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ACADEMIC ACCESS FOR STUDENTS WITH DISABILITIES
AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY
MIT's Commitment to Individuals with Disabilities: Philosophy of Disabilities Services
The MIT Disabilities Services Office (DSO), as required under the Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973, makes every reasonable effort to provide appropriate accommodations and assistance to students with disabilities. The objective is to ensure that our students receive equal access to all Institute programs and services. To that end, we seek to balance the student's right to access with our obligation to protect the integrity of Institute programs and services.

Policy on Providing Services
Accommodation decisions are the product of an interactive process which involves students and their past academic history, parents, DSO staff, academic advisors, faculty members and, where necessary, outside experts. Students who provide incomplete documentation are offered assistance and guidance, such as referrals for additional testing. Accommodations that are judged to have a negative impact on the academic integrity of the educational program (e.g. those that would fundamentally alter the program of study) will not be honored. The final determination for providing appropriate and reasonable accommodations rests with the Institute. The DSO ensures that the ultimate decision conforms with well established practices in the field and pertinent legal precedents.

Definitions for Disabled
MIT is required by Section 504 of the Rehabilitation Act and the Americans with Disabilities Act to provide effective auxiliary aids and services for qualified students with documented disabilities if such aids are needed to provide equitable access to MIT's programs and services. Federal law defines a disability as "a physical or mental impairment that substantially limits* one or more major life activities." Major life activities are defined as the ability to perform functions such as walking, seeing, hearing, speaking, breathing, learning, working, or taking care of oneself. It is important to note that an impairment in and of itself does not necessarily constitute a disability. The degree of impairment must be significant enough to "substantially limit" one or more major life activities. Therefore, documentation provided by a qualified professional must address the substantial limitation posed by an impairment.

Besides impairments pertaining to vision, hearing, physical well-being, and perception, individuals with disabilities may also include those with emotional or mental illness; illness such as cancer, heart disease or AIDS; learning disabilities such as dyslexia and dysgraphia; and physical impairments such as repetitive strain injury (RSI) or carpal tunnel syndrome (CTS).

These and other types of disabilities do not necessarily impair the individual's performance but may require the individual to seek alternative methods of carrying out a given task. This guide is a description of the policies and procedures which the DSO follows to assist individuals with disabilities at MIT in doing just that.

Guidelines for Assessment Criteria

The following guidelines for documenting a disability are provided to assist the student and evaluator in providing appropriate documentation of a disability. Documentation serves as the foundation that legitimizes a student's request for appropriate accommodations. The professional providing this information must have first hand knowledge of the student's condition, must have experience and training diagnosing and treating college students and must be an impartial professional who is not related to the student.

Documentation should include:

  1. A clear statement of the disability including diagnosis and prognosis
  2. Documentation for eligibility should be current, preferably within the last three years; (the age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's request for accommodations)
  3. A summary of evaluation procedures as well as diagnostic tests/evaluation results used to make the diagnosis
  4. Medical information should include a statement of the functional impact or limitations the disability has on learning or other major life activities
  5. Each recommended accommodation should be accompanied by an explanation of its relevance to the disability that is diagnosed.
  6. Date of first meeting with student and date of most recent meeting with student.

Specific Disabilities: All students who wish to receive academic adjustments need to provide the above information in addition to their specific disablitiy as outlined below.

Psychiatric disabilities: documentation must also include the DSM-IV diagnosis and a summary of present symptoms, in a written report from a psychiatrist, licensed psychologist, certified social worker (CSW or ACSW) or licensed professional counselor.

Attention Deficit Hyperactivity Disorder: documentation must include a statement of presenting problem; evidence of early impairment; testing that verifies a pattern of inattention and/or hyperactivity/impulsivity that currently affects learning; identification of DSM-IV criteria for ADHD; report summary and rationales for accommodations using evidence from the evaluation. Professionals considered acceptable for evaluating ADHD are licensed physicians, neuropsychologists, and psychologists.

