Overview of the Disability Resource Center
Ongoing assessment and evaluation is an important part of maintaining high-quality services in the DRC. Student Satisfaction Surveys and focus groups are used to identify both areas of strength and places for improvement. For the most part, our satisfaction surveys have been overwhelmingly positive. In the most recent survey, 89% of students reported feeling satisfied with their DRC experience.
In addition to surveys and focus groups, the DRC staff are strongly encouraged to be continually assessing each area of our office. At the end of each semester, the DRC holds a meeting with all employee’s to review our work from the previous semester and decide on changes that will be implemented moving forward.
Assessment and evaluation are also done by comparing our office's practices with other successful programs. We also maintain close contact with other DRC’s in the state and with our professional national organization to make sure that our practices are in keeping with state and national trends.
Our mission is to facilitate equal access to all university programs, services, and activities by collaborating with the university community, promoting principles of Universal Design, celebrating disability as a natural aspect of diversity, and coordinating reasonable accommodations.
- Assist the University in achieving compliance with the Rehabilitation Act of 1973 and the Americans with Disabilities Act. This responsibility includes providing services and accommodations to students, faculty, and staff.
- Provide support to faculty by providing training, designing accommodations, and consulting on disability-related issues.
- Provide supportive services to individuals with disabilities, including academic assistance, adaptive equipment, counseling, readers, transcribers, interpreters, and advocacy to ensure equal access to education, employment, and other University programs.
- Review architectural and program accessibility and make recommendations for the removal of barriers.
- Self-Determination: Student's practice self determination as they choose if and how they will interact with our office. All students working with the DRC do so through a voluntary process. Each semester students choose to return to our office to continue services.
- Personal Responsibility: The DRC sets deadlines, policies and procedures that students are expected to meet and follow.
- Knowledge of Rights: Students working with the DRC become aware of their rights as a person with a disability.
- Effective Communication: Students collaborate with their Accessibility Consultant, DRC staff and faculty to self advocate.
University responsibilities to individuals with disabilities are mandated by two main pieces of federal legislation. They are Section 504 of the Rehabilitation Act of 1973 and The Americans with Disabilities Act (ADA). Both are civil rights statutes aimed at preventing discrimination against individuals on the basis of their disability. It is the policy of USU to comply with the fundamental principles of nondiscrimination and accommodation set forth in both of these laws.
|Disability Resource Center ASSESSMENT PLAN/MATRIX, 2017-2018|
(Objectives and Learning Outcomes)
||Data Review||Yearly Program Reports||Spring 18||Director||Goals 2, 6 and 8|
||Survey||Faculty Survey||Spring 18||Director||Goals 2, 6 and 8|
||Survey||Annual Student Survey||Spring 18||Director||Goals 2, 6 and 8|
||Architectural Review||ADA Architectural Review||Summer 18||Director||Goals 2, 6 and 8|
|Category||Summer '16||Fall '16||Spring '17||Summer '17||Fall '17||Spring '18|
|Total Number of Tests||123||1254||982||125||1155||1192|
|Total Number of Students||41||289||263||39||273||251|
|Total Number of Courses||33||338||361||37||306||312|
|Category||Fall '15||Spring '16||Fall '16||Spring '17||Fall '17||Spring '18|
|Number of students requesting notes||97||78||96||83|
|Number of classes requested||234||201||237||205|
|Average classes requested/student||2.41||2.58||2.47||2.47|
|Number of classes with a notetaker||186||136||156||130|
|Number of notetakers||104||102||122||115|
|Category||Spring '16||Fall '16||Spring '17||Fall '17||Spring '18|
|Days to Completions||56||53||24||77||137|
|Interpreting & Transcription|
|Category||'15-16 School Year||'16-17 School Year||'17-18 School Year|
|Hours of Interpreting||1478||2079|
|Hours of Transcription||844||544|
Each summer the DRC spends time reviewing responses to our annual survey and other sources of assessment data to develop a plan for changes and improvements that can be made during the coming year. Below are the areas of focus for the 2017-2018 school year.
- Improved student outreach: Respondents to our Annual Student Survey indicated that students would like to see a change in the types of advertising and outreach used to inform students about the DRC and our services. Students suggested that they would like the DRC to place greater emphasis on letting students know what types of academic issues might be indicators of undiganosed disabilities. Based on this feedback the DRC has adjusted the messages included in our outreach materials used for the 2017-2018 school year. We will be assessing the effectivness of this change at the conclusion of the school year.
- New assistive technology: During a focus group with students who use software to listen to their course reading materials it became clear that students would appreciate a single piece of software for accessing all their accessible reading materials. This prompted a review of the avaiable products and the purchase of Capti.
- Improved faculty traning materials: Prompted by data gathered from the Annual DRC Survey ways to improve faculty training materils were identified. Over the next few months both print and online materials were developed to better prepare USU faculty to work with students with disabilites.