Transcript Slide 1

October is…
DISABILITIES AWARENESS MONTH
In an effort to raise awareness around some of the issues that students
with disabilities face on campus, Student ACCESS has created a brief
quiz for faculty and staff to test their knowledge. Don’t worry, you
won’t be graded! By taking the quiz, you may just reinforce what
you already know, or you will learn some interesting information that
you can store in your memory bank that could help you to provide better
service for students with disabilities on campus.
Some questions are directed more towards faculty, others towards staff,
and other questions are more general, but with all questions, you will
learn something valuable! Just click on the yellow boxes for your
answers and to follow the prompts to the next question.
And by the way…
(click here)
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Do you know what
Student ACCESS is?
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Student ACCESS is committed to assuring equal access
to Honolulu Community College facilities, programs,
activities, and services by students with disabilities. Its
goals are:
To provide reasonable accommodations to qualified
students.
To promote an informed and hospitable learning
community.
To advocate for campus-wide ADA/Section 504
compliance.
MORE
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ACCESS stands for…
Accommodations
Case by case basis
Confidentiality
Equity of opportunity
Standards
Services
Now on to the exciting part!
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1. How do I refer a student to
Student ACCESS who I believe has
a disability that is impacting their
academic progress in the class?
Remove the student from the class and tell them to go to Student
ACCESS right away.
Ask to speak to the student privately after class. At that time,
mention that you have some concerns regarding his/her
performance and share some resources that are available around
campus that might help them out. Among those resources, mention
Student ACCESS and what that office does.
During class, ask the student if the reason they are having difficulty
with the material is because of a disability, then have them go to
Student ACCESS.
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This is the wrong answer.
Singling the student out in front of the rest
of the class calls attention from other
students to the situation, violating any
privacy and confidentiality the student has
a right to, and it presumes that the
student has a disability when this may not
be the actual problem.
TRY AGAIN
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You are right!
Suggesting to a student that they may have a
disability can be a very sensitive subject,
especially when they may not have considered
this before. By offering the array of services
available around campus and explaining what
they are for, including Student ACCESS in this list
of services, allows the student to draw their own
conclusions and go to the office they feel will
best address their needs.
SEE OTHER
ANSWERS
NEXT
QUESTION
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2. How does a student qualify for
an accommodation?
The student has a documented disability.
The student has had accommodations in the past.
They student has documentation substantiating their diagnosis and need for
an accommodation.
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This is the wrong answer
Having documentation that states that you have a
disability is just one part of the approval
process. The documentation must be from an
appropriate professional and must clearly
indicate a need for an accommodation.
Different accommodations may require different
documentation. Student ACCESS will review the
documents and determine approval for
accommodations on a case by case basis.
TRY AGAIN
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This is the wrong answer.
Just because a student has had an accommodation in the
past, does not mean that they need an accommodation
in their current class. Their disabilities may impact them
differently in each class, depending on the content, the
setting, or even the way the material is presented.
Additionally, depending on the disability, students need
to submit current, substantiating documentation, in
order to obtain an accommodation. Finally, some
students develop coping strategies and support
mechanisms to compensate for their disability, and
occasionally “outgrow” the need for an accommodation.
TRY AGAIN
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You are right!
In order to obtain an accommodation, students
must submit documentation to the Student
ACCESS office that identifies a diagnoses and
clearly indicates how their disability has an
impact on their academics. This will help to
substantiate a need for an accommodation.
Student ACCESS will grant the approval and
provide a memo to the instructor upon
permission of the student.
SEE OTHER ANSWERS
NEXT QUESTION
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3. In general, students with
Learning Disabilities (LD,) have
lower IQs than students without
LD.
TRUE
FALSE
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Sorry, this answer is FALSE.
In general, students with LD have the same intellectual
abilities as students without LD. The DSM IV states that,
“Learning Disorders are diagnosed when the individual’s
achievement on individually administered, standardized
tests in reading, mathematics, or written expression is
substantially below that expected for age, schooling, and
level of intelligence.” (p. 46) In other words, their
achievement is not consistent with their potential.
NEXT QUESTION
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This is correct.
