Disability and Accessibility at Grinnell College: Task Force Accomplishments and Future Challenges Report of the Disability and Accessibility Implementation Task Force 2015-16 submitted to President Kington September 2016 Table of Contents I. Introduction ........................................................................................................................... 4 II. Executive Summary: Progress and Future Recommendations .............................................. 5 III. Disability and Accessibility Task Force Subcommittee Reports ............................................. 7 IV. Awareness and Education Subcommittee Report ................................................................. 8 Recommendation 1.1a: Training about Legal Responsibilities (Faculty) ............................... 8 Recommendation 1.1b: Training about Legal Responsibilities (Staff) ................................... 9 Recommendation 1.1c: Training about Legal Responsibilities (Student Leaders) .............. 10 Recommendation 1.2: Know Your Rights Training for Students with Disabilities ............... 11 Recommendation 1.3: Education about Mental Health & Hidden Disabilities .................. 12 V. Teaching and Learning Subcommittee Report .................................................................... 13 Recommendation 2.1: The Classroom ................................................................................. 13 Recommendation 2.2a: Global Grinnell Initiatives .............................................................. 14 Recommendation 2.2b: Online Learning Initiatives ............................................................ 15 VI. Event Access Subcommittee Report .................................................................................... 16 Recommendation 3.8: Event Accommodations .................................................................. 16 Recommendation 2.3: Admissions Office and Programs .................................................... 16 Recommendation 2.4: College-Sponsored Events .............................................................. 17 Recommendation 2.5: Athletic Programs and Events ......................................................... 18 VII. Digital Access Subcommittee Report ................................................................................... 20 Recommendation 2.6: Web ................................................................................................. 20 Recommendation 2.7: Technology Systems and Environments ......................................... 20 Recommendation 2.8: Procurement of Software and Hardware ....................................... 21 VIII. Physical Access Subcommittee Report ................................................................................ 22 Recommendation 2.9: New and Renovated Spaces ............................................................ 22 Recommendation 2.10: Wayfinding .................................................................................... 24 Recommendation 2.11: The Forum ..................................................................................... 24 Recommendation 2.12: Areas of Refuge (and Emergency Planning) .................................. 24 Recommendation 2.13: Facilities and the Physical Environment ....................................... 25 IX. Accommodations Subcommittee Report ............................................................................ 26 Recommendation 3.1: Availability of Accommodations ..................................................... 26 Recommendation 3.2: Testing Accommodations ................................................................ 26 Recommendation 3.3: Digital Records ................................................................................ 27 Recommendation 3.4: Dining Options ................................................................................. 28 Recommendation 3.5: Definition of Full-time Student Status ............................................ 28 Recommendation 3.6: Classroom Accommodations .......................................................... 29 Recommendation 3.7: Course Materials ............................................................................ 29 X. Appendices ........................................................................................................................... 31 Appendix A: Key Accomplishments – a summary ............................................................... 32 Appendix B: Draft of Digital Access Policy ........................................................................... 35 Appendix C: Draft of Digital Access Policy Implementation and Procedures ...................... 40 Appendix D: Draft of Event Access Guidelines .................................................................... 49 Appendix E: Draft of Accessible Event Checklist .................................................................. 51 Appendix F: Faculty Notification of Deadline for Spring 17 Course Materials ................... 55 Appendix G: DLAC 2015-16 Software and Hardware Use List ............................................ 56 Appendix H: Draft of Emergency Response Procedures ..................................................... 60 Appendix I: Draft of Reduced Course Load Policy .............................................................. 69 Disability and Accessibility 2015-16 Implementation Task Force: Accomplishments and Further Recommendations, p. 3 I. Introduction In the summer of 2014, the Disability and Accessibility Task Force was charged by the president to develop a comprehensive response to serving students, faculty, and staff with disabilities. Part of the motivation for the formation of the Task Force was regulatory compliance. However, the Task Force immediately broadened its focus and philosophy, adopting Universal Design as a guiding principle to reflect the College’s core values. At the end of the first year (summer 2015), the Task Force made recommendations to President Kington in the following areas: 1. Raising campus awareness about legal obligations and individual rights and about creating an inclusive learning and working environment. 2. Designing a campus environment that is seamlessly accessible to our faculty, staff, students, and visitors, including digital, programmatic, and physical dimensions. 3. Effectively accommodating students, employees, and visitors with disabilities. Of the 24 specific recommendations, we highlighted the following.  Implement regular training for faculty and staff to understand and meet our legal obligations regarding access for people with disabilities and to remove barriers to our educational environment: curricular, co-curricular, and workplace.  