disAbled Student Support Services at Kennesaw State University www.kennesaw.edu/stu_dev/dsss What do these people have in common? • • • • • • Albert Einstein Tom Cruise Nelson Rockefeller Mary Tyler Moore Ernest Hemingway Agatha Christie.
Download ReportTranscript disAbled Student Support Services at Kennesaw State University www.kennesaw.edu/stu_dev/dsss What do these people have in common? • • • • • • Albert Einstein Tom Cruise Nelson Rockefeller Mary Tyler Moore Ernest Hemingway Agatha Christie.
disAbled Student Support Services at Kennesaw State University
www.kennesaw.edu/stu_dev/dsss
What do these people have in common?
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Albert Einstein Tom Cruise Nelson Rockefeller Mary Tyler Moore Ernest Hemingway Agatha Christie
P.L. 94-142 I.D.E.A.
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Every child under the age of 16 is entitled to a free, appropriate, public education.
Mandatory access to education Entitlement Law Outcome oriented: successful learning
Rehabilitation Act of 1973, Section 504 Americans with Disabilities Act
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No otherwise qualified individual may be denied admission or participation solely on the basis of a handicap.
Education is optional Civil rights law Equal access, not equal outcome
Qualifications
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No special admissions categories S.A.T. scores College Preparatory Curriculum High School grade point average Ability to participate in required courses or activities
Procedures to Receive Special Assistance
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Responsibility of the student Register with Disability Services office Present certification of disability that meets system requirements Agree to an individual assistance plan (rights and responsibilities)
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Request assistance each semester
Blind/Visually Impaired
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Access to information
Recorded textbooks & class materials Enlarged textbooks & class materials Brailled textbooks & class materials E-text textbooks & class materials
This simulates one type of vision loss.
Which size of text can you read?
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Access to facilities
Campus escort Mobility training Dog guide
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Access to educational outcomes
Tape recorders or notetakers for class lectures Testing - oral or electronic
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Accessible technology
Enlarged computer display
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( Zoomtext, MAGic,VisAbility) Computer screen reader/voice output
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(JAWS, Kurzweil 3000, Open Book) Magnifiers (CCTV, hand held) Refreshable Braille displays Braille translator/printer
Zoomtext Extra, Version 7.0
Courtesy Rules of Blindness
• I’m an ordinary person, who just happens to be blind. You don’t need to raise your voice or address me as if I were a child. Don’t ask my companion what I want – ask me.
• I may use a white cane or a guide dog; or I may ask to take your arm. Let me decide. I’ll take your arm and walk a half-step behind to anticipate curbs and steps.
• You don’t need to remember some “politically correct” term. Keep it simple and honest – just say blind.
• When you speak to me, tell me who you are. Also introduce me to others, including children, and tell me if there’s a pet present.
• A door that is left partially open is a hazard to me.
• At dinner I won’t have trouble with ordinary table skills.
• Don’t avoid words like “see.” I use them too. I’m always glad to see you.
• In a new location, show me the bathroom, closet, windows, other doors – and the light switch too. I like to know whether the lights are on or off.
• I’ll discuss blindness with you if you’re curious, but it’s an old story to me. I have as many other interests as you do.
Deaf/Hard of Hearing
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Access to information
Sign language interpreter Oral interpreter FM amplification system Clear view for lipreading
SIGN LANGUAGE INTERPRETERS CODE OF ETHICS
•Interpreters/transliterators shall keep all assignment-related information strictly confidential.
•Interpreters/transliterators shall render the message faithfully, always conveying the content and spirit of the speaker using language most readily understood by the person(s) whom they serve.
•Interpreters/transliterators shall not counsel, advise or interject personal opinions.
•Interpreters/transliterators shall accept assignments using discretion with regard to skill, setting, and the consumers involved.
•Interpreters/transliterators shall request compensation for services in a professional and judicious manner.
•Interpreters/transliterators shall function in a manner appropriate to the situation.
