Student Disability Services Operations

What is the program’s mission statement or statement of purpose? Why does the program exist?

In conjunction with the overall mission of Eastern Illinois University, the Office of Student Disability Services (OSDS) is committed to facilitating the provision of equal access and opportunity to all campus programs and services for students with disabilities. Through collaboration and support of the entire campus community, OSDS promotes universally accessible design principles, so that everyone has access to university life.

How does the program mission align with the university mission?

 Corresponding with the university’s mission, the OSDS continually seeks further opportunities to offer superior education for students with diverse needs. As new technologies become available, the OSDS thoroughly researches available tools in endeavors to increase the accessibility of higher education. The director and members of the department are all active participants in collaborating with other professionals and departments on campus as well as continuing research in diligent efforts to provide exceptional services and seek new innovations within the field in order to improve student recruitment, retention, and outcomes.

Whom does the program serve?

• Prospective students with disabilities
• Current students with disabilities or who think they may have a disability
• University
• Faculty and staff to some extent 
• Charleston and the surrounding communities

What are the services provided? How do these services align with the university mission and program mission?

The OSDS provides various services to students, faculty, and community members for the purpose of accommodating individual needs, introducing new technologies, supplying available resources, and providing education regarding the implementation of particular services. The following is a descriptive list of services provided by the OSDS and the significance of each particular program.

• Student Accommodations
  • Students must practice self-advocacy by first taking responsibility for self-identification to communicate their strengths and needs and must also obtain proper documentation from a professional regarding the identified disability.
  • Following the approval of submitted documentation, accommodations are determined each semester through student-centered meetings to enhance the student’s opportunity to succeed.
  • Students must take a leadership role to arrange an appointment with their instructors to share the accommodation letter and further to discuss their educational needs with the right to maintain confidentiality of their documented disability.
  • The OSDS website provides a wealth of in-service information for faculty and staff regarding the implementation of accommodations as well as guidelines for teaching students with specific disabilities. Additionally, OSDS staff is readily available to communicate with students and instructors to ensure accommodations are carried out properly and understood completely.
  • Accommodations letters are designed for specific individuals according to limitations due to the disability and are reviewed each semester. Particular accommodations include, but are not limited to, extended time for tests and quizzes, separate testing environment, test reader, volunteer scribe to take notes, and assistive technologies.
• Alternative Media
  • The Alternative Media Technology Specialist (AMTS) is continually improving the process of increasing access by converting text to electronic format to produce high-quality e-text for students with disabilities.
  • In AY 13 the AMTS supervised the work of one employee, as compared to two employees in AY 12, who assisted in the conversion of text into electronic format. Although this work requires an increased level of effort, fifty-three students greatly benefitted from the use of converted text as well as audio books from Learning Ally in AY 13.
  • Currently, the e-text library contains 1,353 books, growing from 984 electronic books in AY 11, and is continuing to grow annually.
  • Additional services through the use of assistive technology offered to students include the LiveScribe SmartPen, Inspiration software, Kurzweil 3000, Natural Reader, and Dragon Naturally Speaking software. These programs provide creative adaptations to allow for equal access to students with disabilities.
  • In AY 13, graduate assistants in the department researched assistive technologies and offered informative sessions on the use of adaptive technology for students, faculty, and the community.
• FOCUS
  • Currently operative in its sixth year, the FOCUS program is designed to teach students with disabilities about specific compensatory strategies and skills sets to increase their academic confidence and desire to complete a degree.
  • FOCUS is committed to the university’s goal of increasing student retention and supporting academic needs to increase individual outcomes.
  • One graduate assistant was assigned to run the program and was trained to identify specific areas of deficit through disability documentation, student interviews, and informal assessment of skills.
  • Annual data collected from the FOCUS program revealed that students who participated regularly in the FOCUS program performed greater academically. In AY 13, 67% of the participants who attended FOCUS for the entire year earned GPA’s of 3.0-4.0 at the end of the spring semester. In AY 12 all regular participants increased their cumulative GPA by an average of 1.36 points, with the exception of one student. FOCUS was not funded in the fall of AY11 but data from the spring semester displayed the effectiveness of the program with participants obtaining an average semester GPA of 2.54.
  • FOCUS continues to be an essential component in increasing the pattern of achievement for students with disabilities and serves students by guiding the development of critical thinking skills, demonstrating the use of adaptive technologies, and providing additional assistance and skill training tailored to each student’s individual strengths and needs.
• Applied Learning
  • EIU’s mission is to foster opportunities for applied learning and the OSDS offers various programs to provide quality learning experiences through graduate assistantships and Redden Grant positions.
  • Graduate students play a vital role in fulfilling the needs of the FOCUS program by arranging meetings with students, researching technologies, and establishing a plan to aid in student learning through teaching specific skill sets that are essential to academic success at the university level.
  • Graduate students gain the opportunity to further their education by applying learned concepts and receiving additional training to identify and support the needs of the students, which is of great benefit for all units involved, including the university.
  • Student workers funded through the Redden-Grant are also an essential component to the OSDS by carrying out tasks such as converting text to electronic format, filing important documents, and performing additional office tasks as needed by the OSDS staff. Student workers build fundamental skills by undertaking responsibilities to build effective communication and collaboration skills.
• Transitional Support
  • The transition program was designed for students that demonstrate a need for higher levels of academic support to receive additional assistance in adjusting to college life.
  • The program was established in 2009 and has since served sixteen students but was not offered in AY 13 due to the Disability Specialist being out on medical leave for the entire year. However, students previously served through this program remained in good academic standing with students earning an average GPA of 2.93.

