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Other Functional Disabilities
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Accommodations | Acquired or Traumatic Brain Injury (ABI/TBI)
Other Functional Disabilities

Other functional limitations are defined as: ". . . any other dysfunction of a body part or process which necessitates the use of supportive services or programs, and which does not fall within the categories listed above. This category may include students with epilepsy, diabetes and other non-visible dysfunctions."

A large number of students registered at CSUF have disabilities that do not necessarily fall into major categories already discussed, but are covered by Section 504 and the ADA. The degree to which these disabilities affect students in the academic setting vary widely. At times, it is not the condition itself, but the medication that is required to control symptoms, that impairs academic performance. Common side effects of medications include fatigue, memory loss, shortened attention span, loss of concentration and drowsiness. In some cases, the degree of impairment may vary from time to time because of the nature of the disability or the medication. Some conditions are regressive and others may be stable.

Accommodations

May Include:

• extended time for exams

• enlarged print materials

• readers or tape recorded course materials

• computers or other adaptive equipment

• scribes

• flexibility in attendance requirements in cases of health-related absences

• other accommodations found elsewhere in this guide

A student is required to make-up missed assignments and tests.

Acquired or Traumatic Brain Injury (ABI/TBI)

Head injury is one of the fastest growing types of disabilities, especially in the age range of 15 to 28 years. More than 500,000 cases are reported hospitalized each year. There is a wide range of differences in the effects of an ABI/TBI on the individual, but most cases result in some type of impairment. The functions that may be affected include memory, cognitive/perceptual communication, speed of thinking, communication, spatial reasoning, conceptualization, psycho-social behaviors, motor abilities, sensory perception, and physical abilities.

Students with ABI/TBI may have difficulty with one or more of the following:

bullet organizing thoughts, cause-effect relationships and problem solving
bullet processing information and word retrieval
bullet generalizing and integrating skills
bullet interacting with others
bullet compensating for memory loss

Accommodations

May be similar to those for students with learning disabilities.

There are important differences that affect the educational program of a student with an acquired head injury, as compared to students with learning disabilities.

A student with ABI/TBI may:

bullet need established routine with step-by-step directions
bullet need books and lectures on tape
bullet need repetition or some type of reinforcement of information to be learned
bullet demonstrate poor judgment and memory problems
bullet exhibit discrepancies in abilities, such as reading comprehension at a much different level than spelling ability

A partial list of other functional disabilities includes:

bullet AIDS
bullet Arthritis
bullet Asthma
bullet Burns
bullet Cancer
bullet Cardiovascular disorders
bullet Cerebral palsy
bullet Chronic pain
bullet Diabetes mellitus
bullet Epilepsy
bullet Hemophilia
bullet Lupus
bullet Motor neuron diseases
bullet Multiple sclerosis
bullet Muscular dystrophy
bullet Renal-kidney disease
bullet Respiratory disorders
bullet Sickle-cell anemia
bullet Post-stroke
bullet Tourette’s syndrome

Due to the nature of the disability, the degree of impairment may fluctuate. Therefore, accommodation needs may vary throughout the semester.

 

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