•Interpreters/transliterators shall strive to further knowledge and skills through participation in work-shops, professional meetings, interaction with professional colleagues, and reading of current literature in the field.
•Interpreters/transliterators, by virtue of membership or certification by the RID, Inc., shall strive to maintain high professional standards in compliance with the Code of Ethics.
Rules for good communication 1.Attract the person's attention before you start speaking to them, so they won't miss any of what you say. 2.Make sure the group members can see your face when you speak. 3.Make sure your face is in a good light when you speak. Don't stand with your back to the window, as light will frame your face and make it difficult to see. 4.Don't hide your lip movements when you are speaking, by waving your hand, or holding a cup in front of your face etc.. 5.Keep your head still while speaking.
6. Speak clearly and slowly. 7. Try to make the subject of the conversation clear. 8. In the group, repeat what you have said to both sides, remembering your immediate neighbours. 9. Try not to speak when someone else in the group is talking as its impossible to lipread two people at the same time.
For the Lipreader 1. Face the speaker. In a group, a circular arrangement for chairs is best, so that you can see all of their faces. 2. Distance. 4-7 feet from the speaker is usually best depending upon your eyesight. 3. Hearing. If you have a good ear then sit with that nearest to the speaker. 4. Moving. Don't be afraid to move your seat, or ask other people to move, so that they are in the best position for lipreading.
5. Background noise. Choose a quiet room for conversation, or switch off distracting noises such as the TV and radio. 6. Background. Rooms with distracting pictures, brightly colored wallpaper etc. can make lipreading difficult.
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Access to facilities
Telephone Device for the Deaf (TTY) Georgia Relay Service
TTY Usage and Etiquette
• Allow at least 10 rings (or more) for the person to see the flasher and respond.
• Use common abbreviations and don’t type punctuation or symbols.
• To correct a typing error, don’t backspace. Instead type XXX after the error.
• Include expressions that demonstrate feeling such as “HAHAHA” “SMILE” “GREATTT!” “SIGH” etc.
Common TTY Abbreviations
abt = about ans = answer biz = business cd = could CUL = see you later HAND = have a nice day HD = hold ILY = I love you impt = important KIT = keep in touch LK FRWD = look forward N = and NP = no problem OIC = Oh I see OXOX = hugs and kisses pls = please Q = question R = are rec = receive schl = school shd = should terp = interpreter THX = thanks TY = thank you U = you UR = you’re
When Using the Relay Service
• Talk to the other person, not the operator.
• Speak slowly and distinctly; remember the operator is typing what you say. Spell any unfamiliar words or names.
• Signal when it is the other person’s turn to talk (G.A.) • Signal when the conversation is over (S.K.) • Include the usual social etiquette in your call.
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Access to educational outcomes
Interpreter available during tests Rephrase test questions
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Accessible technology
Closed captioned videos Text of audio programs available
Courtesy Rules of Deafness
• Most deaf people can lipread at least somewhat. Face me and speak slowly and clearly, but don’t exaggerate speech and don’t shout.
• Keep a paper and pencil handy in case we need to write some things down.
• Talk to me, not to an interpreter or a companion.
• Be patient – you might need to repeat or rephrase something if I don’t understand it the first time.
• Remove gum or other objects from your mouth so I can see your speech clearly.
• Refer to visual cues whenever possible – signs, diagrams, drawings, etc.
Manual/Mobility Impaired
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Access to information
Lab courses Off-campus programs Activity courses Library
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Access to facilities
Handicap parking Accessible routes Access maps Wheelchair desks Service animals
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Accessible technology
Voice recognition/voice input
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(ViaVoice, Dragon Naturally Speaking) Adaptive keyboards StickyKeys Word prediction software
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(Read & Write)
Learning Disability
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A disorder in one or more of the processes involved in learning.
