Below are brief descriptions of some of the more common conditions, along with recommended accommodations.

Acquired Immune Deficiency Syndrome (AIDS)

Acquired Immune Deficiency Syndrome (AIDS) is caused by a virus that destroys the body's immune system. This condition leaves the person vulnerable to infections and cancers that can be avoided when the immune system is working normally. The virus is transmitted primarily through sexual contact or needle sharing with intravenous drug users. It is not transmitted through casual contact.

Manifestations of AIDS are varied, depending on the particular infections or diseases the individual develops. Extreme fatigue is a common symptom. Classroom adaptations will likewise vary.

Students with AIDS may be afraid to reveal their condition because of the social stigma, fear and/or misunderstanding surrounding this illness. It is therefore exceptionally important that the strictest of confidentiality be observed.

For general classroom considerations, please refer to the Overview section.

Cancer

Because cancer can occur in almost any organ system of the body, the symptoms and particular disabling effects will vary greatly from one person to another. Some people experience visual problems, lack of balance and coordination, joint pains, backaches, headaches, abdominal pains, drowsiness, lethargy, difficulty in breathing and swallowing, weakness, bleeding or anemia.

The primary treatments for cancer are radiation therapy, chemotherapy and surgery which may engender additional effects. Treatment can cause violent nausea, drowsiness and/or fatigue, affecting academic functioning.

For general instructional accommodations, please refer to the Overview.

Cerebral Palsy

Cerebral palsy is caused by an injury to the motor center of the brain that may have occurred before or shortly after birth. Manifestations may include involuntary muscle contractions, rigidity, spasms, poor coordination, poor balance, or poor spatial relations. Visual, auditory, speech, hand-function, and mobility difficulties might occur.

For appropriate classroom accommodations, refer to section(s) on speech, visual and/or mobility disabilities and hand-function disabilities.

Multiple Sclerosis

Multiple sclerosis is a progressive disease of the central nervous system, characterized by a decline of muscle control. Symptoms may be mild to severe in degree: blurred vision, legal blindness, tremors, weakness or numbness in limbs, unsteady gait, paralysis, slurred speech, and difficulty with concentration. Because the onset of the disease usually occurs between the ages of 20 and 40, students are likely to be having difficulty adjusting to their condition.

The course of multiple sclerosis is highly unpredictable. Periodic remissions are common and may last from a few days to several months, as the disease continues to progress. It is not unusual to have striking inconsistencies in performance.

For appropriate classroom accommodations, refer to section(s) on speech, visual and/or mobility disabilities and hand-function disabilities.

Muscular Dystrophy

Your browser may not support display of this image.Muscular dystrophy refers to a group of hereditary, progressive disorders that most often strike the young, producing degeneration of voluntary muscles of the trunk and lower extremities. The atrophy of the muscles results in chronic weakness and fatigue and may cause respiratory or cardiac problems. Walking, if possible, is slow and appears uncoordinated. Manipulation of materials in class may be difficult. -Refer to the section on mobility disabilities and hand-function disabilities for appropriate accommodations.

COPD/Asthma

Many students suffer from chronic breathing problems, the most common of which is bronchial asthma. Asthma is characterized by attacks of shortness of breath and difficulty in breathing, sometimes triggered by stress, either physical or mental. Fatigue and difficulty climbing stairs may also be major problems, depending on the severity of the attacks. Frequent absence from class may occur and hospitalization may be required when prescribed medications fail to relieve the symptoms.

For appropriate classroom accommodations, refer to section on mobility impairments and Overview.

Seizure Disorders

Students with epilepsy and other seizure disorders are extremely reluctant to divulge their condition because they fear being misunderstood or stigmatized. Misconceptions about these disorders-that they are forms of mental illness, contagious and untreatable, for example-have arisen because their ultimate causes remain uncertain. There is evidence that hereditary factors may be involved and that brain injuries and tumors, occurring at any age, may give rise to seizures. What is known is that seizures result from imbalances in the electrical activity of the brain. There are three distinct types of seizures:

Petit mal means "little" seizure and is characterized by eye blinking or staring. It begins abruptly with a sudden dimming of consciousness and may last only a few seconds. Whatever the person is doing is suspended for a moment but resumed again as soon as the seizure is over. Often because of its briefness, the seizure may go unnoticed by the individual as well as by others.