Learning Disabilities: documentation should validate the need for services based on the individual's current level of functioning in the educational setting. A school plan such as an individualized education program (IEP) or a 504 plan is insufficient documentation, but it can be included as part of a more comprehensive assessment battery. A comprehensive assessment battery and the resulting diagnostic report should include a diagnostic interview, assessment of aptitude, academic achievement, information processing, and a diagnosis. Assessment, and any resulting diagnosis, should consist of and be based on a comprehensive assessment battery which does not rely on any one test or subtest. Individual "learning styles," "learning differences," "academic problems," and "test difficulty or anxiety," in and of themselves, do not constitute a learning disability. The tests used should be reliable, valid and standardized for use with an adolescent/adult population. The test findings should document both the nature and severity of the learning disability. The following professionals would generally be considered qualified to evaluate specific learning disabilities provided that they have additional training and experience in the assessment of learning problems in adolescents and adults: clinical or educational psychologists, school psychologists, neuropsychologists, learning disabilities specialists, medical doctors, and other professionals.

Confidentiality
In granting an accommodation, the Disability Coordinator has the right to review pertinent information with individuals identified by the Coordinator as necessary participants in the decision making process (instructors, academic advisors, Medical staff, student's health professionals, and the appropriate experts in the field.)

If accommodations are not clearly identified in a diagnostic report, the Disability Coordinator can seek outside, professional clarification. At that time, the student will be notified of the intentions of the Disabilities Services Office.
References: * From AHEAD publication "Title by Title" by Jane Jarrow: "Substantially limits means unable to perform a major life activity or significantly restricted as to the condition, manner, or duration under which a major life activity can be performed, in comparison to most people or the average person." ** (c) 1997, The Association on Higher Education And Disability, Columbus, OH USA (AHEAD)

MASSACHUSETTS INSTITUTE OF TECHNOLOGY POLICIES AND PROCEDURES
OF THE DISABILITIES SERVICES OFFICE (DSO)
I. Responsibilites

The Massachusetts Institute of Technology is committed to providing equal opportunity to students with disabilities to allow full participation in all services and programs. As required under the Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973, the following are the responsibilities of the Disabilities Coordinator, Learning Disabilities Specialist, faculty, and students in making a reasonable effort to provide appropriate accommodations for students with disabilities at MIT.

  A. DSO STAFF
 

The Disabilities Coordinator is responsible for working with faculty, staff, programs and other departments at MIT, as well as external resources and services, to ensure "meaningful access" for students with disabilities. The Coordinator will review student documentation, determine appropriate accommodations, and work with faculty regarding the provision of accommodations to students.

The Learning Disabilities (LD) Specialist reviews the documentation of students with learning disabilities, recommends reasonable accommodations to the Disabilities Coordinator, and works with faculty regarding the provision of accommodations to students. The LD Specialist provides additional individual assistance to students on a limited basis for identifying other areas of need, and makes referrals to appropriate services. Ongoing workshops in learning and organizational strategies are also provided as is referral to a network of students with Attention Deficit Hyperactive Disorder and/or Learning Disabilities on campus.

  B. FACULTY

The faculty are responsible for working with the DSO (which may include the LD Specialist) to ensure students are provided "meaningful access." Primarily, this involves working with the student and the DSO to assure the provision of reasonable accommodations. Faculty play an important role by helping to determine whether requests compromise classroom academic standards and assisting in implementing such requests.

  C. MIT STUDENTS

Students with disabilities are responsible for providing to the Disabilities Coordinator or the LD Specialist, documentation that identifies their specific disability and requested accommodations. Documentation submitted should not be more than three years old. The documentation and accommodation request must be provided in a timely manner so the DSO has reasonable time to review the request and coordinate accommodations. Students are responsible for following the Institute's procedures for receiving accommodations and auxiliary aids.

II. Procedures
  A. FACULTY PROCEDURES FOR PROVIDING ACADEMIC ACCOMMODATIONS

The following procedures are guidelines for responding to student requests for academic accommodations on the basis of a disability. Faculty have a responsibility to respond to reasonable requests for academic accommodations from students with disabilities at the Institute. Reasonable requests are determined by the Disabilities Services Office (DSO) on the basis of legitimate documentation of a student's disability by an appropriate professional; communications with the faculty and students; accepted practices of disability service providers in higher education; and legal precedent. Response to requests for academic and other types of accommodations by the Institute ensures student's "meaningful access" to essential programs and activities. The question of classroom academic standards is one that the DSO staff works carefully with faculty to ascertain.