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Language (reading/writing) disorder
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Auditory (receptive/expressive) disorder
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Computation (math) disorder
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Memory disorder
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Executive functions disorder
Attention Deficit Disorder
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Typical Symptoms
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Inattention/distractibility
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Poor concentration, inability to complete tasks, daydreaming, forgetfulness, poor organization
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Impulsivity
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Acts without thinking, talks out of turn, impatient
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Hyperactivity
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Restlessness, difficulty remaining seated, fidgety
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Executive Functions
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Organization and planning over time
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Inhibition of impulsive action Problem solving skills Mental manipulation of information Use of self-directed speech Ability to absorb new information in an organized, coherent manner
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Ability to draw on previously learned information to perform goal-directed activities
Learning Disability Attention Deficit Disorder
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Access to information
Recorded textbooks Tape recorder/notetaker for lectures
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Access to educational outcomes
Extended time tests Testing in quiet room Read test aloud Use of computer w/spell check for writing Frequent breaks Reformat test, rephrase questions
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Technology assistance TextHELP Write Outloud Co:Writer Inspiration ThinkSheet Wordswork WYNN Franklin Speller
www.loriens.com
www.wynn.arkenstone.org/
http://www.dyslexic.com/brainpower.htm
Additional Support Services
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Workshops
Test taking strategies Notetaking strategies Study skills Time management Organization Anxiety control
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Support Groups Individual tutoring sessions Advocacy with faculty Training in computer support software Referral to other resources
Suggested Teaching Accommodations
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Make the syllabus available four to six weeks before class begins.
Ask the student (in private) how to facilitate his/her learning.
Allow tape recording of lectures.
Begin lectures with review of previous lecture and overview of topics for the day.
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Outline and summarize lecture materials.
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Read aloud what is written on the board.
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Explain technical language, specific terms, or foreign words.
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Emphasize important points in lectures and handouts.
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Speak distinctly and at a relaxed pace.
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Stop occasionally and invite questions or allow catch-up note taking.
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Notice and respond to non-verbal signals of confusion or frustration.
Diminish or eliminate classroom distractions.
Give assignments in writing a well as orally.
Break large assignments into steps and require periodic checkpoints.
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Help students find study partners/ study groups.
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Call only on students who volunteer to read aloud or answer questions.
Provide study questions for exams in the same format that will be used for the exam. Explain what comprises a good test response.
Suggested Testing Accommodations
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Allow extended time on tests.
Provide an oral reader or taped version.
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Offer an alternate format exam (essay instead of objective, etc.)
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Provide testing in a separate, distraction free environment.
Allow student to respond in different formats (answer orally, tape record, type)
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Allow student to clarify or rephrase a question in his/her own words as a comprehension check.
Analyze the student’s process as well as the final solutions.
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Consider alternative methods of demonstrating mastery of course objectives.
Allow computational aids such as multiplication tables, simple calculator, spelling aids, terms list, etc.
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Avoid double negatives, unduly complex sentence structure, and embedding questions within questions.
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Allow scratch paper, lined paper, or word processor to aid students with difficult handwriting.
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Provide alternatives to computer scored answer sheets.
Discount spelling errors for written work done without spelling aids.
Technology Assistance
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Dyslexic.com
– Software • Reading, writing, math, organizing, typing, reference – Books – Computers – Add-ons • Microphones, scanners – Gadgets • Organizers, dictation programs, electronic dictionaries, mini scanners
www.dyslexic.com
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Tools for Life
– Assistive Technology Resource Center – Located at Roosevent Warm Springs Institute – Residential training – Four technology resource centers in Georgia – “Touch the Future” Technology Conference – Computer recycling
www.gatfl.org
Other Resources
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LD Online LD Adults of Georgia Learning Disabilities Association (LDA) National Center for Learning Disabilities National Attention Deficit Disorder Assoc.
Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD)
www.ldonline.org
http://www.gatfl.org/ld/
http://www.ldanatl.org/lda/
http://www.ncld.org/
http://www.add.org/
http://www.chadd.org/