Accessibility Statement

MUIH is committed to creating an inclusive learning environment. If there are any aspects of design or instruction of this course that present barriers to your inclusion or accurate assessment of learning, please inform your instructor to discuss options. If you have or think you have a physical, mental health, or learning disability and would like to request accommodations, you are strongly encouraged to contact the Office of Accessibility. Information about the Office of Accessibility can be found on our website or you may contact them at .

Procedures and Responsibilities

Student Handbook

Universal Design Learning/Building Accessible Course Content

CAST Universal Design for Learning – www.cast.org

CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning.

The ASD Project – webdev.usu.edu/drc/facultytraining/intro0.htm

This computer-based course is intended to develop an awareness about accommodating students with disabilities. In your role as faculty, there is a little background information that may be helpful. Studies have shown that students with disabilities can participate in higher education and compete favorably with other students.

Faculty FAQs

What if I suspect that a student has a disability but hasn’t provided me with any documentation from the Office of Accessibility? Can I ask them if they have a disability?

We recommend not asking directly about a possible disability. The Americans with Disabilities Act states that a public entity may not make unnecessary inquiries into the existence of a disability. These inquiries usually relate to hiring or pre-admission screening, but when talking with students such inquiries must be avoided. A direct inquiry such as this could be considered intrusive or insensitive.

You may simply tell the student that you notice they are having academic difficulty and encourage them to consider looking into support services available on campus (The Office of Accessibility would be considered a support service). We also recommend making statements or sharing concerns based on observable behavior (e.g., “I noticed that you are struggling with X topic,” “It’s important to participate more in class and I notice that you’re not participating as much as other students in the course”).

What if a student comes to me at the end of the semester and tells me that they have a disability, but has not provided me with documentation from the Office of Accessibility?

If a student discloses that they have a disability, it is appropriate to refer and encourage them to, call or e-mail the Office of Accessibility for support. Please keep in mind that accommodations are not retroactive. Without an accommodation letter, you should not provide any accommodations or academic adjustments even if the student has disclosed to you that they do have a disability.

What if I disagree with an accommodation that is provided by the Office of Accessibility?

As part of Maryland University of Integrative Health’s continued commitment to upholding the letter and spirit of the laws that ensure equal treatment of people with disabilities, the university established and maintains Disability Services. Disability Services implements and coordinates reasonable accommodations and disability-related services that afford equal access to university programs and activities. The laws that provide guidance to Disability Services regarding accommodations for students include The Americans with Disabilities Act (ADAA), Section 504 of the Rehabilitation Act of 1973. Please call or email Disability Services for assistance, clarification, or questions about accommodations (433.906.5808 | ). We are here to support, guide, and consult with anything related to student accommodations.

When is a student required to submit their accommodation letter to me?

Students can begin the process and register with Office of Accessibility at any time during their enrollment at Maryland University of Integrative Health. A student may request their accommodations be to you at any time during your course. There are many different kinds of disabilities that vary significantly for each individual. Some conditions may not be static and the need for special instructional strategies or accommodations may change as the condition changes.

However, please keep in mind that implementing accommodations begins at the time you receive the Accommodation Letter; accommodations are not retroactive.

What if I have provided the accommodations as outlined by the Office of Accessibility, but the student is still struggling in my class?

If you are concerned that a student is not succeeding in your class despite the accommodations provided, we encourage you to first talk with the student to discuss these concerns. A specialist from the Office of Accessibility will be available for any questions or concerns that you have. It may be helpful during your conversation with the student to ask if they would like to involve a the Office of Accessibility specialist when addressing the issue. Ultimately, all students are expected to meet the same academic requirements and should be assigned grades using the standards set forth in your program/syllabus. While we strive to guarantee equal access for students with disabilities, we cannot guarantee success.

A student who is registered with Disability Services is being extremely disruptive in my class and I’m not sure how to handle the situation. What should I do?

We recommend starting to address this situation as you would with any student—whether they are registered with the Office of Accessibility or not. It is appropriate to make statements or share concerns based on observable behavior. If that does not resolve your concerns or if the behavior does not change, it is appropriate to make a referral to the Associate Vice President of Student and Alumni Affairs.

Is my intellectual property at risk if I provide copies of my lecture notes in any form to a student?

The Office of Accessibility can provide a Recording/Lecture Notes Agreement, by request, to be reviewed by the student and instructor. The student should then sign the agreement form and a copy should be sent to the Office of Accessibility to be kept on file.

Faculty Rights & Responsibilities

Rights:

  • Establish academic standards for their courses
  • Receive notification in writing from the Office of Accessibility of a student’s need for accommodation. Faculty and staff do not have a right to access confidential disability documentation.
  • Contact the Office of Accessibility to clarify student requests for accommodation, academic adjustments, and/or auxiliary aids.
  • Consult with Accessibility regarding the implementation of accommodations
  • Consult with Accessibility if an accommodation seems unreasonable and would alter the nature of the course/assignment/learning objective or goes against industrial standards
  • Evaluate the academic work of students affiliated with Accessibility Services using the same evaluation criteria as other students
  • Fail a student who does not perform to passing standards

Responsibilities:

  • Provide information to all students about the accommodation procedure in all course syllabi.
  • Maintain the confidentiality of students who have had their accommodations letter sent to you and/or disclosed a medical condition to you
  • Refer students who have disclosed having a disability and a need for accommodations to the Office of Accessibility.
  • Provide the accommodations listed on the student’s accommodation letter, only after receiving the accommodation letter from the Office of Accessibility
  • Ensure that the online classroom environment is accessible to students, please refer to the Instructional Design Team if you notice any issues with the following classroom accessibility requirements:
    • All multimedia components of courses are closed captioned/transcribed.
    • All images in the online classroom environment have alt-text
    • Fonts used in the online classroom environment are 12 pt (16 px) or larger.
    • Fonts used are not distracting or confusing. (For best practices, use Arial, Helvetica, Open Sans, Tahoma or Verdana).
  • When receiving an accommodation letter, contacting the student to discuss how to best implement the accommodations in the course.
  • Provide an opportunity to take a make-up exam in a timely fashion for students who miss exams for disability-related reasons. In these instances, the Office of Accessibility will work with faculty members when immediate access challenges cause barriers to students with disabilities, while maintaining the confidentiality of information regarding disability issues.
  • Create an inclusive classroom climate.

Faculty should never:

  • Refuse to provide an approved accommodation for a documented disability
  • Challenge the legitimacy of a student’s disability
  • Review/Accept a student’s documentation, including diagnostic data, medical records, etc.
  • Disclose a student’s disability without consent
  • Ask the student about any specifics of their disability
  • Give recommendations to students regardless of education and credentials