Transcript Types of Disabilities

ADA FACULTY TRAINING
What do the following people have in common?
“Slow”
No creativity
Dyslexia
Stuttered
Hated School
Walt Disney
Albert Einstein
Winston Churchill
Dyslexia
Poor Grades
Dyslexia
“Too dumb to
be in school”
One arm
Alexander G. Bell
Thomas Edison
John Wesley Powell
It’s amazing what you can do when you put your mind to it!
Studies indicate that. . .
Have you have had a person with a
disability in your program?
Students in your program will have a disability
1 in 11
WELDING VIDEO
That was an obvious disability. . .
But what about
“Invisible”
Disabilities?
the.
..
• Learning disability
• ADD/ADHD
• Psychological disability
• Chronic health problems
• Traumatic brain injury
• Visual or hearing impairment
The Law
Section 504 and 508 of the
Rehabilitation Act of 1973
and
Americans with
Disabilities Act of 1990
These laws are civil rights statutes designed to prevent
discrimination against students based on their disability.
This means. . .
 Students have a right to be here and must
meet the same entrance requirements as
other students.
 Once admitted, they have a right to access
ALL programs.
 Qualified students are eligible to receive
reasonable accommodations that relate to
their disability.
 Instructor’s cannot refuse to work with a
student with a disability or because they are
concerned that having a disability would
keep the student from being successful in
education or employment.
 Accommodations must not
water down the curriculum,
lower standards or waive
requirements of essential
skills.
 It is important that ALL
students be treated the same
and are allowed to fail.
 Instructors may feel that
students with disabilities have
enough to deal with. . .
Expectations & Standards
Accommodation Defined
Reasonable
Accommodations are:
 Adaptations aimed at
lessening the impact of a
disability.
 Individualized for each
person and each course.
5 STEPS to Accommodation
 Prior to enrollment—
Referred by parents or a high
school counselor.
 During enrollment—New
Student Orientation
 In class—Accommodation
statement on syllabus.
DON’T. . .
Ask or discuss possible
accommodations or suggest that
the student see the ADA
coordinator unless the student
introduces the subject first!
STEP 1: ADA Awareness
 Student provides
documentation of disability.
 Counselor evaluates
documentation to determine,
if the student meets eligibility
requirements.
STEP 2: Meeting the Eligibility
Requirements
 Student and counselor look
at limitations in relation to
the course requirements.
 Counselor makes specific
recommendations for each
course with instructor
input, if needed.
STEP 3: Deciding on Specific
Accommodations
 Student tells the instructor he or she
will need accommodations.
 Instructor will receive an email with
recommended accommodations.
 Instructor will review recommendations
and discuss accommodations.
 Instructor will keep a copy for his/her
files.
 Instructor will. . .
MAINTAIN STUDENT CONFIDENTIALITY!
STEP 4: Implementing the
Accommodation Plan
• Necessary only when changes
need to be made.
• If necessary, continue the
original accommodations while
making adjustments.
• Small adjustments can usually
be handled between you and
the student.
• Communicate any changes to
the plan with the ADA
coordinator in writing.
STEP 5: Revising the Accommodation
Plan
Now email Trenna and let her know
that you have completed this year’s
ADA training.
Remember--It is important that we
treat ALL of our students with respect.
Thank you!!