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Disability awareness quiz

Online training for the Americans with Disabilities Act and 504 Regulations at the Postsecondary Level of Education

Administration, faculty and staff

Welcome
As part of Virginia Commonwealth University’s effort to increase the equity, access and nondiscrimination of individuals with disabilities, the following information and short survey were complied to increase the sensitivity issues surrounding disabled individuals.

The program will be in two parts. The first part of the program will discuss critical information regarding the Americans with Disabilities Act and 504 Regulations. It also contains information regarding confidentiality issues for individuals at the postsecondary level of education. Your role and responsibility as faculty or staff member here at the university encourages you to continue to practice nondiscriminatory actions both in and outside of the classroom setting.

We understand that the issues surrounding disabilities can be complex and vague especially when dealing with reasonable accommodations. It is our hope and purpose that this training will give you insight and understanding regarding your rights, the student’s rights and the university’s rights and responsibilities under the federal law guidelines and mandates.

Please read the following information and then click on the link to complete Part II, the survey and a brief quiz.

Part I
The Americans with Disabilities Act (1990) is the law governing the rights and protection of individuals with disabilities. The law extends the rights against discrimination based upon one’s disability in employment for public and private sectors, transportation, public accommodations, services provided by both state and local government, and telecommunication relay services. Section 504 of the Rehabilitation Act of 1973 also encompasses the policies and procedures against discrimination of individuals with disabilities. Since the enactment of these laws, postsecondary education is responsible for removing barriers that may be discriminatory. Some examples of removing these barriers are: modifications to allow the presence/use of service animals, nondiscrimination through eligibility criteria, participation in the most integrated setting possible, examinations and courses must be accessible, and there may be no retaliation or harassment against individuals who are accessing their rights or against individuals who assist people with disabilities.

The right to confidentiality also is protected for a student with a disability under the U.S. Constitution. It is very important that any information regarding a student’s disability follows these guidelines: the disability information should be treated as medical information under strict confidence, the information should be collected and stored in secure files with limited access, the information should not become part of a student’s permanent records, and specific information regarding a student’s disability should not be shared with the institution community unless there is a consensual release of information and a compelling reason for doing so. The specific disability does not need to be disclosed with any faculty member. Verification from the university’s disability services office is substantial evidence that a disability exists. The use of e-mail should be used with extreme caution, especially when dealing with students with a disability, as information can be shared unintentionally with others via this type of communication. The need or extent of information shared within the institution’s community can be based upon changes in circumstances for the student. FERPA does not cover confidential files and information that is secured within the office of services for students with disabilities.

Part II
Complete the survey and take the true-false quiz.