Develop materials and a process for organizers of extracurricular and College-sponsored activities to meet our obligation to make events and programs accessible.  Create a policy and procedures for the assessment, procurement, remediation, and design of our digital content (e.g., web, curricular materials) and digital tools (e.g., software, hardware).  Continue to remove barriers in our existing physical environment, through design of new and renovation of existing spaces.  Make information about the availability of accommodations for students and employees with disabilities widely available.  Consider the accessibility ramifications as the College expands its global engagement and as it explores new ways of teaching with technology. In the Fall of 2015, the Task Force realigned the recommendations into six categories and created six subcommittees with additional community involvement. 1. Awareness and Education 2. Teaching and Learning 3. Event Access 4. Digital Access 5. Physical Access 6. Accommodations Disability and Accessibility 2015-16 Implementation Task Force: Accomplishments and Further Recommendations, p. 4 54 faculty, staff, students, and alumni informed the work of the Task Force: twelve people served on the Task Force itself with an additional 42 people participating in the subcommittees. The Task Force on Disability and Accessibility completed its second year in summer 2016 – the implementation planning year – with many accomplishments and clear direction for future work. II. Executive Summary: Progress and Future Recommendations The following report uses the recommendations of the 2014-15 Task Force alongside the subcommittee structure to organize the accomplishments of the 2015-16 Task Force (see Appendix A) and list remaining tasks. As the reader will see, members of the subcommittees made significant progress on most of the recommendations. Collectively, we raised awareness within the community through both formal programs and individual conversations, we were involved in designing more accessible learning and co-curricular environments, and we drafted policies and procedures in multiple areas to guide future work. The Chairs of this Task Force recognize the extraordinary work of the subcommittee members and their leadership that resulted in these accomplishments. There is more work to be done, especially as we enhance the College’s physical environment, as we learn and work in the digital realm, and as we host major events for our campus and local community. We seek the support of President Kington and the College community as we identify ways to tackle accessibility challenges on our campus. Future Work and Challenges 1. Accessibility leadership – Given the anticipated departure of Jennifer Krohn, ADA Officer, the College needs to appoint leadership for the overall accessibility of the campus. As part of this, the Accessibility Committee, a standing committee, needs to continue or be reconstituted and charged with continuing the many remaining tasks. 2. Digital accessibility – The digital learning environment-- including the public-facing web, GrinnellShare, and software used in and out of the classroom – is an area requiring significant attention. The Digital Access policy (Appendix B) has been drafted and is ready for review by the Vice President for Information Technology and the President. Included with the policy draft are implementation documents (Appendix C) that outline how Grinnell can meet the accessibility needs of the College community. Implementation will require either internal resources (additional staff time) or external resources. 3. Text books and other course materials – In 2016-17, the faculty will need to complete the major shift of providing a list of course materials much earlier than in past semesters. This is required to achieve compliance under the ADA/504 and meet our obligation under HEOA. Disability and Accessibility 2015-16 Implementation Task Force: Accomplishments and Further Recommendations, p. 5 4. Emergency planning – This is a large and complex area needing policy implementation and identified leadership. A major first step in this process will be to identify areas of refuge and signifying them properly. 5. Training and outreach – The College needs to build on the successes of 2015-16 and deliver regular training, education and outreach – particularly related to hidden disabilities such as cognitive, learning, mental health, and specific types of medical conditions – for all faculty, staff, and students. 6. Event access – A draft policy (Appendix D) and implementation document (Appendix E) are ready for review. To support achieving full access of all events on campus, specific leadership needs to be identified. 7. Physical and programmatic accessibility – In fall 2016 an innovation grant will be submitted to pilot a “user/expert review” system which involves the skilled guidance of members of our community who have disabilities. If adopted, this program trains individuals to observe and report accessibility needs in both existing and planned physical spaces in an on-going review process. In tandem, the contract with the Institute for Human Centered Design and designated campus leadership will continue its review of new and renovated construction projects. Disability and Accessibility 2015-16 Implementation Task Force: Accomplishments and Further Recommendations, p. 6 III. Disability and Accessibility Task Force Subcommittee Reports Reports from the six individual subcommittees follow. Recommendations Items in italics represent recommendations from 2014-15 Task Force. ‘Status’ Definitions In each section, the subcommittees note the status for each recommendation as follows: Completed = finished Continuing = ongoing task In Progress = first steps accomplished; work to be done; completion is foreseeable Future Need = not started Disability and Accessibility 2015-16 Implementation Task Force: Accomplishments and Further Recommendations, p. 7 IV. Awareness and Education Subcommittee Report Subcommittee Membership: Angie Story-Coordinator of Assistive Technology Autumn Wilke—Coordinator of Disability Resources Ashley Phipps—Residence Life Coordinator Francisco Sanchez-Conde—Student Danielle Tavasti--Student Linda Ludwig—Information Technology Training and Communication Specialist Jason Maher—Registrar Chris Bair—Environmental and Safety Manager Todd Armstrong—Russian Department Pamela Fellers—Mathematics and Statistics Department Recommendation 1.1a: Training about Legal Responsibilities (Faculty) Provide greater support and on-going education for faculty to