Faculty Resources

• Include the DSS statement in your syllabus and cover this information when you discuss your syllabus on the first day of class. This statement is included in the syllabi information shared with you by the Center for Teaching and Learning every quarter. 

• Refer students to the DSS office if they disclose to you that they have or think that they have a disability. This may include them letting you know that they had an IEP or 504 in K-12, they receive support from the Department of Vocational Rehabilitation, or even that they have always struggled with a certain subject. We recommend that if you make the referral verbally that you follow up with an email for documentation. 
• If the student makes an explicit statement about having a disability, 504 or IEP then you are able to be more specific in your referral to DSS. Let them know that the DSS office oversees the colleges version of 504s or IEPs. The Disability Accommodation Request Form is available under the Getting Started with DSS page and the quickest way to get the accommodation process started. 
• If the student is more vague and talks about struggling then a referral to DSS along with the Warrior Tutoring Center, Counseling Center, or their Navigator may be best. 
• When talking with a student about their disability or academic struggles, pay extra attention to your body language, tone, and facial expressions. Students may be sensitive or anxious about how others will respond to them when sharing this information. Some students with disabilities have had negative experiences in the past when requesting support for their disabilities so your tone, body language, can make all the difference in creating a welcoming and supportive experience here at WWCC. 
• You could also offer to walk them down to the DSS office or make an introduction to DSS staff through an email exchange.

• If your office isn’t in an accessible location or has an accessible layout, let your students know that you’d be able to meet with them in a location that meets their needs. 

Utilize the WA Course Design Checklist, universal design techniques to help reduce barriers for students with disabilities. 

• Easy to implement UDL strategies include but aren’t limited to: 
  • Utilize textbooks and reading materials available in multiple formats. 
  • Turn on closed captioning for all videos and class sessions.
  • Share content and assignment instructions in multiple formats; written and verbal.
  • Provide choices on how students can meet with you; in your office, classroom or virtually.
  • Use a sans serif font for all materials; Arial, Comic Sans, Verdana, Tahoma, Century Gothic, and Calibri are all good options. 
  • Click here for other Assistive Technology.
• UW DO-IT is a great resource to find ways to implement Universal Design in your class to improve access for all students.
• The DSS office has some books on Universal Design in Higher Education that you can borrow.

• If you would like support in updating pdfs or documents that are not in an accessible format please reach out to DSS for support. We have access to a variety of programs that can turn documents into accessible formats. Timelines for documents to be returned to you vary based on size, age, and amount of images in the document. Documents for qualified students will take precedent over general requests. 
• DSS may request that your department covers the fee if the document has to be outsourced to another agency. 
• Georgia Tech and Central Washington University both offer document accessibility services. 

Please review the LOA upon receipt

• If you have questions or think an accommodation may fundamentally alter your course, please reach out to DSS to talk about your concerns ASAP.
• Implement the accommodations within 3 business days of receipt. This includes entering extended testing time into Canvas.
• If you need additional support or have concerns about a student, your DSS staff is here to partner with you.
• Do not ask students for information about their disability. They have already shared that information with DSS and can keep it confidential.
• Do not discuss the student’s needs or accommodations anywhere other than a private location.

Syllabus Statement

Include the DSS statement in your syllabus and cover this information when you discuss your syllabus on the first day.

Accommodations for Students with Disabilities:
WWCC is committed to ensuring that students with disabilities have equal access to participation in campus courses, programs, and activities in compliance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) of 1990 as amended in 2008. If you anticipate or experience a physical or academic barrier based on your disability, please get in touch with the Office of Disability Support Services to discuss reasonable accommodations.

You can find more information about the Office of Disability Support Services on the DSS website, including instructions on applying for accommodations and contact information for your campus. If you’ve already been approved for accommodations through DSS, please reach out to DSS if you have any questions on how accommodations will be implemented in each course.

Contact Disability Support Services:

• Walla Walla Campus and Corrections: Kristen Duede — kristen.duede@wwcc.edu
• Clarkston Campus: Heather Markwalter — heather.markwalter@wwcc.edu

Section 504 Coordinator:
Responsible for monitoring and implementing the district’s compliance with state and federal laws prohibiting disability discrimination:

Stephanie Groom
Executive Director of Human Resources
Section 504 Compliance Officer
Title IX Coordinator
stephanie.groom@wwcc.edu
509.527.4224 (office)
509.527.4313 (fax)

This statement is also included in the syllabi information shared with you by the Center for Integrated Learning.

Referring Students

• If the student makes an explicit statement about having a disability, 504, or IEP, then you are able to be more specific in your referral to DSS.
• Let them know that the DSS office oversees the college’s version of 504s or IEPs.
• The Disability Accommodation Request Form is available under the Getting Started with DSS page and is the quickest way to get the accommodation process started.
• Students will need to complete the DSS Accommodation Request Form to request accommodations. After completing the form, they will schedule an intake with the DSS office.
• If the student would like help completing the form, or they have questions before filling it out, feel free to make an introduction to DSS either in person or through email.