General VCU Campus Accessibility Resources

If you would like accessibility-related resources for VCU students, faculty, staff and visitors, please go to the VCU Accessibility Resources page and find out more. For specific needs, please see the options below.

 

Accessible Parking

All subscribers parking in handicapped accessible spaces in controlled lots/decks must display BOTH a valid university parking permit for their assigned lot or deck and a disabled person placard or license plate, issued by the state Department of Motor Vehicles (DMV) or equivalent office for the state in which the car is registered, indicating that the driver is permitted to park in an accessible space for persons with disabilities. Contact VCU Parking and Transportation at 804-828-7275. View Parking and Transportation Accessible Parking Maps as well.

 

Building and Property Issues

Accessibility related issues such as inoperable handicap doors, blocked curb cuts, elevator malfunctions, etc. should be reported immediately to Facilities Management at 804-828-9444.

 

EVAC Chair

In the event that any individual on the Monroe Park or MCV campuses needs to be evacuated from a building due to an emergency, please call the VCU Campus Police at 804-828-1234 (8-1234 from a campus phone) and request the EVAC Chair for assistance.

• Don't be afraid to make a mistake when meeting and communicating with someone with a disability.
• Keep in mind that a person who has a disability is a person and is entitled to the same dignity, consideration, respect and rights you expect for yourself.
• When introduced to someone with a disability, it is OK to offer to shake hands.
• Use a normal tone of voice unless requested to speak louder.
• Look and speak directly to the person with a disability even if an interpreter or companion is present.
• When addressing a person in a wheelchair, try to situate yourself at eye level.
• Offer assistance in a dignified manner with sensitivity and respect.  If the person declines your assistance, do not insist. If you do not know what to do, ask how you can help and follow the individual’s directions.
• Treat adults in a manner befitting adults.

Federal laws, such as the Rehabilitation Act of 1973 and the Americans with Disabilities Act, mandate university responsibilities to individuals with disabilities. Both address the civil rights of persons with disabilities.

The Virginia Commonwealth University Medical Center may not discriminate in the recruitment, admission, educational process or treatment of students with disabilities. Students who have voluntarily disclosed that they have a disability, provided documentation of that disability and requested reasonable accommodations are eligible to receive approved modifications of programs, appropriate academic accommodations or auxiliary aids that enable them to participate in and benefit from all the educational programs and activities at the VCU Medical Center.

Section 504 of the Rehabilitation Act of 1973

• No otherwise qualified person with a disability in the United States … shall, solely by reason of … disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.

Definition of a qualified person with a disability

• Someone who meets the academic and technical standards requisite to admission or participation in the education program or activity.

Definition of a person with a disability

• Any person who (1) has a physical or mental impairment, which substantially limits one or more major life activities, (2) has a record of such an impairment or (3) is regarded as having such an impairment. A non-exhaustive list of qualified impairments is: AIDS; Attention deficit disorder; Bipolar disorder; Cancer; Cerebral palsy; Chronic fatigue syndrome; Depression; Diabetes; Epilepsy; Hearing loss/deafness; Learning disabilities; Multiple sclerosis; Muscular dystrophy; Post-traumatic stress disorder; Traumatic brain injury; Ulcerative colitis; and Visual impairments/blindness.

Our personal experiences, education and media exposure all shape our beliefs and attitudes about disability. Our awareness of these perceptions and how they influence our actions is key to defusing myths about disability.

Common misconceptions

• People with disabilities cannot be successful.
• Students with learning disabilities are unmotivated.
• Anyone who uses a wheelchair is chronically ill or sick.
• People with disabilities are more comfortable with their “own kind.”
• Individuals with speech impairments also have cognitive deficits.
• People with disabilities are always in need of “special” help.

Guidelines for talking about disabilities

• Refer to a person’s disability only if it is relevant.
• Do not portray people with disabilities as overly courageous, brave or special.
• Use “People First” language. Place the person before the disability — doing so promotes equality. Here are some examples of “People First” language:
• Person who is handicapped/ an invalid VS Person with a disability
• Individual who is a victim/afflicted with cerebral palsy VS Individual who has cerebral palsy
• She is restricted/confined to a wheelchair or is wheelchair-bound VS She uses a wheelchair
• He is a deaf mute/deaf and dumb VS He is deaf/does not voice for himself/nonvocal
• She has a birth defect VS She has been disabled since birth
• He is crazy/insane/a mental patient VS He has a psychiatric disability/ emotional disorder/mental illness
• My aunt has fits VS My aunt has epilepsy/seizures
• The student is slow/retarded/lazy/ stupid/an underachiever VS He is a student with a learning disability/attention deficit disorder
• A normal or healthy person VS A person without a disability
• Steve is crippled and lame VS Steve has a mobility impairment
• Tonya is a quadriplegic VS Tonya has quadriplegia
• Handicapped parking VS Accessible parking

What are accommodations?

Accommodations are adjustments that remove barriers and create equal access to programs, activities, or the learning platforms without fundamentally altering the academic content or learning objectives.

Accommodation letters:

While it is preferred for students to obtain their accommodation letter prior to, or at the start of the semester, letters can be obtained any time during the semester. Students are required to give the letter to their instructors. The letter is not retroactive.

A student approached me and told me that he has a disability and would like accommo­dations although he did not give me a letter from Division for Academic Success. Do I provide the accommodations?

You are under no obligation to pro­vide accommodations to students who do not have a letter of accommoda­tions. Direct that student to DAS so DAS staff and the student, together, can determine what accommodations are necessary to meet that student’s needs, if the student is eligible for services. However, if a student does not meet the criteria of a student with disability he/she will not receive academic accommodations.

Is it fair to other students in my class to give students with disabili­ties extra time on tests and assignments?

By providing the extra time, the student can be evaluated for what she knows about the material being tested rather than the effects of her disabil­ity, thereby, leveling the playing field.

I’ve had several students request accommodations in the middle or at the end of the semester. Why do students wait so long to let me know that they need support?

Some students with disabilities attempt courses without obtaining their accommodations. They may not want to disclose their disabil­ity, or they may feel they do not need the accommodations. At the middle or end of the semester, they may realize that they need to access the accom­modations to which they are eligible to receive, in order to maximize their classroom performance.

If a student presents an accommo­dation letter in the middle of the semester, does the letter cover the student from the beginning of the semester?

The student’s accommodations begin at the point that you receive the accommodation letter. Accommoda­tions are not retroactive and hence will not apply to any of the student’s work prior to receiving the letter of accommodations.

Do I need to change my academic standards and objectives to meet the needs of students with disabilities?

Students with disabilities are held to the same academic standards as all VCU students. However, stu­dents with disabilities may require modifications or accommodations so that they may fully participate in the lessons, assignments and tests.

Our program has certain technical standards students must meet. Can a student receive accommodations for this?

The answer is not a simple “yes or no”. There should be an interactive discussion with the student, faculty/staff, and the Division for Academic Success to determine if an accommodation is reasonable. As long as the accommodation does not result in a fundamental alteration of the program or cause an undue burden to the institution, it may be provided.

I mainly teach through lecturing. Is this a problem for students with disabilities?

Students with an auditory processing deficit or hearing loss may have a difficult time relying only on lectures to access information. Whenever possible, it would be helpful to add a visual prompt to your lecture. This would enhance learning not only for those students with auditory processing problems, but also for the students in your class who are visual learners. They also can benefit from having an outline or script of the class material prior to class lecture.