Describe the program’s origins (e.g. year established, purpose, expectations).

The OSDS was established in the early 1990s in order to comply with the standards set by the Americans with Disabilities Act and to administer services by assisting in the protection of qualified individuals with disabilities from discrimination on the basis of services, programs, or activities. Each academic year the OSDS establishes goals to outline departmental expectations in order to arrange a foundation to build opportunities for students with diverse needs.

How has the unit changed or adapted over time?

• The unit has grown to include four full-time staff and one part-time staff member.  The numbers of students we serve have increased significantly over time and their needs are greater requiring more time from our staff (one full time position has been vacant for close to two years).
• Programs have been developed and implemented to serve these students and to increase recruitment and retention.
• OSDS staff responsibilities are increasing and the amount of work is larger due to higher demands
• Further streamline exchanges with students, faculty, staff, and the general public through the use of progression technology and access-friendly processes.
• Continue to research and review current trends and issues in the field of disability services in order to function as a resource for the EIU community and provide exceptional services for students with disabilities.
• Seek professional development activities in the areas of disability law and best practices in higher education using creative means given current budgetary limitations.
• Developed and meet regularly with the Interdisciplinary Team to address needs of students more effectively.
• Given the addition of a permanent graduate assistant and Redden Grant funds to cover several FOCUS mentor, continue to provide the FOCUS program and meet the needs of this growing population. 
• Explore new and innovative ways to provide support to students with disabilities

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data, if available, on the numbers of students, faculty, staff, or others served by the program during the past four years. If no data are available, please estimate the numbers served annually.

During AY13, the Office of Student Disability Services (OSDS) served 313 students and had one or more contacts with an additional 136 prospective students (this number does not include new students seen during Debut 2012; it represents a decrease of 5 prospective students from AY12). The total number of registered students with ODS for AY13 shows a decrease of 11 students from the previous year.
In order to be consistent with the yearly IBHE data requested by the Office of Civil Rights, these numbers have been based on 10th day counts for fall and spring only. That report does not include summer numbers nor students who register with our office after 10th day. However, when taking into account students who were only registered with ODS during summer 2012 (17 additional students) students who registered with OSDS after 10th day in fall and were here fall only (25 students), and students who registered with OSDS after 10th day in spring (11 students), the actual total number of students served is 366, an increase of 3 students from last year.

