Meeting the Challenge Students with disabilities in Postsecondary Education My Concerns • 1) • 2) • 3) • 4)
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Meeting the Challenge Students with disabilities in Postsecondary Education My Concerns • 1) • 2) • 3) • 4) I expect to learn • 1) • 2) • 3) • 4) Students with Disabilities in Postsecondary Education • Approximately 6% of postsecondary population report having a disability – Learning Disability – Visual impairments – Health Impairments – Deaf/HOH – Mobility impairments – Speech impairments – Other 40% 16% 15% 9% 7% 3% 17% Reasons for Increasing Numbers • • • • Survival rate Technology K-12 special education Awareness Persistence/Progress 2-years after H.S. 5-year progress Bachelor’s degree Associate’s degree W/O 72% 64% 27% 25% The challenge to educators is – W 63% 53% 16% 25% Legal Guidelines • What the law says – “otherwise qualified” – “admission or participation” – “reasonable accommodations” – “functional limitations” – “essential functions” Legal Guidelines • What the law doesn’t say – What is meant by “qualified” – Specific accommodations/modifications – What are “essential functions” Students’ Rights • equal opportunity to learn/participate • reasonable modification of tasks precluded by the disability Students’ Responsibilities • self-identify in a timely manner • provide appropriate documentation of disability •understand his/her functional limitations • fair and equitable treatment • actively participate in the process of identifying accommodations • confidentiality •Self-advocate with faculty and administrators •Meet minimum academic standards •Seek assistance in a timely manner Institution’s Rights Institution’s Responsibilities • maintain academic integrity • apply fair and equitable standards • expect reasonable notice of needs • consider all mitigating factors • require equal learning • make every reasonable effort to accommodate • enforce appropriate student conduct • maintain current knowledge of best practices Role of the Disability Services Provider • Serve as the official institutional contact point for students with disabilities • Certify student’s need for accommodations • Identify basic reasonable accommodations • Assist faculty in making modifications • Maintain current knowledge of best practices • Advocate for students with disabilities Role of the Faculty • Create a classroom climate that respects and values diversity • Maintain student confidentiality • Identify specific elements of your course that will require modification • Assist with providing accommodations to the greatest extent possible • Be creative! • Plan ahead!!!! Universal Design “the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” Universal Design Principles • • • • • • • Equitable use Flexible use Simple & intuitive use Perceptible information Tolerance for error Low physical effort Size & space of approach and use area Learning Styles • Sensory preferences – Auditory learner – Visual learner • Tactile preferences • Kinesthetic preferences Examples of Disabilities • Blind/low vision • Deaf/hard of hearing • Manual impairment • Mobility impairment • Mental Health /Psychiatric impairment • Health impairment • Learning Disabilities • Attention disorders • Brain disorders (injury, seizures, stroke, tumor, etc.) • Cognitive disorders • Speech impairment Determining Accessibility Needs • Physical • Information • Experience • Evaluation Determining Accessibility Needs • PHYSICAL – Location – Space – Access – Background – Lighting – Furniture – Fumes – Other??________________ Determining Accessibility Needs • INFORMATION – – – – – – – – class lectures class discussions textbooks videotapes handouts web resources library materials Other?? _____________________ Determining Accessibility Needs • EXPERIENCE – Labs – Field experiences – Practicum – Internships – Study Abroad – Other? ______________________ Determining Accessibility Needs • EVALUATION – Homework – Tests – Projects – Reports – Presentations – Observations – Participation – Other? ________________________ Determining Appropriate Accommodations • Effective • Efficient • Preferred Determining Appropriate Accommodations 1) What does the task or assignment require? 2) What physical, sensory, and cognitive skills are needed? 3) What components of the task require accommodation? 4) What accommodation options exist? Physical Issues • Access to location • Access to equipment • Availability of materials • Computer use • Keyboard use • Writing • Lift/carry • Stamina/endurance • Push/pull • Kneel/squat • Reach • Fine motor: manipulate/maneuver • Gross motor • Sitting/walking/standing • Balance • Bending/twisting Sensory Issues • • • • • Vision Hearing Touch Smell Taste • • • • Oral communication Temperature Lighting External stimuli Cognitive Issues • • • • • • • • Short-term memory Long-term memory Task complexity Reading Writing Spelling String of numbers Paying attention • Analysis/synthesis • Organization General Accommodation Strategies • Add a statement to your syllabus inviting students who have disabilities to discuss their accommodation needs • Select materials early • Talk with the student about accommodation needs • Make sure facility is accessible (if needed) • Provide materials in electronic format • Use alternative methods of administering tests and evaluations Learning Disabilities General Deficits • Remembering newly learned information • Staying organized • Understanding what is read • Getting along with peers/coworkers • Understanding subtleties of language • Sense of direction • • • • Making