Psychomotor seizures range from mild to severe and may include staring, mental confusion, uncoordinated and random movement, incoherent speech, and behavior outbursts, followed by immediate recovery. They may last from two minutes to a half hour. The person may have no recollection of what happened, but may experience fatigue.

Grand mal seizures may be moderate to severe and may be characterized by generalized contractions of muscles, twitching and limb jerking. A few minutes of such movements may be followed by unconsciousness, sleep, or extreme fatigue.

Students with seizure disorders are often under preventive medication, which may cause drowsiness and temporary memory problems. Such medication makes it unlikely that a seizure will occur in class.

In the event of a grand mal seizure, follow this procedure:

* Keep calm. Although its manifestations may be intense they are generally not painful to the individual.
* Remove nearby objects that may injure the student during the seizure.
* Help lower the person to the floor and place cushioning under his/her head.
* Turn the head to the side, so that breathing is not obstructed.
* Loosen tight clothing.
* Do not force anything between the teeth.
* Do not try to restrain bodily movement.
* Call the medical office or other appropriate authority or ask someone else to do so.

After a seizure, faculty should deal forthrightly with the concerns of the class in an effort to forestall whatever negative attitudes may develop toward the disabled student.

Sickle Cell Anemia

Sickle cell anemia is a hereditary disease primarily affecting blacks. It reduces the blood supply to vital organs and the oxygen supply to the blood cells, making adequate classroom ventilation an important concern.

Because many vital organs are affected, the student may also suffer from eye disease, heart condition, lung problems and acute abdominal pain. At times limbs or joints may be affected. The disease is characterized by severe crisis periods, with extreme pain, which may necessitate hospitalization and/or absence from class. Completing academic assignments during these periods may not be possible.

* For appropriate classroom accommodations, refer to section(s) on visual and hand-function impairments, as well as the Overview.

Substance Abuse

Substance abuse is a condition of physiological and/or psychological dependence on any of a variety of chemicals, such as illegal drugs, some prescription drugs and alcohol. Individuals who are recovering from drug or alcohol abuse or who are in treatment programs to assist their recovery are covered by federal antidiscrimination legislation and are eligible for college services for students with disabilities.

These students may experience psychological problems such as depression, anxiety or very low self esteem. They may exhibit poor behavioral control and, if they are using medication as part of their treatment, they may experience undesirable side effects. The needs of students with substance abuse issues vanes.

* Refer students showing symptoms of substance abuse to the appropriate college facility: counseling services, the psychological center, or Disabled Student Services.
* In cases of inappropriate classroom behavior, discuss it with the student in a private setting.
* Use appropriate campus disciplinary channels when necessary.
* Refer to the Overview and the section on psychological impairments for additional classroom considerations.

Asperger’s Syndrome/Autism Spectrum Disorders

Autism Spectrum Disorders include High Functioning Autism and Asperger's Syndrome. These conditions are thought to be neuro-biological and developmental disabilities affecting many aspects of functionality. Specific functional limitations are unique in nature and vary from person to person.

Your browser may not support display of this image.Individuals with Asperger’s syndrome (AS) are characterized by average to superior intelligence while at the same time experiencing severe and pervasive deficits in social interaction. Some common limitations are difficulties with social reciprocity and friendships; social awkwardness; imaginative impairments and repetitive adherence, including concrete and literal uses of language, and a preference for routines; language impairments, including pronoun reversal, Echolalia, and late or no development of language; physical impairments, including fine or gross motor difficulties, and hyper- or hyposensitivity of the various senses; and learning impairments, including difficulty with organization, sequencing, distractibility, and slow processing.

