ACADEMIC ADVISEMENT

1. ASSISTING STUDENTS WITH DISABILITIES ACADEMIC ADVISEMENT

2. Definition of a Disability Anyone with a physical, cognitive, or mental impairment that substantially limits one or more major life activities, such as walking, seeing, hearing, speaking, working, or learning.

3. Disability Types • Learning Disabilities (Cognitive) • Orthopedic Disabilities • Psychological Disabilities • Deaf and Hard of Hearing • Visual Impairments

4. Learning Disabilities • Students with learning disabilities often have the same potential for academic excellence as their peers. • However, they often must work harder to achieve it because of difficulties in processing information and with short- or long-term memory. • Students do not “outgrow” learning disabilities; rather, they develop increasingly successful coping strategies. • Learning disabilities are distinct from communication disorders in that they are essentially difficulties with processing information; not with speech output.

5. Orthopedic Disabilites • Orthopedic disabilities include a wide range of conditions that may affect the neurological, musculoskeletal, cardiovascular, and respiratory systems. • Impacting a student’s mobility, energy level, and/or hand functioning, these disorders may occur at birth or result from a medical condition or injury. • Cognitive processing may also be impacted. • These include cerebral palsy, multiple sclerosis, muscular dystrophy, and spinal cord injury. • Individuals experiencing other medical conditions (e.g., arthritis, cancer, asthma) may also have certain physical limitations despite the hidden nature of their disability.

6. Psychological Disabilities • The more common types of psychological disabilities are: • Depression: This “major depressive disorder is characterized by feelings of worthlessness and guilt; difficulty in thinking or making decisions; and changes in weight or appetite, sleep patterns, or physical activity. • Bipolar Disorder: People with this disorder have mood swings that alternate between periods of severe highs and lows commonly known as mania and depression. • Anxiety Disorders: Although there may be no identifiable cause, anxiety disorders can interfere with a person’s ability to concentrate. Symptoms also include excessive worry, fear, dizziness, sleep disturbance, a racing heart, and panic.

7. Deaf and Hard of Hearing • Hearing loss may range from mild to profound; it includes the subsets of deaf and hard of hearing. • A deaf person is someone who has a profound hearing loss. • A hard of hearing person is someone who has a partial hearing loss. • Culturally Deaf refers to linguistic minority whose primary language is a signed language, and who practice social and cultural norms which are distinct from those of the surrounding hearing community.

8. Visual Impairments • Definition - visual acuity is 20/200 or less in the better eye with best correction, or the field of vision is 20 degrees or less in the better eye limited to, cataracts, glaucoma, nystagmus, retinal detachment, or retinitis pigmentosa. • Ranges from low vision to blindness

9. Academic Advising • Provides guidance • Influences development (goal attainment) • Promotes retention • Identifies services/programs beneficial for students • Builds relationship with student and college- sense of connectedness

10. Advising Appointment • Make sure office is accessible for individuals in wheelchairs, using walkers or visually impaired • Be patient and spend extra time talking with the student • Use visual aids, program sheets; Provide written notation of discussion to student • Repeat questions or comments • When talking through an interpreter, address your comments to the student

11. Advising Appointment • SWD’s needs vary according to disability • SWD’s often need to take a reduced course load – Ask if receiving Lottery Scholarship • Provide adequate time to determine issues; explain requirements, refer to support programs ( CAPS, CATS etc). • Document discussions/use Program requirement sheets and give student a copy • Blind students- note information discussed into a word document and e-mail to student

12. Advising Appointment Progress Audits • Very confusing for students. • Thoroughly explain audit; highlight areas needing completion; • Ask student if they need clarification

13. Advising on Courses/Loads • Talk about academic strengths/weaknesses • Recommend to students they balance “tough” courses with “easier” courses • Ask about “special” scheduling needs (time of day, back-to-back classes, etc.)

14. Confidentiality • Respect the student’s right of maintaining confidentiality of their disability. • If questions arise that you cannot answer for the student, tell them you don’t know and will get back to them. • Don’t discuss their situation outside your office with another staff while the student is waiting. Contact ARC @ 277-3506 if you need specialized guidance and the student is registered with our office.

15. Did you know? • College students with disabilities are less likely to complete their degree programs than students without disabilities. • Disability is the one minority anyone can join at any time.

16. In Their Shoes • "In Their Shoes" is one important step on the path to removing the hidden barriers that impact us all. As educators, it is important for us to embrace the spirit of the Americans with Disabilities Act by creating an inclusive learning environment that is empowering and supportive of the needs of students and employees with disabilities. We now invite you to participate in the "In Their Shoes" presentation. You'll meet some of the students with disabilities and learn about their experiences.

17. In Their Shoes • Produced by University of Pennsylvania Altoona • Directions: • Directions are included in this Power Point. You may want to print remaining slides before you begin. • Click on link In Their Shoes • Select Flash Presentation • Read the Introduction • Follow prompts until you reach login directions

18. In Their Shoes Directions • IN THEIR SHOESDirections:If this is your first time using the program, please enter your College password: Accessibility and leave the User ID box empty.

19. Directions Continued • The next page contains your User ID number. • This number is not necessary for our training purposes • Click “continue” to proceed.

20. Statistical Information • Complete the statistical information. • Click Submit Questionnaire. • Continue to next screen.

21. Where do you want to go? Continued. • Click “Continue” and go to the next screen. • Now complete the pretest. • Review the results of your pretest score. • Click “Continue” when ready.

22. Where do you want to go? • Click on each portion individually. • Go through each one: "In Their Shoes" (Flash Presentation) General Information ADHD Learning Disabilities Blindness & Visual Impairments Deaf & Hard of Hearing Psychological Disabilities Physical Disabilities General Suggestions/Conclusion

23. Once you have completed each section, click on Post-test. • Complete Post-test. • Print out results.

24. Click on Program Conclusion/Informative Links • Next, click on “Click here for a printable certificate • Insert your name • Print out certificate

25. UNM ARC Submit copy of post-test, certificate, and advisor passport to: Accessibility Resource Center 2021 Mesa Vista Hall 277-3506 We will then sign your passport and return it to you for your file.