Faculty Notification of Requested Academic Accommodations

  1. Students have been advised to make an appointment to see faculty during faculty office hours to present them with the Accommodation Letter prepared by the DSO. The student and faculty should then discuss the requested academic accommodations and exam accommodations outlined in the Accommodation Letter, to ensure a mutual understanding.
  2. If an Accommodation Letter is not provided from the DSO, the faculty member should refer the student to the DSO to obtain such a letter to verify and ensure the reasonableness, accuracy and legitimacy of the request.
  3. If the faculty member has any concerns about the recommended accommodations, they should convey these concerns to the DSO immediately.
Student Request for Exam Accommodations

Faculty play an important role by helping to determine whether exam accommodation requests compromise classroom academic standards and in assisting with implementing such requests.
  1. It is the student's responsibility to fill out an "
  2. Exam Accommodations Form" to notify faculty of their exam accommodations, two weeks prior to the exam. Pop quizzes should be dealt with on an individual basis between the instructor and student.
  3. The most successful process for exam accommodations is for the faculty member to arrange exams within the department in order to better monitor the quality and fairness of the exam accommodations. This may include arranging for a private room or the coordination of a proctor, reader, or scribe. (See section on Exam Accommodations and Procedures on the following page.)
  4. The DSO is here to assist with logistical difficulties faculty or their departments may encounter in providing student accommodations. The DSO can advertise and select a scribe for an exam, or provide a location in the event that faculty/departments cannot do so.
Exam Accommodations and Procedures

Some examples of test accommodations include having someone write down a student's dictated answers (using a "scribe"), accessing a written test through auditory means (using a reader or a taped version of the exam), or completing the exam with an additional time allotment. There may also be a request for faculty members (or designated representative of faculty) to judiciously respond to any genuine misunderstanding of exam questions.
  1. If the faculty member or department cannot fulfill the student's requested accommodation needs, the DSO must be notified immediately so they may have a reasonable amount of time to prepare for the accommodation. It is important to determine with the student whether the faculty member, the department, or the DSO will be taking responsibility for such arrangements, to avoid misunderstanding.
  2. If the faculty member or the department are not providing the exam accommodations, detailed exam instructions must be provided to the DSO; i.e., exam parameters such as open book, use of calculators, "cheat sheets," formulas, and the original duration of the exam.
  3. The DSO can advertise and pay for scribes and readers, provide alternate locations, or have the exam prepared in alternative formats (i.e., Brailled or taped reading.)
  4. Whether proctors, readers, or scribes are selected by faculty, departments, or by Disabilities Services, payment for such services can be arranged through the DSO (3-1674).
It is important to know that faculty have rights when an accommodation is requested. One situation which may arise is that a student may ask the DSO or the faculty member for certain exam accommodations in an untimely manner, i.e., the day before an exam. Students are advised that accommodations must be requested in a timely fashion; if not, they may be denied. Please contact the DSO (3-1674 or dso-www@mit.edu) for any concerns regarding exam accommodations.

Student Requests for Notetakers
  1. The student with a disability will attempt to find someone in the class to take notes for him or her. If s/he does not succeed, the student may ask the faculty member to announce in class that there is a need for a notetaker. Faculty members should protect the student's right to privacy by not offering her/his name to the class.
  2. Faculty can direct interested student notetakers to contact the DSO (3-1674 or dso-www@mit.edu). The DSO will provide a list of prospective notetakers to the student with a disability, who can then contact these individuals and assume responsibility for engaging one as a notetaker. Students choosing to become notetakers are paid by the DSO at an hourly rate of $8.50.
  3. If the student cannot find or maintain a notetaker and the faculty member has made "a good faith effort" to facilitate the finding of one, it need not be the role of faculty to then assume ultimate responsibility for making sure that the student has a notetaker. Some faculty do assume this responsibility, but doing so is their choice.
Other Student Accommodation Requests
  1. Students may also request taped recordings of lectures, individual seating, enlarged or Brailled material, or assistance in obtaining books on tape.
  2. Prior to the start of each semester, faculty may be contacted by the DSO to obtain a syllabus for the course the student with the disability plans on taking, and a list of required textbooks or readings, so that the DSO may obtain or begin taped recordings as soon as possible.
  3. There are many means by which faculty may (and do) teach material effectively to students with various learning needs. Faculty are not, however, required to tailor their teaching methods to address an individual student's special needs. However, practices such as asking students which other aids might be useful, or observing a student's style in recitation or the laboratory, are common ways to facilitate student's access to classroom learning.
  4. If the student's documentation specifies the need for taping classes, it will be stated so in the Accommodation Letter that is presented to faculty. If faculty have concerns about disclosure of privileged information beyond the classroom, the student may be required to sign a confidential statement at the discretion of the faculty member.
  5. The DSO offers assistance with clarifying the various roles and responsibilities for faculty and students. Informational handouts for faculty regarding specific disabilities are available at the DSO. Please contact the DSO Coordinator with any other concerns at 3-6110 or at www- dso@mit.edu.
Confidentiality