facilitate their compliance with the law and fulfill teaching and learning goals. Create required all-faculty disability training, offered annually. This will include federal and state regulations, Grinnell College accommodation procedures, use of assistive technology, and ADA/universal design principles in and out of the classroom, along with disability etiquette, and mental and emotional disability issues, specifically. Faculty will have follow-up training every three years to stay current on any regulations, policies, and best practices concerning students with disabilities. Additionally, provide the same disability training session during the new faculty orientation each fall. This might be folded into a set of know-your-rights related opportunities. Provide opportunities for ongoing training to faculty, individually or in small groups, to inform curricular development, pedagogy, and implementation of accommodations to a growing population of students (e.g., during Faculty Fridays, community times, and/or at department or division meetings). To facilitate ease in implementing academic accommodations for students, create a comprehensive guide that outlines policies, procedures, resources, and best practices for faculty. Status: Continuing Accomplishments: Provided optional trainings and resources throughout the 2015-2016 academic year related to accommodations, disability etiquette, universal design, and legal responsibilities. Created an online faculty guide with policies, procedures, resources, and best practices. Trainings in the 2015-2016 academic year included:  Designated specific budget for Disability Resources – carved out from Academic Advising and augmented to meet new needs such as training and awareness building  New Faculty Orientation-Rights and Responsibilities under the ADA, August 2015* Disability and Accessibility 2015-16 Implementation Task Force: Accomplishments and Further Recommendations, p. 8  Disability and Accessibility Open House, August 2015  Departmental Trainings, Ongoing*1  Disability Etiquette Lunch and Learn, October 2015*  Faculty Friday—Best Practices for Accommodation, October 2015*  Print Related Disabilities Lunch and Learn, November 2015*  Personality 101: Recognizing and Responding to Personality Disorders in the Classroom- Webinar, November 2015*  Assistive Technology Lunch and Learn, November 2015*  Accommodation Letter Portal Lunch and Learn, December 2015  Faculty Friday on Accessibility and Disability (Teaching and Learning), April 2016*  Department Chairs Meeting, April 2016 Remaining Tasks:  Evaluate options for required trainings  Implement a schedule for on-going training opportunities Recommendation 1.1b: Training about Legal Responsibilities (Staff) Provide greater support and on-going education for staff to facilitate their compliance with the law and meet operational goals. Create mandatory all-staff disability training. This will include federal and state regulations, Grinnell College accommodation procedures, and ADA/universal design principles in the workplace, along with disability etiquette, and mental and emotional disability issues, specifically. Create tailored training opportunities and resources for various departments to meet unique needs. For example, dining staff needs more information on food allergies and signs of allergic reaction, security officers and staff need more information concerning invisible disabilities, IT department staff need more information responding to the specific needs that arises in the technology area, Admission staff need more information on interacting with people with disabilities, and NSO staff need training prior to orientation, especially in the area of insuring students with disabilities are included in all activities. Ensure that Facilities Management staff regularly review national standards for construction and renovation of buildings such as: i. ADA American with Disabilities Act 1990 http://www.ada.gov/2010_regs.htm ii. ADA Design 2010 http://www.ada.gov/2010ADAstandards_index.htm iii. ABA Architectural Barriers Act of 1968 http://www.access-board.gov/the- board/laws/architectural-barriers-act-aba  Trainings offered in 2015-2016 academic year that provided education on mental health or hidden disabilities are indicated with an asterisk (*). Disability and Accessibility 2015-16 Implementation Task Force: Accomplishments and Further Recommendations, p. 9 iv. NFPA National Fire Prevention Association 2012 standards http://www.nfpa.org/codes-and-standards/document-information- pages?mode=code&code=101 v. ICC ANSI American National Standards Institute 2013 http://codes.iccsafe.org/app/book/content/2015_ICC%20Standards/ICC%20900/ American%20National%20Standard.html vi. IBC International Building Code 2009 http://codes.iccsafe.org/app/book/toc/2009/I-Codes/2009%20IBC%20HTML/index.html Status: Continuing Accomplishments: Provided optional trainings and resources throughout the 2015-2016 academic year related to accommodations, disability etiquette, universal design, and legal responsibilities. Trainings in the 2015-2016 academic year included:  Disability and Accessibility Open House, August 2015 and October 2015  Updates to Grinnell Website and Grinnell Share, Ongoing  Portable Hearing Loop Training, October 2015*  Disability Etiquette Lunch and Learn, October 2015*  Proctoring Accommodated Exams Training with ASA Team, November 2015  Print Related Disabilities Lunch and Learn, November 2015*  Admissions, Financial Aid, & Registrar Training on Disability 101/Disability Etiquette, December 2015*  Division of Student Affairs Disability Etiquette Training, December 2015*  Assistive Technology Lunch and Learn, December 2015  Accessibility Training at Library Staff Retreat, January 2016*  Higher Ed Pros Training, April 2016*  Establishing a Campus-Wide Approach for Addressing Food Allergies and Celiac Disease in Higher Education—Webinar, May 2016*  Careers, Life, and Service Staff Retreat Training, June 2016* Remaining Tasks:  Evaluate options for required trainings  Implement a schedule for on-going training opportunities Recommendation 1.1c: Training about Legal Responsibilities (Student Leaders) Offer annual disability training for residence life student staff, SGA, and campus tour guides employed by Admission. This training shall include legal compliance for making events accessible, disability etiquette, information about specific mental or emotional disability issues, and assistive technology (e.g., Kurzweil, Read & Write Gold, induction loops, Braille, captioning). Status: Continuing Disability and Accessibility 2015-16 Implementation Task Force: Accomplishments and Further Recommendations, p. 10