During AY12, the Office of Disability Services (ODS) served 324 students and had one or more contacts with an additional 141 prospective students (this number does not include new students seen during Debut 2011; it represents a decrease of 8 students from AY11). The total number of registered students with ODS for AY12 shows an increase of 10 students from the previous year.
In order to be consistent with the yearly IBHE data requested by the Office of Civil Rights, these numbers have been based on 10th day counts for fall and spring only. That report does not include summer numbers nor students who register with our office after 10th day. However, when taking into account students who were only registered with ODS during summer 2011 (19 additional students) students who registered with ODS after 10th day in fall and were here fall only (6 students), and students who registered with ODS after 10th day in spring (14 students), the actual total number of students served is 363.

During AY11, the Office of Disability Services (ODS) served 314 students and had one or more contacts with an additional 149 prospective students (this number does not include new students seen during Debut 2010; it represents a decrease of 58 students from AY10). The total number of registered students with ODS for AY11 shows an increase of 6 students from the previous year.
In order to be consistent with the yearly IBHE data requested by the Office of Civil Rights, these numbers have been based on 10th day counts for fall and spring only. That report does not include summer numbers nor students who register with our office after 10th day. However, when taking into account students who were only registered with ODS during summer 2010 (17 additional students).  students who registered with ODS after 10th day in fall and were here fall only (9 students), and students who registered with ODS after 10th day in spring (14 students), the actual total number of students served is 354.

Does the program offer any co-curricular opportunities for students (e.g., internships, RSO support, service-learning activities)? Please describe.

• Applied Learning
  • EIU’s mission is to foster opportunities for applied learning and the OSDS offers various programs to provide quality learning experiences through graduate assistantships and Redden Grant positions.
  • Graduate students play a vital role in fulfilling the needs of the FOCUS program by arranging meetings with students, researching technologies, and establishing a plan to aid in student learning through teaching specific skill sets that are essential to academic success at the university level.
  • Graduate students gain the opportunity to further their education by applying learned concepts and receiving additional training to identify and support the needs of these students, which is of great benefit for all units involved, including the university.

Student workers funded through the Redden-Grant are also an essential component to the OSDS by carrying out tasks such as converting text to electronic format, working with students on strategies and skill sets to improve academic confidence and success.

Work study students learn about the functioning of OSDS by signing confidentiality forms, filing important documents, and performing additional office tasks as needed by the OSDS staff. These students build confidence, effective communication and collaboration skills as they work in OSDS.

Does the program contribute to the delivery of academic programs (e.g., providing professional expertise, serving as adjunct faculty)? Please describe.

Yes:

• Additional information was added to the OSDS website for faculty including FAQ’s as well as information to help faculty prepare for students in their classrooms with visual impairments, hearing impairments, Asperger’s and Autism.
• OSDS utilized electronic communication to provide in-services sooner for faculty.
• The Director collaborated with the Chair of the Foreign Languages Department to address students with disabilities’ requests for foreign language substitutions.
• The Director presented information regarding services for students with disabilities at the EIU New Faculty Orientation.
• The Director coordinated a panel presentation on TBI for the EIU campus community and presented as a member of the panel.
• OSDS coordinated and implemented a Faculty Appreciation Event with student recommendations of outstanding faculty which also included a panel presentation of students with disabilities.
• OSDS coordinated and implemented a Faculty Appreciation Event with student recommendations of outstanding faculty.
• The Director of OSDS collaborated with Faculty Development to offer a presentation by a panel of students with disabilities for the campus community.
• The Director met with the OSDS Advisory Board comprised of faculty from each college, a representative from Faculty Development and representatives from off campus programs to share information about student disability services, answer questions and address concerns.  These members serve as ambassadors to OSDS.
• The Director chaired the University Committee on Disability Issues; this committee met each semester. The Director created and participated in a subgroup of the University Committee on Disability Issues with the ADA Coordinator and the Facilities Planning and Management representative to assess the effectiveness of current procedures for addressing campus accessibility, and disability concerns and issues and to recommend future practices.  The committee includes faculty who learn about accessibility and can share with other faculty.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

N/A

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

• FERPA
• The Americans with Disabilities Act  
• Section 504 of the Rehabilitation Act

What are the most important outreach or public service activities supported by the program?