The information a student shares with faculty about his/her disability is confidential information and must be treated as such, according to Institute policy. Avoid discussing disability issues in front of the class or in the presence of other students. Information about a student's disability should not be shared with other faculty members or staff unless they have a specific "need to know." Whether or not a student with a disability prefers to discuss the nature of their particular disability, their challenges, or personal history with their faculty members is entirely up to the student. They are not required to relate specifics about their disability when they self-disclose a need for accommodations, having already done this with the Disabilities Services Coordinator.

Contact the DSO Coordinator if you have concerns regarding the student's disability or accommodation requests.

Questions About Accommodations Requests

The DSO is the resource designated by the Institute for assistance in determining and implementing accommodations in and out of the classroom. If you are uncertain about how to respond to a request, whether a request is reasonable, or if there is disagreement about any phase of an accommodations' provision, it is the faculty member's responsibility to contact the DSO, LD Specialist, or Academic Department Chair immediately.

  B. STUDENT PROCEDURES FOR REQUESTING ACADEMIC ACCOMMODATIONS

DSO Responsibilities

The DSO is responsible for ensuring that students with disabilities are provided reasonable accommodations. This office is not responsible for advocating for the personal preferences of students. The goal of the accommodation process is to properly balance the interests of the student with those of the Institute. Additionally, this process attempts to ensure that student requests are considered in a manner which is both expedient and effective. The need for accommodations depends upon the student's disability and academic program, and because those factors may change during the course of a student's education at MIT, the student accommodation may be subject to review and adjustment from time to time.

The determination of what specific accommodations will be provided is based upon an evaluation of the individual student's documentation, personal needs, and academic requirements. Reasonable requests are determined on the basis of legitimate documentation of a student's disability by a relevant professional; communication with the student and faculty member(s); the student's past academic accommodations history; accepted practices of service providers in higher education; and legal precedent. Accommodations that are judged to have a negative impact on the academic integrity of the educational program (e.g., those that would fundamentally alter the program of study) will not be honored.

Student Responsibilities

A student with a disability has certain rights under the Americans with Disabilities Act including the right to reasonable accommodations that reduce the effects of a disability on accessing essential aspects of an academic program at MIT. With this right comes the responsibility to follow certain procedures developed by the Institute to ensure that reasonable requests for accommodations are addressed in an effective and timely manner.

Students must request accommodations so that the DSO is afforded a reasonable amount of time to review and evaluate the request and provide the necessary accommodations. See Section III of this publication for specific information on Alternative Exams, Materials in Alternative Format, and Instructional Modification. If difficulties arise in obtaining accommodations or there are concerns related to this process, it is the student's responsibility to contact the DSO or the relevant faculty member/instructor immediately.

Following are the procedures for requesting accommodations at MIT:

Requesting Academic Accommodations

Accommodations may include, but are not limited to: additional time on exams and accessing the exam through an alternative medium; notetakers in class, and materials in an alternative format.