appropriate remarks Expressing thoughts orally or in writing Following directions Basic skills (reading, writing, spelling, math) • Using proper grammar in oral or written language • Remembering and sticking to deadlines • Self-esteem Learning Disabilities Visual Processing Deficit – Seeing differences between things – Remembering visual details – Filling in missing parts in pictures – Remembering general characteristics – Visualization and imagination – Organization of items on desk, workbench, etc. – Visual-motor coordination – Drawing diagrams, flow charts, etc. Learning Disabilities Auditory Processing Deficit • Hearing differences between sounds/ voices • Remembering specific words or numbers • Remembering general sound patterns • Blending parts of words together • Understanding information received orally Learning Disabilities Sequencing Deficit • Short-term memory for details • Long-term retrieval of facts • Fine-motor coordination • Finding the right word to say or write • Organization of thoughts/materials • Writing mechanics • Reading/sounding out new words • Putting words/thoughts in order • Attention to details Learning Disabilities Conceptual/Holistic Processing Deficit • Memory for general themes or ideas • Reasoning • Spatial awareness • General knowledge • Inferential thinking • Estimation/approximation • Conceptual understanding • Creativity/inventivenesws • Reading comprehension • Use of context Learning Disabilities Processing Speed Deficit • Short-term memory (with time pressure) • Long-term retrieval (with time pressure) • Reasoning (with time pressure) • Talking speed/word finding • Reading/writing speed • General response speed • Attention Learning Disability Strategies Reading disorder • Allow student to tape record lectures • Repeat important concepts orally • Review written instructions orally • Provide written material in alternate format • Allow extra time on tests • Develop a word list Learning Disability Strategies Writing disorder • Provide a checklist of required steps in writing • Allow student to compose into a tape recorder or draw pictures first • Allow wide-line paper • Allow use of spell check and grammar check • Allow extra time for written work Learning Disability Strategies Mathematical disorder • Read problems aloud and explain the concepts • Describe the steps in solving a problem • Allow student to write on graph paper • Allow student to check work with a calculator • Provide a formula list Learning Disability Strategies Memory disorder • Provide outline of lecture • Allow student to tape record lectures • Relate new information to already-known information • Use mnemonic memory devices • Provide a word list or formula list • Allow extra time for tests • Test in smaller increments Attention Disorder Strategies • Allow preferential seating • Allow student to tape record lectures • Provide an outline of due dates for assignments, readings, projects, etc. for the quarter • Assign projects in stages with due dates for each stage • Repeat important information • Allow extra time and a quiet room for testing Low Vision Strategies • • • • • • Seat near the front Orient to classroom, lab, or work site Provide good lighting Read blackboard aloud Describe visual aids Arrange for printed materials in large print, recorded, or Brailled ahead of time • Provide assignments in electronic format • Make adaptive technology available • • • • • Allow tape recording of lectures Arrange notetakers to share notes Allow additional time for tests Accept projects in alternate formats Work in groups Blind Strategies • Same as low vision, plus – – Provide raised-line drawings of graphics – Provide tactile models – Braille labels for equipment – Assure auditory equipment warning signals Deaf/HOH Strategies • Arrange interpreter, real-time captioning, FM system, notetaker • Use captioned videos or provide text of video script • Provide written copy of lecture outline, assignments, instructions, demonstrations, summaries, etc. • Use visual aids • Assure visual warning signals • Face the class when talking • Repeat questions from other students Manual Impairment Strategies • • • • • • Allow tape recording of lectures Arrange notetakers to share notes Assure lab assistance or lab groups Provide adaptive technology Provide alternative to in-class writing Provide lecture outline, summary, etc. Mobility Impairment Stategies • Check location(s) for accessibility • Provide adjustable-height tables, equipment, labs, work space • Provide research materials, handouts, tests, instructions, etc. in electronic format Mental Health Strategies • • • • • Allow tape recording of lectures Arrange notetakers to share notes Allow preferential seating Extended time and private room for testing Allow some flexibility in attendance/ deadlines • Review academic and behavior expectations in detail • Meet with student regularly to review progress Health Impairment Strategies • Be flexible with attendance requirements as much as possible • Provide alternate testing arrangements when needed • Arrange tape recording of lectures when student is absent Speech Impairment Strategies • Listen carefully to what is said. If you don’t understand, ask student to repeat • Take your time and allow the student to communicate • Ask questions that require short answers or nod whenever possible • Use written communication when understanding is critical • Allow oral projects in alternate format Evaluation • Did the presentation respond to my concerns? • Did I learn what I expected to learn? • I would like more information about -• I would suggest --