Provide information and guidance on ensuring equal opportunities and access for students with disabilities in postsecondary settings.

Attend college fairs for prospective students with disabilities

Have presented for Coles County Association for the Retarded

Have provided anual disability conferences in collaboration with Eastern Illinois Area of Special Education and Lake Land College

Have provided disability events at EIU for Charleston and the surrounding communities

How do the local community and the region benefit from the program?

Gain information and guidance on receiving services 

Gain information about disability topics

Utilize EIU OSDS as a resource

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

What are the two or three more important measureable outcomes tracked to assess program quality? Does the program conduct an outcomes assessment, and if so, what has been the impact?

OSDS Survey Results
Each semester, students who have received services from OSDS are sent an email asking them to complete an evaluation of their personal experience with the office. This year an email was sent to each student containing a link for survey access on Survey Monkey. Students were asked to rate five statements on a strongly agree to strongly disagree scale. Responses from the two administrations—Fall 2012 and Spring 2013—have been combined.

INCLUDE CHART

FOCUS PROGRAM

In AY13, there were a total of 27 participants in the FOCUS Program. Fifteen students participated both semesters. Eight students participated in fall only and 4 students participated in spring only. The 27 FOCUS participants had the following disabilities: 48% learning disabilities; 11% Attention Deficit Hyperactivity Disorder; 11% multiple disabilities; 15% Autism Spectrum; 4% OCD; 4% TBI; and 4% hearing impaired. Students who had two or more of the following disabilities were included in the multiple issues category: learning disabilities, vision impairments, psychological disorders, and /or health conditions. Typically, the more time students participate in the FOCUS Program, the better they do academically. Ten (67%) of the 15 participants who attended FOCUS the entire year had cumulative GPA’s of 3.0-4.0 at the end of the spring semester. All of the 15 participants had a cumulative GPA of at least 2.0. The following chart represents the GPA’s of these 15 FOCUS participants.

INCLUDE GRAPH/CHART

In the Fall 2012, nine freshman students participated in the FOCUS program. Participants who attended 9 or more meetings had an average GPA of 2.81. Participants who attended less than 9 meetings had an average GPA of 2.3. Therefore, participants who attended 9 or more meetings on average had a GPA of .51 higher than those participants who attended less than 9 meetings. The exceptions are two participants; one who attended 3 meetings and had a GPA of 2.9 and another participant who attended more than 9 meetings and had a lower GPA than the average for this group. The following chart represents the number of meetings freshman students attended in the fall 2012 and their corresponding cumulative gpa's.

INCLUDE 2ND GRAPH/CHART

Participants were also encouraged to submit a summary statement about the program. Some of the areas most commented on were that students:
• experienced less stress
• gained more confidence
• said that they would recommend FOCUS to others
• learned how and when to get help from professors
• studying became much more efficient using strategies and assistive technology learned
• understood more about how their disabilities impacted their learning
• improved academic performance
• helped them come up with non-traditional ways to plan their time and keep track of assignments and tests
• learned how to keep track of grades in each class with the grade tracker
• felt comfortable getting support from people who understood their disability

What are the two or three most effective best practices that the program has implemented? What benefits have been gained from implementing these best practices?

We do our best to follow all of these as well as the Program Standards set forth by AHEAD:  

Association on Higher Education and Disabilities:  AHEAD Professional Standards

Administration: Responsibilities related to the administration or management of the office

serving students with disabilities.

1. Develops program policies and procedures (e.g., required documentation, course substitutions).
2. Develops program services.
3. Maintains up-to-date knowledge of emerging issues in disability services (e.g., ADD/ADHD).
4. Identifies/establishes program goals.
5. Evaluates program services.
6. Communicates program activities, services, and outcomes to institutional administrators.
7. Supervise/trains program staff.
8. Develops/administers program budget.
9. Compiles reports on program activities/services.
10. Develops program brochure and handbook.
11. Responds to requests for interpretation of legal mandates on campus-specific issues.
12. Evaluates program staff.
13. Interprets court/government agency rulings and interpretations affecting services for students.