  1. Students must provide the Disabilities Coordinator or LD Specialist with documentation that a) identifies the disability and b) specifies the requested accommodation(s). If a student is unsure of the accommodation(s) necessary, s/he should meet with the Coordinator or LD Specialist to discuss the matter.
  2. The student must make an appointment with the Disabilities Coordinator or LD Specialist to review the documentation provided and assist in determining appropriate accommodations. (Walk in appointments are discouraged except during the first week of the term.) At that time, the student must complete a Reasonable Accommodation Request Form, which is required to begin receiving accommodations. This form is located at the DSO or on the Internet at http://web.mit.edu/dso/www/. The DSO will provide assistance in completing forms if required.
  3. An Accommodation Letter from the DSO, outlining accommodations requested by the student with the disability, will be prepared for specified faculty members/instructors. This letter will be based on the student's documentation and completed Reasonable Accommodation Request Form.
  4. The student must make an appointment with each faculty member/instructor during office hours to provide them with the Accommodation Letter and discuss their accommodation needs. Students are strongly encouraged to interact directly with faculty/instructor regarding their accommodation needs.
  5. If issues or appropriate problems arise during the planning stages of providing accommodations, the student and faculty member/instructor are responsible for contacting the Disabilities Coordinator, LD Specialist, or the academic department chair immediately to resolve the problem.
  6. Most importantly, be sure it is clear to all parties whether the instructor, the department, or the DSO, will be arranging requested accommodations.
  7. Students must follow all accommodation procedures in order to acquire auxiliary aids and academic accommodations. The staff of the DSO is available to explain the procedures and assist students as needed.
  8. If at any time students feel their accommodation requests are not being fulfilled properly, the student should notify the DSO immediately. If necessary, students may also file formal complaints by using the Institute's formal complaint procedure, as found in "Policies and Procedures-A guide for faculty and staff members." Copies of this guide are available at the DSO and from Undergraduate Academic Affairs.
  9. What the DSO does not directly provide - Disabilities Services will make every reasonable effort to fulfill accommodation requests made by students, as well as direct students to appropriate resources and services on and off the MIT Campus. However, instances may arise when certain accommodation requests cannot be fulfilled due to their unreasonable nature. In view of decisions made by the Office of Civil Rights, the Institute will not provide untimed exams, personal attendants, individually prescribed devices, typists, readers or tutors for personal use or study (beyond the Institute's program), or other devices or services of a personal nature.
  10. Confidentiality - The knowledge of a student's disability is confidential. Information is provided at the student's request or with a signed consent on a "need to know" basis only. This typically means that the DSO will share information related to the student's accommodations requests for reasons directly related to the request or for personal safety. Please contact the Disabilities Services Coordinator if further clarification is needed.
Requesting Exam Accommodations

The student's documentation must establish the need for alternative exams. Alternative exams will be scheduled at the specified Institute exam time for the class. Exceptions to this policy may apply where the accommodation requested cannot be provided at the specified exam time, or a change in the time of the exam is, in fact, the accommodation needed.

  1. It is the responsibility of the student to know, after discussions with faculty/instructor, whether the faculty member/instructor, department, or the DSO will be providing requested exam accommodations.
  2. The student must then fill out an Exam Accommodation Form two weeks prior to each exam to notify the appropriate faculty member/instructor, department, or the DSO, of their request. The requested exam accommodation must reflect the agreed upon accommodation as outlined in the Accommodation Letter given to faculty. The Exam Accommodation Form is available at the DSO or on the Internet at http://web.mit.edu/dso/www/. The DSO will provide assistance in completing this form if required.
  3. The most successful process for exam accommodations is for the faculty member/instructor or department to arrange exams within the department in order to better monitor the quality and fairness of the exam. This may include arranging for a private room or the coordination of a proctor, reader, or scribe.
  4. If the faculty member/instructor or department are unable to provide all or part of the requested accommodations, the DSO must be notified immediately (at least one week in advance of exam date) and be provided with a copy of the Exam Accommodation Form.
  5. Prior to exam date, the student requesting the exam accommodations should confirm all arrangements for the exam with the responsible party(s). This is essential for preventing a misunderstanding which could compromise receiving requested exam accommodations.
Requesting Notetakers
  1. Students with disabilities are encouraged to engage notetakers for classes by directly asking students who are in the same class(es).
  2. If the above approach is not successful, the student requesting the notetaker may ask the faculty member/instructor to announce in the class that a student requires a notetaker. (The faculty member/instructor will protect the student's right to privacy by not offering her/his name to the class unless directed to do so by the student requesting the notetaker.) Faculty can then direct interested student notetakers to contact the DSO who will then provide a list of prospective notetakers to the requesting student. The requesting student can then contact these individuals and assume responsibility for engaging one as a notetaker.
  3. In either approach, potential notetakers should be informed that the DSO is looking for notetakers who can be depended upon to provide accurate class notes in a timely fashion. All prospective student notetakers should be directed to contact the DSO at 3-1674 or dso- www@mit.edu for instructions and payment information. Students choosing to become notetakers are paid by the DSO at an hourly rate of $8.50.
  4. The student with the disability will be asked to verify the notetaker's hours. It is the responsibility of the student with the disability to coordinate with the notetaker to ensure class notes are provided in a timely and adequate manner. If the notetaker is not performing in an adequate manner, the DSO should be notified immediately.
  5. It is mandatory that students using notetakers attend all classes. Notetakers are not a substitution for the student's attendance. If a student is unable to attend class for an extended period of time, the notetaker as well as the DSO must be notified. Failure to do so may result in losing notetaking privileges as a person with a disability who can't attend classes (even occasionally) may not be otherwise qualified to take the class.

