0
38% 28%
10% 51%
9% 55%
85% 0
73% 0
67% 0
39% 24%
27% 50%
88% 0
72% 0
68% 0
64% 28%
82% 0
72% 0%
70% 0
84% 0
70% 0
94% 0
All Students Disabled students Average one-year retention rate 78.4% 85.6% Average 4-year graduation rate 32.8% 26.5% Average 5 year graduation rate 57.6% 53.7%
Services: 14,204 classes were taken by DRC students o In 46% of those classes students used the DRC self-identify process to indicate to their instructors their possible use of accommodations o Students were approved to use note-taking in 77% of these classes o Formal requests for note-taking were made in only 846 (10%) of those classes approved o Class note-takers registered for letters of volunteer service In 17% of classes in which formal requests were made o Students were approved for extended test time in 83% of these classes o 81+% @ 1.5X o 17+% @ 1.75X (14) to 2.0X o 1%+ @ 2.5X (53), 3X (82), 3.5X (3) and 4.X (4) Testing Accommodations Total Tests: 12,938 (23.7% increase from 2008-09 academic year)
Disability ADD ASP BLV CHR DHH LDI MOB OTH PSY TBI TOTAL
Summer II 09 # of # of Tests Students 41 12 1 1 10 2 2 1 0 0 55 18 4 3 0 0 13 4 5 2 109 42
Fall 09 # of Tests 2265 113 198 221 67 3333 248 118 500 110 7173
# of Students 260 14 23 34 10 387 34 19 67 15 863
Spring 10 # of # of Tests Students 1817 ? 100 ? 168 19 217 ? 49 6 2433 337 157 20 104 19 414 62 67 13 5525 476
Pre-Session & Summer I 10 # of #r of Tests Students 32 17 2 0 4 0 1 2 0 0 46 19 4 1 10 1 7 4 0 0 109 44
During the academic semesters 12,698 tests were requested: 42% were requested via the on-line system and did not require any staff adjustments to the record 20% cancelled 13.6% were no shows Document Conversion Use of document conversion continues to increase rapidly. Fall semesters show consistently higher numbers resulting from incoming freshmen students who ‘try out’ the accommodation in the fall and don’t find it useful. Plans are in place to follow up with these students more quickly to reduce the number of conversions that go unused and support students through other options. Publisher files are available for approximately 39% of requests received, a percentage identical to last year’s figures.
Total # Requests # Unique Requests Total “Article” / Other Request (contains multiple files) # Publisher Files # of Students
SSII 2009 11 11
472 342
399 331
Pre& SSI 2010 42 41
0
16
29
2
47
9 6
183 100
143 72
24 17
359
Fall 2009 Spring 2010
TOTAL 924 725
A consistent method of record-keeping for document conversion over the past three years makes it possible to now chart growth in that area. Total requests 2007-8: 344 (baseline); 2008-9: 575 (67% growth); 2009-10: 924 (62% one-year growth; 169% growth from baseline) 500 450 400 350 300 250 200 150 100 50 0 Fall 2007
spring 2008
fall 2008
spring 2009
fall 2009
spring 2010
DRC Assistive Technology Lab Use of the DRC Assistive Technology lab continues to drop as more students own personal computers and laptops.
Number of Individual Visits: Number of Individual Students:
07/01/06 06/30/07 6079 404
07/01/07 – 06/30/08 6989 403
07/01/08 – 06/30/09 6306 337
07/01/09 – 06/30/10 4433 305
Individual visits
Students
8000
500
6000
6306
6989
6079
400 300
4433
4000
404
403
2006-7
2007-8
337 305
200
2000
100
0
0 2006-7
2007-8
2008-9
2009-10
2008-9
2009-10
Interpreting/CART Reporting
DRC provided interpreting/CART for 78 people: 28 students, 4 faculty members, 6 staff members and over 40 others who attended University sponsored events 8,978 hours of interpreting by staff and freelance interpreters. This figure includes teamed assignments, minimum payment requirements and prep/office time. This figure does not include interpreting for study abroad programs. DRC employs 5 staff interpreters and uses over 20 community interpreters in freelance capacities 1,740 hours of CART by four freelance CART writers and an agency. Interpreters were sent on a record number of study abroad trips: o 10-day travel to Chile and Bolivia – College of Business o 6-week travel to Guanajuato – College of Education o 6 month travel to Austria – College of Business
Employees: Served 99 active employees Disability Attention Deficit Blind/Low Vision Chronic/Medical Deaf/Hard of Hearing Head Injury/Neurological Learning Disability Mobility Psychological Multiple/unknown
Gender 1 9 23 11 21 3 15 12 4
Male Female
42 57
Classification Staff Faculty Appointed
40 25 16
Athletes: 75 athletes participated in five teams Men’s basketball Women’s basketball Track/roadracing Tennis Quad rugby
19 15 12 9 20
UA Men’s Basketball is ranked 3rd place in the post season national poll. This is the best finish to date for the team UA Women’s Basketball finished with a 5th place national ranking in the final NWBA Women’s Division post season poll UA Track/Roadracing competed in numerous high profile races including the Boston, Los Angeles and New York Marathons. UA athletes had 1st place finishes in Bloomsday Run, Gasparilla Distance Classic, Boulder Boulder 10K, River Bank Run and the Arizona Distance Classic. Four UA athletes qualified for the National Track Championships. Two UA athletes qualified for selection to the USA Paralympic World Championships to be held in January 2011 UA Tennis had a doubles finalist and a men’s Tier I Singles Finalist at the Collegiate Nationals. UA also won the Collegiate Team Championship and two UA athletes were selected to Team USA UA Quad Rugby finished with a 3rd place national ranking in the United States Quad Rugby Division I Postseason poll. This is the best finish to date for the team. Three UA athletes were selected to the USA National Rugby Team. UA Quad Rugby also hosted the Mountain Sectional post season tournament