Direct Service: Providing services directly to students or acting on behalf of students with members of the campus community.

1. Maintains confidential student records (e.g., documentation of disability).
2. Serves as an advocate for students with faculty or administrators.
3. Determines program eligibility for services based upon documentation of a disability.
4. Responds to inquiries from prospective students or their parents.
5. Consults with students about appropriate individualized accommodations based upon documentation.
6. Provides information to students regarding their legal rights and responsibilities.
7. Communicates information regarding program activities and services to students.
8. Consults with faculty regarding the instructional needs of students.
9. Consults with institutional administrators regarding the needs of students (e.g., department directors).
10. Consults with other campus departments regarding the needs of students (e.g., health services, residential life, admissions, counseling services).
11. Communicates information regarding program services to the campus community (e.g., admissions brochure, student catalog).
12. Arranges auxiliary aides for students.
13. Arranges individualized accommodations for students (e.g., testing accommodations).
14. Distributes program brochure or handbook to campus departments (e.g., health services, counseling services).
15. Processes complaints/grievances from students.
16. Provides personal/individual counseling to students relating to disability issues.
17. Coordinates assistants for students (e.g., notetakers, interpreters, readers).
18. Provides academic advisement to students relating to disability issues.
19. Provides counseling/advisement to enhance student development (e.g., self-advocacy).
20. Assists students in self-monitoring the effectiveness of accommodations.

Consultation/Collaboration: Working with campus or community personnel and agencies regarding

students with disabilities or disability issues.

1. Consults with state, provincial, or community resources (e.g., rehabilitation services).
2. Collaborates with physical plant to ensure modifications to campus facilities.
3. Maintains up-to-date knowledge of adaptive technology.
4. Collaborates with campus architects to review or plan new construction and renovations.
5. Conducts campus-wide disability awareness activities (e.g., disability awareness day).
6. Communicates program activities to campus community (e.g., via campus newspapers).
7. Conducts outreach activities for high school students (e.g., college fairs, transition workshops).
8. Consults with campus personnel regarding job accommodations for faculty and campus staff with disabilities.

Institutional Awareness: Providing training and expertise regarding disability issues to members of

the campus community.

1. Serves on campus committees to develop institutional policies and procedures regarding students with disabilities.
2. Provides training for faculty regarding awareness of disabilities.
3. Serves on campus committees addressing regulatory issues affecting students with disabilities.
4. Provides training for campus staff regarding awareness of disabilities.
5. Responsible for organizing training for campus personnel regarding the legal requirements of serving students with disabilities.
6. Provides training for faculty regarding accommodations and auxiliary aides.
7. Provides training for institutional administration regarding awareness of disabilities.

Professional Development: Maintaining up-to-date professional knowledge and skill.

1. Attends conferences and professional development workshops.
2. Reads professional literature related to postsecondary education and students with disabilities.
3. Holds membership in professional organizations.

AHEAD Program Standards:

1. Serve as an advocate for issues regarding students with disabilities to ensure equal access
2. Provide disability representation on relevant campus committees
3. Disseminate information through institutional electronic and printed publications regarding disability services and how to access them
4. Provide services that promote access to the campus community
5. Disseminate information to students with disabilities regarding available campus and community disability resources
6. Inform faculty regarding academic accommodations, compliance with legal responsibilities, as well as instructional, programmatic, and curriculum modifications
7. Provide consultation with administrators regarding academic accommodations, compliance with legal responsibilities, as well as instructional, programmatic, physical, and curriculum modifications
8. Provide disability awareness training for campus constituencies such as faculty, staff and administrators
9. Provide information to faculty about services available to students with disabilities
10. Maintain records that document the student's plan for the provision of selected accommodations
11. Determine with students appropriate academic accommodations and services
12. Collaborate with faculty to ensure that resonable academic accommodations do not fundamentally alter the program of study
13. Use a service delivery model that encourages students with disabilities to develop independence
14. Develop, review and revise written policies and guidelines regarding procedures for determining and accessing "reasonable accommodations"
15. Assist with the development, review, and revision of written policies and guidelines for institutional rights and responsibilities iwth respect to service provision
16. Develop, review and revise written policies and guidelines for student rights and responsibilities with respect to receiving services
17. Develop, review and revise written policies and guidelines regarding confidentiality of disability information
18. Assist with the development , review, and revision of policies and guidelines for settling a formal complaint regarding the determination of "reasonable accommodation"
19. Provide services that are aligned with the institution's mission or service philosophy
20. Coordinate services for students with disabilities through a full-time profressional
21. Collect student feedback to measure satisfaction with disability services
22. Collect data to monitor use of disability services
23. Report program evaluation data to administrators
24. PRovide fiscal management of the office that serves students with disabilities
25. Collaborate in establishing procedures for purchasing the adaptive equipment needed to assure equal access
26. Provide disability services staff with on-going opportunities for professional development
27. Provide services by personnel with training and experience working with college students with disabilities
28. Assure the personnel adhere to relevant Codes of Ethics 