While many individuals with AS report that they keenly desire social relationships, the combination of repeated social failures and intelligence sufficient to appreciate these difficulties increases the risk for developing depression, anxiety, and other mental health concerns (Tantam, 1998; 2000). Academically some of the key issues that students have in a learning environment are as follows:

* Motivation - competitive motives are absent in the student with AS. He lacks both pride and shame and has no desire to 'stand out'.
* Imitation - although he may be able to copy what others do, he finds it hard to adjust these copied movements to his own frame of reference.
* Perception - there is a possibility of inconsistent or unexpected response to sensory input.
* Attention - the student’s focus of attention is often narrow and/or obsessive. Stimulus characteristics may be combined with idiosyncrasies.
* Memory - the student's memory is likely to be episodic, i.e. events are not stored in the context in which they occurred. Lists of facts may be stored in this way without a meaningful framework to link them.
* Problem Solving - the student tries to learn set responses for set situations. He may learn a set of strategies, but not be aware that he possesses them, and therefore would have difficulty to select an appropriate strategy for a new situation.

Some of the accommodations for students with Asperger’s would include the following:

* Academic visual supports
* Computer use for in-class assignments and in-class tests
* Extended time on tests
* Reduced distraction testing room
* Note Taker
* Priority Seating
* Audio Recorder

ADD/ADHD

Consequences of ADD/ADHD at the college level include procrastination, poor organization and time management resulting in academic underachievement, poor self–esteem, and difficulty keeping current with assignments and reading. Problems also arise in personal relationships and mood stability. Distractibility and difficulty focusing can lead to problems with reading comprehension, note–taking, and completing assignments and tests in a timely fashion. Impediments to success at the college level include issues that are both academic and/or personal.

Academic issues may include:

* Poor organization and time management skills
* Reading problems resulting from difficulty concentrating and focusing
* Poor note–taking or writing skills

Personal issues may include:

* High frustration levels or poor self–esteem
* Inappropriate social skills or too much time socializing
* Confusion about goals and the future
* Lack of perseverance or procrastination
* Lack of sleep and difficulty getting up in the morning

A common pitfall for students with ADHD is the feeling that they are instantly cured upon graduating from high school and no longer require supports and/or treatment at the college level. Unrealistic expectations may also lead a student with ADHD who has been successful in high school to take on too heavy a load at college, failing to take into consideration the multiple demands upon his or her time. Poor time management may lead to a "crash and burn syndrome," with the student staying up all night and sleeping all day after studying or partying or both.

Sample ADD/ADHD Accommodations for the Classroom

For lecture setting:

* Tape recorders or micro tape players
* Note takers
* Hard copies of notes provided by the instructor or other student
* Laptop computer for note taking
* Calculators (some have voice synthesizers)
* Classroom without a lot of distractions (such as noise, decorations, interruptions, etc.)
* Request that the directions be clear and concise (possibly in written form- on the
* Blackboard or on paper)
* Detailed syllabus to give ample time to complete reading and writing assignments

For test-taking:

* Quiet environment
* Extended time
* Administer test on the computer
* Use a tape recorder to record the answers
* Oral examinations
* Index cards, blank paper, and/or ruler (help keep place on line)

Organization Skills:

* Break projects to weekly and then daily goals
* Use daily checklist of what needs to be done that day (might help if you prepare it the
* Night before)
* Use alarm watch or timer as a reminder for meetings and classes
* Electronic organizers or daily planners
* Mini talking memo
* Color coding for reading/scanning (highlighters and colored mylar templates)
* Premack Principle - perform the task that is unpleasant first, and followed by the one that is liked or a reward.

Concentration:

* Use white noise machine or environmental soothers to cover noise
* Study in an environment that doesn't have a lot of visual or auditory distractions
* Use a watch alarm or timer set for 10min intervals to be reminded to get back on task
* Find outlets for restlessness such as exercise and/or sports.