1 / 44

Meeting the Challenge

Meeting the Challenge. Students with disabilities in Postsecondary Education. My Concerns. 1) 2) 3) 4). I expect to learn -. 1) 2) 3) 4). My workshop expectations. 1) 2) 3). Students with Disabilities in Postsecondary Education.

adler
Télécharger la présentation

Meeting the Challenge

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Meeting the Challenge Students with disabilities in Postsecondary Education

  2. My Concerns • 1) • 2) • 3) • 4)

  3. I expect to learn - • 1) • 2) • 3) • 4)

  4. My workshop expectations • 1) • 2) • 3)

  5. Students with Disabilities in Postsecondary Education • Approximately 6% of postsecondary population report having a disability • Learning Disability 40% • Visual impairments 16% • Health Impairments 15% • Deaf/HOH 9% • Mobility impairments 7% • Speech impairments 3% • Other 17%

  6. Reasons for Increasing Numbers • Survival rate • Technology • K-12 special education • Awareness

  7. Persistence/Progress W/O W 2-years after H.S.72% 63% 5-year progress64% 53% Bachelor’s degree 27% 16% Associate’s degree 25% 25% The challenge to educators is –

  8. Legal Guidelines • What the law says • “otherwise qualified” • “admission or participation” • “reasonable accommodations” • “functional limitations” • “essential functions”

  9. Legal Guidelines • What the law doesn’t say • What is meant by “qualified” • Specific accommodations/modifications • What are “essential functions”

  10. Students’ Responsibilities • self-identify in a timely manner • provide appropriate documentation of disability • understand his/her functional limitations • actively participate in the process of identifying accommodations • self-advocate with faculty and administrators • meet minimum academic standards • seek assistance in a timely manner • equal opportunity to learn/participate • reasonable modification of tasks precluded by the disability • fair and equitable treatment • confidentiality Students’ Rights

  11. Institution’s Rights Institution’s Responsibilities • maintain academic integrity • expect reasonable notice of needs • require equal learning • enforce appropriate student conduct • apply fair and equitable standards • consider all mitigating factors • make every reasonable effort to accommodate • maintain current knowledge of best practices

  12. 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

  13. Examples of Disabilities • Learning Disabilities • Attention disorders • Brain disorders (injury, seizures, stroke, tumor, etc.) • Cognitive disorders • Speech impairment • Blind/low vision • Deaf/hard of hearing • Manual impairment • Mobility impairment • Mental Health /Psychiatric impairment • Health impairment

  14. Determining Accessibility Needs • Physical • Information • Experience • Evaluation

  15. Determining Accessibility Needs • PHYSICAL • Location • Space • Access • Background • Lighting • Furniture • Fumes • Other??________________

  16. Determining Accessibility Needs • INFORMATION • Catalogs • Brochures • Videotapes • Phone systems • Handouts • Web resources • Other?? _____________________

  17. Determining Accessibility Needs • EXPERIENCE • Campus tours • Field experiences • Practicum • Internships • Study Abroad • Other? ______________________

  18. Determining Accessibility Needs • EVALUATION • Placement Tests • Applications • Presentations • Participation • Other? ________________________

  19. Determining Appropriate Accommodations • Effective • Efficient • Preferred

  20. Determining Appropriate Accommodations • What does the task or assignment require? • What physical, sensory, and cognitive skills are needed? • What components of the task require accommodation? • What accommodation options exist?

  21. Physical Issues • Push/pull • Kneel/squat • Reach • Fine motor: manipulate/maneuver • Gross motor • Sitting/walking/standing • Balance • Bending/twisting • Access to location • Access to equipment • Availability of materials • Computer use • Keyboard use • Writing • Lift/carry • Stamina/endurance

  22. Sensory Issues • Oral communication • Temperature • Lighting • External stimuli • Vision • Hearing • Touch • Smell • Taste

  23. Cognitive Issues • Short-term memory • Long-term memory • Task complexity • Reading • Writing • Spelling • String of numbers • Paying attention • Analysis/synthesis • Organization

  24. Points of Contact • Pre-admission • School fairs • Telephone inquiries • Web sites • Visits

  25. Points of Contact • Admission process • Application • Placement testing • Admission Requirements • Specific test scores • High school requirements • Essential functions of the program of study • Experiential/performance issues • Required documents • Deadlines

  26. Foreign Language Issues • Admission process • High School Foreign Language waiver Regents Centers for Learning Disorders Students with specific language processing deficits may be granted a waiver of foreign language requirement in the CPC by the state Dept. of Education in consultation with the RCLDs. CPC should be considered complete without foreign language for admission purposes. (Sue Dorman or Lynn Holland at Dept. of Ed.)

  27. Foreign Language Issues • Major Requirement • Essential element of the program of study? • Certificate program in “Human Services with Hispanic Populations” • B.A. in History • Substitution of courses similar in purpose? • Culture courses • Computer language courses • ESL courses

  28. Regents Centers for Learning Disorders • Locations • Georgia State University (www.gsu.edu/rcld) • University of Georgia (www.coe.uga.edu/ldcenter/rcld) • Georgia Southern University (http://services.georgiasouthern.edu/rcld) • Functions • Provide assessments of learning disorders (learning disabilities, ADHD, acquired brain injury, psychiatric) • Review outside documentation to assure compliance with University System requirements • Serve as resources in identifying appropriate accommodations • Conduct research into learning disorders

  29. Points of Contact • Registration process • Schedule of courses • Registration methods • Early registration • Time/location constraints

  30. Points of Contact • Appeals Process • Publication of process • Required documents, evidence • Deadlines • Time/location constraints

  31. Points of Contact • Graduation • Communication with student • Graduation site • Printed materials • Deadlines • Guests

  32. General Accommodation Strategies • Add a statement to your public materials inviting potential students who have disabilities to identify their accommodation needs • Review all materials regularly • Talk with the student and disability services coordinator about accommodation needs • Make sure facility is accessible (if needed)

  33. General Accommodation Strategies • Provide materials in accessible electronic format • Use alternative methods of administering tests and evaluations

  34. Low Vision Strategies • Orient to physical site • Provide good lighting • Describe visual aids • Arrange for printed materials in large print, recorded, or Brailled ahead of time • Provide materials in accessible electronic format • Make adaptive technology available

  35. Blind Strategies • Same as low vision, plus – • Provide raised-line drawings of graphics • Provide tactile maps/models • Braille labels for equipment • Assure auditory equipment warning signals

  36. Deaf/HOH Strategies • Arrange interpreter, real-time captioning, FM system • Use captioned videos or provide text of video script • Use visual aids • Assure visual warning signals • Face the person when talking • Use written communication whenever possible

  37. Manual Impairment Strategies • Allow tape recording of meetings or presentations • Provide adaptive technology • Provide alternative to writing

  38. Mobility Impairment Stategies • Check location(s) for accessibility • Provide adjustable-height tables, equipment, work space

  39. Mental Health Strategies • Allow tape recording of meetings or presentations • Extended time and private room for testing • Allow some flexibility in attendance/ deadlines

  40. Health Impairment Strategies • Be flexible with deadlines and attendance requirements as much as possible • Provide alternate testing arrangements when needed

  41. 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

  42. 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 • Hearing subtle differences in words

  43. 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 • Reasoning • Remembering and sticking to deadlines • Self-esteem

  44. Questions? ? ?

More Related