What external recognitions (e.g., awards, accommodations, professional certifications, references in trade publications) have the program and its staff received in the past three years?

Donations from past students, parents and retired agency staff who worked with OSDS

Is the program active with any regional, national, or international professional organizations?

AHEAD:  Association on Higher Education and Disabilities

Note any presentations, publications, or offices held in the last three years.

Not enough time to do this

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

Receive Redden Grants to provide the FOCUS Program:  

The purpose of this program is to provide students with disabilities the skill sets and supports they need to achieve academic success at the college level.  Students will gain an understanding of their disability and their academic strengths and weaknesses.  They will learn compensatory strategies specific to their disability, various study, time management, and organizational skills, and computer software programs to increase their levels of academic confidence, desire to finish college, and academic success.

The FOCUS Program also provides opportunities for students at EIU to experience working directly with people with disabilities.  Students chosen to do this are typically majoring in Special Education, Communication Disorders and Sciences, Psychology or a related field.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

We  get donations from parents of our students, staff from outside agencies such as DRS, and the students themselves after graduating.

I have tried to work with the appropriate departments to get more donations but I have not yet been successful in getting that department to work with me.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

I collaborate with Illinois state universities to share information regarding best practices, laws, and significant court cases that impact disability services in postsecondary settings.  

I also work with high schools, special education cooperatives, and community colleges to help their staff understand the differences between the accommodations and services they provide and the ones we provide.  This helps students transition from one setting to another.  It also promotes good working relationships between staff in the different settings.

The Department of Rehabilitation Services has many clients that are students at the postsecondary setting.  I work closely with them to identify and address the needs of these students who attend EIU.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

Provide an executive summary of and link to any metrics or benchmarks that the program tracks to measure productivity.

Please refer to the CASA anual report at:  http://www.eiu.edu/~casa/CASA%20Report%202013%20all.pdf

What initiatives has the program implemented to enhance staff productivity (e.g., access to training, workflow improvements)? Briefly describe the costs and benefits of these initiatives.

Staff training through EIU Human Resources

Training for staff through the Director of Student Disability serivces

Promotes collaboration, cooperation, upholding policies and procedures, and best practices 

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

We are currently down 25% of our staff.  The one person who has not been replaced is essential to this offices productivity.  That person works closely with the Director to ensure all functions of the office run smoothly.  This person meets with students and their families, reviews documentation and determins appropriate accommodations and services, and helps with reports and issues that arise.  

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

We currently have 2 full time Academic and Professional staff and 1 civil service staff member in OSDS.  There is one empty full time staff position currently.  We also have a 900 hour person to help convert print materials to alternate formats for students with disabilities.  Everyone of these positions are needed to complete the work load in OSDS even the position that has been empty for almost two years now.  

We also have the salary in our budget for a personal assistant who works for a professor in the History department.  That person does not work within our office or compelete tasks for us. 

We also hire sign language interpreters for students who require them as an accommodation for classes and EIU activities.  

How does the program seek to distinguish itself from similar programs at other institutions?

Surveys: All of our surveys indicate students have had a positive experience working with the Office of Student Disability Services.

