Navigating a Career in Student Accessibility Services: Roles, Requirements, and Opportunities

The field of Student Accessibility Services (SAS) is dedicated to creating inclusive and equitable learning environments for students with disabilities. These services are essential in ensuring that all students have the opportunity to succeed in their academic pursuits. This article explores the various roles within student accessibility services, the requirements for these positions, and the overarching goals of these departments.

The Mission of Student Accessibility Services

Student Accessibility and Support Services (SASS) departments prioritize ensuring that all students feel welcome and supported throughout their educational journey. Recognizing that traditional learning methods may not adequately accommodate students with disabilities, these departments provide a variety of accommodations for students with learning, psychological, or physical disabilities and/or differences.

The goal is to provide an atmosphere that encourages faculty, staff, and students to realize their full potential. Central Oregon Community College (COCC), for example, has a policy against discrimination or harassment based on age, disability, sex, marital status, national origin, ethnicity, color, race, religion, sexual orientation, gender identity, genetic information, citizenship status, veteran or military status, pregnancy, or any other classes protected under federal and state statutes. This policy covers both employment and access to educational opportunities.

Key Roles in Student Accessibility Services

Several roles contribute to the effective functioning of an SAS department. These roles often require a combination of education, experience, and specific skills to support students with disabilities.

Captioner

Captioners provide post-production captioning services for students with auditory processing disabilities. Their responsibilities include captioning lectures, lab classes, exams, discussions, and related activities, both online and on campus. Captioners also troubleshoot and diagnose basic problems with computer equipment.

Requirements: Individuals must possess the necessary knowledge, skills, and abilities to perform the job duties, with or without reasonable accommodation. A flexible work schedule, including nights and weekends, may be necessary. The role requires the ability to work at a workstation for extended periods, write, read written materials and computer screens, and engage in telephonic conversations. Occasional lifting of up to 25lbs may be required.

Associate Director of Student Accessibility Services

The Associate Director supports the university’s commitment to creating an accessible and inclusive learning environment for all students. This role ensures that students with disabilities receive appropriate academic accommodations and related services that promote equitable access and academic success.

Responsibilities: Managing a caseload of students, conducting intake consultations, evaluating documentation, and developing individualized accommodations and auxiliary aids. The Associate Director also collaborates with faculty, staff, and campus partners to foster awareness of accessibility and disability inclusion, supports student self-advocacy, and contributes to program development and continuous improvement within the department.

Essential Skills and Qualifications

While specific requirements may vary depending on the institution and the role, several essential skills and qualifications are commonly sought in candidates for student accessibility services positions.

Education and Experience

Many institutions recognize the value of skills and knowledge gained outside of formal higher education and paid employment. Applicants who do not meet minimum education and/or experience requirements but possess other qualifications or experience they feel are equivalent are often encouraged to apply. For instance, COCC reviews all applications and considers equivalent qualifications.

Core Competencies

Knowledge of disability services and accommodations: A thorough understanding of disability laws, regulations, and best practices in providing accommodations.
Communication and interpersonal skills: The ability to communicate effectively with students, faculty, and staff, and to build strong working relationships.
Problem-solving and critical thinking: The capacity to assess individual student needs and develop appropriate accommodation plans.
Organizational and time-management skills: The ability to manage a caseload, prioritize tasks, and maintain accurate records.
Technical proficiency: Familiarity with assistive technologies and software used to support students with disabilities.

Application and Hiring Process

The application process for student accessibility services jobs typically involves submitting a resume, cover letter, and supporting documentation. Some institutions may also require applicants to complete a supplemental questionnaire or provide work samples.

Veterans' Preference

COCC provides qualifying veterans and disabled veterans with preference in employment. To receive veterans' preference, applicants must upload their DD214 and 215 (if applicable) or certification that they expect to be honorably discharged from the military within 120 days of certifying veteran status.

Read also: Guide to UC Davis Student Housing

Background Checks

Background checks are required for all employees of COCC. The offer of employment will be conditional upon satisfactory completion of the criminal background check. Results are evaluated on a case-by-case basis, considering the job responsibilities and other risk factors.

Work Location

COCC employees must work and reside in the state of Oregon at the time their work is being performed. The College cannot provide support or sponsorship of any type for visa applications and related paperwork for employment purposes.

How to Apply for Accommodations

Students seeking accommodations typically need to complete a request form and provide documentation clearly listing their disability and how it affects the educational setting. Documentation may include a Disability Verification Form, Individualized Education Plans (IEP), 504 Plans, Psychoeducational evaluations, or other documentation from a licensed professional listing the student’s disability, any testing that has been done, and/or any accommodation recommendations.

WSU Tech, for example, requires students to complete the Student Accessibility and Support Services request form and upload or send documentation clearly listing the student’s disability and how it affects the educational setting.

Navigating the Transition from High School to College

As students transition from high school to college, they will find that the services and accommodations for students with disabilities can be different. It is important to understand the policies and procedures of the college or university and to advocate for their needs.

Read also: Investigating the Death at Purdue

Additional Resources

Comprehensive listings of additional financial aid opportunities for students with disabilities are often available. Students are encouraged to explore these resources to help finance their education.

tags: #student #accessibility #services #jobs #requirements