College Student with a Disability:
A Faculty Handbook

The term "developmental disability" describes several conditions that permanently and significantly restrict an individual's development. State and Federal governments differ in definition.

California identifies developmental disability as a diagnosis originating before age 18, of one or more of the following conditions: mental retardation, epilepsy, cerebral palsy, autism, and other neurological handicaps.

Federal statutes apply a non-categorical, utilitarian designation: a severe chronic disability caused by physical or mental impairment that is evident before age 22.

Source: The Arc of San Diego at http://www.arc-sd.com/

Mental Retardation

According to the new definition by the American Association on Mental Retardation (AAMR), an individual is considered to have mental retardation based on the following three criteria: intellectual functioning level (IQ) is below 70-75; significant limitations exist in two or more adaptive skill areas; and the condition is present from childhood (defined as age 18 or less) (AAMR, 1992).

The effects of mental retardation vary considerably among people, just as the range of abilities varies considerably among people who do not have mental retardation. About 87 percent will be mildly affected and will be only a little slower than average in learning new information and skills. As children, their mental retardation is not readily apparent and may not be identified until they enter school. As adults, many will be able to lead independent lives in the community and will no longer be viewed as having mental retardation.

Source: The ARC at http://www.thearc.org

Cerebral Palsy

Cerebral palsy is a term used to describe a group of chronic conditions affecting body movement and muscle coordination. It is caused by damage to one or more specific areas of the brain, usually occurring during fetal development before birth. It can also be caused by trauma during or shortly following birth or during infancy.

Cerebral palsy is characterized by an inability to fully control motor function, particularly muscle control and coordination. Depending on which areas of the brain have been damaged, one or more of the following may occur:

• Muscle tightness or spasm
  
  

• Involuntary movement
  
  

• Disturbance in gait and mobility
  
  

• Abnormal sensation and perception
  
  

• Impairment of sight, hearing or speech.
  
  

• Seizures
  
  

• Mental Retardation
  
  

Source: "Facts and Figures About Cerebral Palsy," United Cerebral Palsy Research and Educational Foundation, December 1993.

Educational limitations of students with cerebral palsy vary widely, depending on which part of the brain is involved. A student may have, for example, muscle tightness, some involuntary movement, and a speech impairment, with normal or above normal intelligence. Another student may use crutches and speak fairly clearly.

In the classroom, students with cerebral palsy may need some or all of the same accommodations that students with other disabilities need. For a student who uses a wheelchair or other mobility aid, physical accessibility is key. Students with speech impairments may need electronic speaking devices or a facilitator to communicate with the class. As stated previously, each student is an individual with different and varied needs. S/he is the best source for suggesting accommodations in the classroom.

Epilepsy

Epilepsy is a neurological condition that from time to time produces brief disturbances in the normal electrical functions of the brain. The disturbances, more commonly known as epileptic seizures, may affect a person's consciousness, bodily movements or sensations for a short time.

The unusual bursts of energy may occur in just one area of the brain (partial seizures), or may affect nerve cells throughout the brain (generalized seizures). Normal brain function cannot return until the electrical bursts subside.

Seizures can be controlled by taking prescribed medication regularly, maintaining regular sleep cycles, and avoiding unusual stress. Unless a student with epilepsy has a seizure in your classroom, you may never know that student has a disability.

Source: Epilepsy Foundation of America at http://www.efa.org

Autism

Autism is a developmental disability that typically appears during the first three years of life. It interferes with the normal development of the brain in the areas of reasoning, social interaction and communication skills. People with autism typically have deficiencies in verbal and non-verbal communication, social interactions and leisure or play activities. The disorder makes it hard for them to communicate with others and relate to the outside world. They may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or attachments to objects and resist any changes in routines. In some cases, aggressive and/or self-injurious behavior may be present.

Experience has shown that individuals with autism respond well to a highly structured environment.

Some students with autism in the college classroom may require a facilitator to assist with communication. Others may need only the average accommodations used by other students with disabilities.

Source:
http://www.autism-society.org/asa_home.html