III. Specific Academic Accommodations

Students must follow DSO procedures for obtaining accommodations and/or auxiliary aids as previously outlined in Section II of this guide. Documentation must be provided to establish the existence of a disability and the need for accommodation. Students must also fill out a Reasonable Accommodation Request Form. The request forms are available from the DSO or LD Specialist, and can be found on the Internet at http://web.mit.edu/dso/www/. Students must request accommodations so that the DSO is afforded a reasonable amount of time to review and evaluate the request and provide the necessary accommodations.

Following is an outline of academic accommodations that may be obtained by students with disabilities once it has been determined by the DSO that they are eligible for such services.

Please note that the accommodations named herein are not an exhaustive listing. The DSO staff is available to discuss any specific accommodations that are not on the list.

  A. ALTERNATIVE EXAMS

  1. Extended time-The standard practice in the field of Post-Secondary Education regarding extended exam time is the allocation of time-and-one-half as the extended period. It may be appropriate to increase the allotted amount of exam time in certain situations, such as in cases where the student's accommodation requires the use of technology aids, scribes or readers; or when the student's documentation clearly supports the need for an extraordinary amount of extended time. Following recent court rulings, the Institute has established that students do not have the right to an unlimited amount of time for exams. Further, students may be provided less than time-and-one-half as the extended time period if the documentation and circumstances warrant it.
  2. Exams on tape-The student is responsible for filling out the Exam Accommodation Form at least two weeks prior to the exam to request an exam recorded on tape so that the DSO staff, faculty member/instructor, or the academic department, has a reasonable amount of time to provide the necessary accommodation(s).
  3. Readers- The student is responsible for completing the Exam Accommodation Form at least two weeks prior to the exam to request a reader, so that the DSO staff, faculty member or the academic department has a reasonable amount of time to provide the necessary accommodation(s). Readers will be identified by the faculty and/or DSO. Readers will be instructed to read only the material on the exam. No additional information may be provided by the reader unless the reader is instructed to do so by the faculty member. A reader must protect the integrity of the exam by not prompting the student or giving any indication of what the answer might be. Readers for exams will only be provided when the student's documentation clearly demonstrates such a need.
  4. Scribes-The student is responsible for completing the Exam Accommodation Form at least two weeks prior to the exam to request a scribe, so that the DSO staff, faculty member or the academic department has a reasonable amount of time to provide the necessary accommodation(s). A scribe will be instructed to write verbatim as dictated to by the student with the disability. Scribes must protect the integrity of the exam: they must not use their own words, interpret, prompt, or suggest answers to the student.
  5. Private Room-The student is responsible for filling out the Exam Accommodation Form at least two weeks prior to the exam, so that the faculty member/instructor, or the academic department, has a reasonable amount of time to provide the necessary location. The DSO is available to assist with logistical difficulties faculty or the department may encounter.
  6. Clarification of Exam Question -When the student's documentation allows for the clarification of exam questions as an accommodation, the restating of exam questions by the faculty member (or designee) will only be allowed under the following conditions: 1) The faculty member, or the person to which this responsibility has been delegated, will be responsible for rephrasing exam questions in consultation with the DSO and, 2) The scheduling of the exam will be based on the exam time for the class and the availability of the faculty member or her/his representative. Due to the added time required for this accommodation, the student will be allowed extra time to complete the examination. The exam may be taped if the faculty member is not the person rephrasing the questions.