We continually work to improve and streamline services.  We have been successful at this and results are documented in CASA Annual reports.

Our programs continually improve from one year to the next and the results are documented in CASA Annual Reports.

The OSDS strives to be welcoming and helpful to all who contact us.  We want to be a positive face at EIU known to make a difference in student's lives and to serve the institution well.  

Note any unique and/or essential contributions that the program makes to the university.

Receive extremely positive feedback on surveys

Always strive to recruit and retain students with disabilities who can be successful at the university.

Provide programs and services that are unique and exemplary. 

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

AY 2013 OSDS Survey Results 
Each semester, students who have received services from OSDS are sent an email asking them to complete an evaluation of their personal experience with the office. This year an email was sent to each student containing a link for survey access on Survey Monkey. Students were asked to rate five statements on a strongly agree to strongly disagree scale. Responses from the two administrations—Fall 2012 and Spring 2013—have been combined. 
My experience with the Office of Student Disability Services has been positive:  Strongly Agree: 67.74%, Agree: 27.42%, Combination of Agree & Strongly Agree: 95.16%

I received courteous service:  Strongly Agree: 71.43%, Agree: 23.81%, Combination of Agree & Strongly Agree: 95.24%

My requests were addressed in a timely manner:   Strongly Agree: 68.25%, Agree: 25.4%, Combination of Agree & Strongly Agree: 93.65% 

I received useful information:   Strongly Agree: 65.08%, Agree: 30.16%, Combination of Agree & Strongly Agree: 95.24%

I was given the opportunity to express my concerns fully:   Strongly Agree: 69.84%, Agree: 25.4%, Combination of Agree & Strongly Agree: 95.24%

Alternate Media and E-text, AY 2013
 During AY13, the Alternate Media Technology Specialist (AMTS) supervised the work of one employee who assisted in converting text into an electronic format.
CASA Annual Report AY 2013, Prepared by Karla Sanders, June 2013, p.23
 The AMTS updated the E-text Style Guide, which is used by student workers in the editing and proofing of e-text to assure quality.
 The AMTS continued to improve the process of converting text into electronic format in order to generate material which aligns with standards in the field. While the chart below represents the numbers of books converted in AY13, it does not reflect the increased level of effort required to produce higher quality e-text for students with disabilities. Currently, the e-text library contains 1,353 books.

FOCUS Program, AY 2013

Ten (67%) of the 15 participants who attended FOCUS the entire year had cumulative GPA’s of 3.0-4.0 at the end of the spring semester. All of the 15 participants had a cumulative GPA of at least 2.0. 

In the Fall 2012, nine freshman students participated in the FOCUS program. Participants who attended 9 or more meetings had an average GPA of 2.81. Participants who attended less than 9 meetings had an average GPA of 2.3. Therefore, participants who attended 9 or more meetings on average had a GPA of .51 higher than those participants who attended less than 9 meetings.

Results for these surveys, programs and services have always been positive.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

-Further streamline exchanges with students, faculty, staff, and the general public through the use of progression technology and access-friendly processes.

-Continue to research and review current trends and issues in the field of disability services in order to function as a resource for the EIU community and provide exceptional services for students with disabilities.

-Seek professional development activities in the areas of disability law and best practices in higher education using creative means given current budgetary limitations.

-Continue to meet regularly with the Interdisciplinary Team to address needs of students

-Continue to provide E-text for students with visual and other print disabilities using the latest available technology which meets accessibility standards.

-In an effort to improve recruitment and retention, explore new and innovative ways to provide support to students with disabilities who would otherwise be successful given specific types of intervention.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

In the next two or three years, what best practices, improvements in operations, or other opportunities to advance the university’s mission are likely to be implemented?

Programming on "Universal Design in Instruction"  If more faculty utilized "Universal Design in instruction" they would reach more learners which would lessen the need for student accommodations in the classroom.  This should also help with retetion of students since instruction would be provided in a variety of ways in the same class.

Once our vacant position is filled I hope to resume the transition program for students with disabilities to provide services that will help retain these students.  

If needed, provide supplemental comments to help the reader understand future opportunities for the program.