Resources

Brandman University is committed to ensuring all students have equal access to course materials. All resources are free of charge and available for students who are registered with the Office of Accessible Education and Counseling Services.

Accessible Education Resources

The Office of Accessible Education and Counseling Services provides a variety of products/services to qualified students.

KEY RESOURCES

Brandman Military Page

Assistive Technology Resources

Speech Recognition Software

Dragon Naturally Speaking speech recognition technology allows students to:

  • Surf the net
  • Enter text into a computer
  • Compose email by voice

Text-to-Speech Technology

Natural Reader software that utilizes natural-sounding voices and converts text files into:

  • Spoken words
  • MP3
  • Wave files

Keyboard-less Typing Assistance

Click-N-Type Virtual Keyboard aids students with a disability that restricts them from typing on a physical keyboard allowing typing via a:
  •  Mouse
  • Trackball
  • Touchscreen
  • Other pointing device

 Vision Impairment Programs

  • JAWS reads aloud what is displayed on a computer screen to assist students with vision loss.
  • Windows Magnifier enlarges different parts of computer screens.
  • Zoom Text  enhances the entire computer screen, making applications easier to see.
  • Kurzweil 1000 provides visually impaired or blind students with both printed and electronic text.

 

Learning Disability Software

Kurzwell 3000 this assistive technology is a reading and writing solution for individuals with learning disabilities such as dyslexia or attention deficit disorder. It provides:
  • Highlighting of spoken text.
  • Converting scanned documents into text docs.
  • Word prediction support.
  • Highlight and highlight extraction.
  • Conversion of documents into audio files.

Resources for Veterans with Disabilities

 

 

How Accessibility Accommodations Change from High School to College

  K-12 University
Laws
Documentation
  • Individual Education Plan (IEP)
  • School provides psycho-educational evaluation at no cost to the student
  • Documentation focuses on determining whether student is eligible for services based on specific disability categories in IDEA
  • No IEPs
  • Student must obtain and provide the psycho-educational evaluation or other professional documentation at his or her own expense.
  • Documentation must provide information on specific functional limitations and demonstrate the need for accommodations.

Self-Advocacy
  • The student is identified by the school and is supported by parents, staff and teachers.
  • Primary responsibility for providing accommodations and services belongs to the school.
  • Teachers approach the student if they believe he or she needs assistance and support.
  • The student must self-identify to the Office of Accessible Education and Counseling Services.
  • Primary responsibility for self-advocacy and arranging accommodations belongs to the student.
  • Professors are usually open and helpful, but most expect the student to initiate contact if needed.

Instruction
  • Teachers may modify curriculum and alter curriculum pace of assignments and projects.
  • The student is expected to read short assignments that are then discussed and often re-taught in class.
  • The student seldom needs to read anything more than once, sometimes listening in class is adequate.
  • Professors are not required to redesign or alter assignments.
  • Substantial amounts of reading and writing are necessary and required to be successful.
    • The student needs to review class notes and material regularly

Grades & Tests
  • IEP or 504 plan may include modifications to test format and grading.
  • Testing is frequent and covers small amounts of material.
  • Make-up tests are often available.
  • Teachers frequently take time to remind the student of assignments and due dates.
  • Testing is usually infrequent and may be cumulative, covering large amounts of material.
  • Make-up tests are seldom an option; if they are, student request is needed.
  • Professors expect the student to read and consult the course syllabus

Responsibility
  • The student's time and assignments are structured by teachers and staff.
  • The student may study outside class as little as 1 to 3 hours a week.
  • The student manages his or her own time and completes assignments independently
  • The student needs to study at least 2 to 3 hours outside of class for each hour in class 

Forms

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