  B. MATERIALS IN ALTERNATIVE FORMATS

  1. Textbooks-on-tape-The DSO works in conjunction with Recordings for the Blind and Dyslexic (RFBD) in Princeton, New Jersey, to provide the accommodation of text read onto a cassette tape. The student with a disability is responsible for applying to receive RFBD services, following RFBD procedures, and ordering course textbooks in a timely manner. If textbook material cannot be provided by RFBD within a sufficient time period, the DSO will employ student readers to record the materials on tape. In either case, the tapes must be returned to the DSO upon completion of the course.

    Early notification for textbooks on tape - Since textbooks on tape are a time sensitive accommodation, it is important to pre-register as early as possible and inform the DSO if any of the selected courses are subject to lottery or bidding systems. The DSO staff is also available to assist the student in obtaining required textbook information from faculty. The following information from the student is needed as early as possible to provide this accommodation:
    - course name/number/section
    - faculty/instructor name/phone number/e-mail address
  2. Readers-If textbooks cannot be provided in a timely manner by RFBD, or other course materials that need to be read, the DSO will hire and train readers. Readers may read materials in person or record them onto tape. It is especially important for students with disabilities to take responsibility for their readers. To assist students with disabilities in effective management and interaction with readers, a guideline entitled "Helpful Hints for Working With Readers" is available at the DSO.
  3. Enlarged Course Materials- When the student requires course materials in an enlarged format, it is his or her responsibility to acquire the materials which need enlargement. A recommendation must be obtained from the DSO regarding the source for enlargement (i.e., Graphic Arts or the DSO.)
  4. Brailled Course Materials-The student will be assisted by a student employee in translating course materials assigned by instructors. The DSO is responsible for the hiring of the assistant, and the ATIC (Adaptive Technology Information and Computing) Lab on campus will provide the equipment and training. The student with the disability will be responsible for delegating assignments to the student employee.

  C. INSTRUCTIONAL MODIFICATION

  1. Notetakers- If the student's documentation warrants, the student will be encouraged to obtain notetakers for their classes by directly asking students who are in their classes. If this approach is not successful, the student may request through their accommodation letter, that their faculty member/instructor announce in class the need for a notetaker. The faculty member/instructor should then refer interested parties to the DSO for instructions and payment information (dso-www@mit.edu or 3-1674.) The identity of the student with the disability should not be disclosed to the class unless requested by the student.
  2. Tape recorder in class- If the student's documentation specifies the need for taping classes, it will be stated so in the Request for Accommodation Letter that is presented to faculty. If faculty have concerns about disclosure of privileged information beyond the classroom, the student may be required to sign a statement of confidentiality at the discretion of the faculty member.

III. Resources On Campus For Students With Disabilities
  A. TECHNOLOGICAL SUPPORT - THE "ATIC" LAB

The ATIC (Adaptive Technology for Information and Computing) Lab located on MIT's main campus in 11-103, provides specialized computer equipment to assist individuals with disabilities, and those working for or with them, in achieving equal opportunity in academia or employment.

The following are some of the adaptations supplied by ATIC:

Alternative Keyboarding

  • Voice Recognition Software
  • Alternative Mice / Trackballs
  • Digitizing Tablets
  • OCR Scanner

    Alternative Output

  • Braille Translation and Embossing
  • Voice Synthesis
  • Screen Magnification
  • Tactile Imaging Devices

    The ATIC Lab is equipped with Macintosh and DOS/Windows computers (and three UNIX platforms) which contain word processing, spreadsheet, graphics, communications, and other software which can be used in conjunction with the devices mentioned above.

    ATIC Lab services are free. Once the student is established as an ATIC Lab client, the Lab is open 24-hours-a-day and training is available from the ATIC Lab staff. For further information on ATIC services, contact the Coordinator at 253-5111 or e-mail atic@mit.edu.