In general, students with LD have the same intellectual abilities
as students without LD. The DSM IV states that, “Learning
Disorders are diagnosed when the individual’s achievement on
individually administered, standardized tests in reading,
mathematics, or written expression is substantially below that
expected for age, schooling, and level of intelligence.” (p. 46)
In other words, their achievement is not consistent with their
ability.
NEXT QUESTION
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4. A student in a wheelchair
approaches your counter to complete
paperwork, but the counter is too high
for the student to reach across. The
appropriate thing to do is:
Wait for the student to ask for help because you don’t want to
bring attention to the fact that they use a wheelchair.
Tell the student to call the office first before coming so that all of the
staff can be prepared to help him/her.
When the student has approached the counter for help, go around the
counter with the paperwork and direct the student to a nearby table
where he/she can complete the paperwork while speaking to you
at eye level.
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This is the wrong answer.
While it is correct not to assume that people with physical
disabilities will always want help, in this case it would be
appropriate to initiate your assistance. It would be
appropriate to meet the student on the other side of the
counter so that you could speak to him/her at eye level,
and you could direct him/her to a table to complete the
appropriate paperwork. This way the student will not
have to strain to see you over the counter or reach for
the paperwork, and they would have a solid surface to
complete the paperwork on.
TRY AGAIN
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This is the wrong answer.
If you are providing a service that any student could access
at anytime during the regular work day without calling in
advance, the student in the wheelchair should expect
the same service. It would be appropriate to meet the
student on the other side of the counter so that you
could speak to him/her at eye level, and you could direct
him/her to an accessible table to complete the
appropriate paperwork. This way the student will not
have to strain to see you over the counter or reach for
the paperwork, and they would have a solid surface to
complete the paperwork on.
TRY AGAIN
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You are right!
It is appropriate to interact with a person in a
wheelchair at his/her eye level. Additionally, if
the student would need to complete paperwork
at a counter that is made for people standing,
this will make it very difficult to reach for the
paperwork and communicate with you behind
the counter. It would be good customer service
to meet the student around the counter with the
paperwork and direct them to an accessible
table to complete the paperwork.
SEE OTHER ANSWERS
NEXT QUESTION
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5. Which of the following is not an
academic accommodation?
Extended time on
test
Modified deadlines
for assignments
Reader for an exam
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This is not the right answer.
Extended time on a test is an
academic accommodation as long
as the student is eligible for the
accommodation and it has been
approved by Student ACCESS.
TRY AGAIN
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You are right.
Modifying scheduled deadlines on
assignments and/or giving extensions to
preparing and taking exams is viewed as an
exception and not a reasonable
accommodation. All students, including
students with disabilities are required to
meet the deadlines established by the
instructor.
SEE OTHER ANSWERS
NEXT QUESTION
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This is not the right answer.
A reader for an exam could be an
academic accommodation as long
as the student is eligible for the
accommodation and it has been
approved by Student ACCESS.
TRY AGAIN
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6. Must I allow a student to act
inappropriately in class if his
disability is documented?
Yes
No
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You are wrong, the answer is “NO”
All students, regardless of disability status,
should be held to appropriate standards.
And you don’t have to accept behavior
that is violent or threatening. A student
who cannot maintain the behavior
expected in the Student Code of Conduct
should not be in class.
NEXT QUESTION
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You are right!
All students, regardless of disability status,
should be held to appropriate standards.
And you don’t have to accept behavior
that is violent or threatening. A student
who cannot maintain the behavior
expected in the Student Code of Conduct
should not be in class.
NEXT QUESTION
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7. A faculty member’s role in
regards to having a student with a
disability in their class is to:
Determine what accommodations would be appropriate for the class.
Make sure the student has been informed of Student ACCESS, and
implement the accommodations that have been approved by
Student ACCESS.
Ensure that the student has the appropriate documentation on file.
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This is not the right answer.
If a student informs you that he/she has a
disability and will be needing accommodations,
refer them to Student ACCESS. Student ACCESS
will work with the student to obtain the
documentation necessary to provide an
accommodation, and from this documentation,
determine the accommodation most appropriate
for the class. The student will give you a memo
from Student ACCESS notifying you of the
approved accommodation.