Fitness/Physical Support: This year the Adaptive Fitness Gym served about 125 individuals, not counting increased use by the Men’s and Women’s basketball pre-season training and morning use by Veteran’s programming Total gym visits Students Community Staff Community athletes
Res. hall accommodations:
3,750 45 41 10 25
108
Disabled Veterans Education and Reintegration Project Successfully managed a second year of the Congressionally-directed Disabled Veterans Reintegration and Education Project (DVRE) and received an additional award to complete this project. This funding award will be spread out over the next two years (July 2010 – June 2012) Major DVRE accomplishments 2009-2010: Hosted 22 veterans for the 2nd Disabled Veterans Sports and Wellness Camp Hosted 24 professionals in the areas of Higher Education, VA, and non-profit for the Veterans in Higher Education Professionals’ Roundtable o The UA has developed Veterans in Higher Education National Clearinghouse to support future professional development related to working with veterans on campus Completed and transcribed 20 semi-structured, individual interviews Engaged 47 disabled veterans in pilot program for Healing Touch, guided energy therapy, coordinated by DVRE and offered in DRC and Student Vets Center Supported the delivery of SERV transition classes, offered to 24 new veterans Liased with Student Vets Center and Student Veterans of America club Selected to present at NASPA Annual Conference and NASPA Multicultural Institute Invited to Think Tank on Young Veterans Issues hosted by the Department of Labor
Compliance The ADA/504 Compliance Officer (DRC Director) monitors policies, procedures, and practices for the University to ensure compliance with the American with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. ADA/504 related grievances are investigated by the Office of Equal Opportunity and Affirmative Action.
Consulted with departments, faculty, staff, students, and administrators on physical and program access; worked to ensure that grievance procedure was followed and easily identified Reviewed disabled student academic petitions Provided onsite assessments, ADA consultation and plan review of renovation projects done through Real Estate Management Provided campus wide ADA new construction and renovation plan review, participated in individual meetings with architects and roundtable discussions Provided technical assistance on barrier removal, modifications or substitution of alternate paths of travel, locations of activities, and parking Continued to work with an internal team to review budget, assess progress on existing projects, prioritize incoming projects, and schedule recommended site visits: weekly meetings with the physical access work team were scheduled to review budgets and track existing ADA projects; a list of current plan reviews and a process for filing completed projects were established Funded “readily achievable” barrier removal projects (i.e., automatic door openers, railings, portable ramps, door hardware, etc.) Collaborated with the University Attorney’s Office and the Office of Equal Opportunity and Affirmative Action to deliver campus-wide training
Personnel
Continuing Staff Barton Borich Bredehoft Brooks Brown Carpenter Castillo Cooper Davis Donnel Ewing Friedmann Funckes Guzman Herr-Cardillo Hughes Hunziker Kroeger Lamb Lopez Mazzola Muller Murtaugh Nicholls Olson Roark Salvesen Santee Sooy Strauss
Classification Head Coach Access Consultant Access Consultant Access Consultant Head Coach Interpreter Administrative Associate Business Manager Support Systems Analyst, Principal Interpreter Interpreter Interpreter Associate Director Counselor/Student Outreach Assistant Director Head Coach Support Systems Analyst Director Manager, Curricular Access/Faculty Outreach Office Specialist Program Coordinator Manager, Consultation and Student Development Interpreter Program Coordinator, Sr. Program Coordinator Access Consultant Assistant Director Physical Therapist /Access Consultant Access Consultant Assistant Director
FTE 1.00 1.00 1.00 1.00 1.00 0.75 1.00 1.00 1.00 0.75 0.75 0.50 1.00 0.25 1.00 0.50 1.00 1.00 1.00 1.00 1.00 1.00 0.75 1.00 0.75 1.00 1.00 0.89 1.00 1.00
Hires Bowen Nyrkkanen
Classification Office Specialist Access Consultant
FTE 1.00 1.00
Grant Funded Kraus Olson Rattray Standage
Classification Project Coordinator Program Coordinator Research Assistant Coordinator
FTE 1.00 0.15 0.25 0.50
Departures Asher Cooper
Classification Intern Business Manager
FTE 0.50 1.00
Daniels Lopez Ludwig
Intern Events Coordinator Access Consultant
0.50 0.50 1.00
Leave of Absence None
Classification
FTE