    •   B. LIBRARY SERVICES

    Arrangements can be made for persons with disabilities to have books and journals retrieved from the shelves of a specific library by contacting the circulation desk of that library. Members of the MIT community can also specify another person on their card to borrow materials for them by completing an "Added Borrower" form at any MIT Library circulation desk.

    The Libraries are also equipped with a Reading Edge machine, a Visualtek Read/Write System, a Perkins Braille Writer, and an electric Braille writer. For more information on how to access available Library services please see the "Other Services" section at the end of this guide for appropriate telephone listings.

      C. CAMPUS SUPPORT SERVICES

    1. Campus Police- The MIT Campus Police Department will provide medical transports for persons with a disability (temporary or permanent) for up to a four (4) week period. During the first week of transports, the MIT Campus Police will provide up to two (2) round trips within one day. For the second and subsequent weeks of transports, they will provide one round trip per day. In cases where the medical needs of the person with a disability might extend for a short period of time beyond the four week period, MIT Medical will conduct a case review and advise Campus Police if there are special needs.
    2. MIT Medical Department- The MIT Medical Department staffs a wide range of medical specialists, including social workers, who can provide medical care and counseling to individuals with disabilities at MIT. Please see the "Other Services" section at the end of this guide for appropriate telephone listings.
    3. Physical Plant- Disabilities Services works closely with Physical Plant in identifying physical barriers evident on campus and planning for their elimination. Physical Plant is also responsible for the design and implementation of barrier removal projects.
    4. Safety Office- The Safety Office is responsible for matters relating to particular instances or recommendations of safety on campus and also of all matters related to worker's compensation. This office should be notified in the case of hazardous effects or physical barriers detected on campus, and instances of injury incurred while on the job.
    5. Counseling and Support Services (CS&S)- Personal and academic counseling is available through Counseling and Support Services (bldg. 5, room 106), within Undergraduate Education and Student Affairs. CS&S can offer students with disabilities guidance regarding personal and academic decisions, and direction to available resources on campus.
    6. Information Center- "Access to MIT: A Guide to Facilities for the Handicapped" is available through MIT's Information Center (bldg. 7, room 121, ext. 3-4795). This guide is a color-coded map of the MIT campus which features recommended routes for individuals with ambulatory disabilities including the locations of curb cuts, ramps and accessible entrances to buildings on the MIT campus.
    7. Tutorial Services- The Office of Minority Education Tutorial Services Program has provided tutoring to undergraduates for nearly twenty years. Academically advanced upper-class and graduate students deliver tutoring in any subject requested. Students may also inquire within each department if tutoring is available. Formal tutoring services are available in the Tutorial Services Room (TSR) by appointment. The TSR (Room 12-124) is open 7 days a week from Sunday to Thursday: 2-10pm, and Friday and Saturday: 2- 6pm. The 24-hour line is ext. 3-8406.

    OTHER SERVICES, OFFICES, and CONTACTS ON CAMPUS

    MIT DEPARTMENT & CONTACT NAMES

    Admissions | Bldg. 3-108
    Elizabeth S. Johnson - 258-5515

    Financial Aid | Bldg. 5-119
    Patricia Ramonat - 253-4971

    Counseling and Support Services | Bldg. 5-106
    Arnold R. Henderson Jr.- 253-4861

    Housing Office | Bldg. W20-549
    Philip Bernard - 253-2718

    Graduate and Off-Campus Housing | MIT
    Linda L. Patton - 253-4449

    Library Services | Bldg. 14S-230
    Jennie Sandberg - 253-9349

    Campus Police | Bldg. W31-215
    Emergency - 253-1212

    Learning Disabilities Specialist | MIT Campus
    Richard Goldhammer - 253-1473

    Medical Department | Bldg. E23-189
    24 hour Urgent Care - 253-1311

    Parking & Transportation | MIT Campus
    John McDonald - 253-9897

    Physical Plant | MIT Campus
    John Hawes - 258-7011

    Safety Office | Bldg. E19-207
    Susan Pritchard - 253-4736

    Social Work Services | Bldg. E23-344
    General - 253-4911

    Chief, Student Health Svs. | Bldg. E23-291
    Dr. Mark A. Goldstein - 253-4488

    Transportation Arrangement
    Lt. James P. Cappucci - 253-9898

     


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