TRY AGAIN
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You are right!
If a student approaches you regarding the need
for accommodations, make sure they speak with
the Student ACCESS office. Student ACCESS will
work with the student to secure the necessary
documentation that will validate the need for an
accommodation. They will then send a memo to
the faculty member via the student indicating
the approved accommodations. The faculty
member will then just be sure to implement the
accommodations approved by Student ACCESS.
SEE OTHER ANSWERS
NEXT QUESTION
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This is not the right answer.
It is actually better that faculty do not even see or know
what documentation the Student ACCESS office has
regarding a student’s disability. The less you know
about the student’s disability, the easier it is to maintain
confidentiality. Student ACCESS will work with the
student to ensure that the appropriate documentation is
on file, and will inform the faculty of the
accommodations that have been approved. If a student
submits documentation to you, you should refer them
instead to Student ACCESS. Some students are very
comfortable discussing their disability with you, and this
is totally fine. However, in regards to establishing
accommodations and maintaining records, this should be
done in the Student ACCESS office.
TRY AGAIN
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7. We are seeing more and more
students with disabilities in our
classrooms. One of the more emergent
disabilities are those that fall under the
category of Pervasive Development
Disorders.
TRUE
FALSE
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YOU ARE RIGHT!
This is TRUE – Under the Pervasive Developmental
Disorders category are disabilities such as the Autism
and Asperger’s Disorder, among others. We have slowly
seen an increase in the number of students on campus
with these conditions. Students with these disorders
often have an impairment in social interaction, lack of
social or emotional reciprocity, apparently inflexible
adherence to specific routines, restrictive repetitive and
other stereotyped behaviors. Because of these
behaviors, these conditions are one of the most
misunderstood and inappropriately labeled as mentally
ill.
Congratulations, you completed the quiz! To
learn more about Student ACCESS and to
get tips for faculty and staff, click here 30
Sorry, you are wrong.
The answer is True - Under the Pervasive Developmental
Disorders category are disabilities such as the Autism
and Asperger’s Disorder, among others. We have slowly
seen an increase in the number of students on campus
with these conditions. Students with these disorders
often have an impairment in social interaction, lack of
social or emotional reciprocity, apparently inflexible
adherence to specific routines, restrictive repetitive and
other stereotyped behaviors. Because of these
behaviors, these conditions are one of the most
misunderstood and inappropriately labeled as mentally
ill.
Congratulations, you completed the quiz! To
learn more about Student ACCESS and to
get tips for faculty and staff, click here
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And go to:
http://honolulu.hawaii.edu/disability
For questions, feel free to visit us anytime. We are located
in Building 7, Room 319. You can call us at 844-2392 or 845-9272, or email us at
[email protected]
Faculty Tip Sheet http://honolulu.hawaii.edu/disability/disability/faculty.htm
Staff Tip Sheet http://honolulu.hawaii.edu/disability/disability/staff.htm
We have a new resource shelf containing handouts from various trainings that Student ACCESS
has attended which may help to answer questions regarding students with disabilities, such as:
•Suicide & Self Mutilation – PESI seminar dtd. 8/7/2008
•Office of Civil Rights – Academic Adjustments & Auxiliary Aids & Documentation (Video Conference at UHM
dtd. 5/19/2008)
•Office of Civil Rights – Role and Responsibilities (Video Conference at UHM dtd. 5/19/2008)
•Changing Laws and Regulations: What Do They Mean for DSS (Slides and Information from the
Teleconference dtd. 9/11/2008
•Accommodating Students Online (Audio Conference dtd. 3/25/2008). Audio disc available to borrow.
•Reflections on Campus Crises and Their Management – The Virginia Tech incident (Conference held at UHM
on 4/29/2008)
•The Student Health Review Process Review of Threat Assessment Teams, Behavior Intervention Teams, and
Critical Incident Response Teams (Conference held at UHM on 4/29/2008)
•A “Faculty Training Tips: Guidance for Teaching Students with Disabilities” is also available32
for you
to read.
© 2008 Honolulu Community
College
Use or production of the material
without written permission of HCC
is strictly prohibited.
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