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Working with Students with Disabilities

Working with Students with Disabilities. Park Library 120 sds@cmich.edu 989-774-3018 989-774-1326(fax). Student Disability Services. Who Are We? Susie Rood, Director and ADA Coordinator Overall operation Determination and accommodations Compliance Brenda Mather

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Working with Students with Disabilities

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  1. Working with Students with Disabilities Park Library 120 sds@cmich.edu 989-774-3018 989-774-1326(fax)

  2. Student Disability Services • Who Are We? • Susie Rood, Director and ADA Coordinator Overall operation • Determination and accommodations • Compliance • Brenda Mather • Day to day accommodation issues • Skills • Trent Hacker • Adaptive technology • eTexts • Laurie Wing • Accommodated testing • Office management • Sarah Kitsch • Note taker coordinator

  3. Student Disability Services The mission of Student Disability Services is to provide equal opportunities in higher education to academically qualified students with disabilities. • Equal opportunity to amaze, progress and astound • Equal opportunity to fail, make dumb decisions, and goof up By helping to create a physically, programmatically and attitudinally accessible community where people are evaluated on their abilities, not their disabilities By promoting a climate that is conductive to learning, personal growth, acceptance and appreciation for all people without regard to disability.

  4. You want me to do what? • Working, teaching, and interacting with students with disabilities • Stay late? Come in early? Provide what?!

  5. Ok, how does this effect me? • “How will I know what to do or not do?” • Letter of Accommodation • If you don’t get one, ask for one! • If you don’t get one, don’t provide extra accommodations

  6. Legal Mandates • Rehabilitation Act of 1973 Section 504 and 508 • Americans with Disabilities Act of 1990 • Americans with Disabilities Act Authorization Act of 2008

  7. What is an ‘accommodation’? • An accommodation allows a student to complete the same assignment or test as another student, but with a change in timing, formatting, setting, scheduling, response and/or presentation • It does not alter in any significant manner what the test or assignment measures • Accommodations are in place to ‘level the field’

  8. Accommodation FAQ • What is a ‘reasonable’ accommodation? • Easier to say what is NOT reasonable: • Alters the essential elements of the course • Potential safety issues • What is an ‘essential element’? • The fundamental purpose or skill of the course or curriculum • Do not get extra time in CPR class • Are not excused from public speaking in communication classes • Are accommodations the same for all students with disabilities? • No, accommodations are determined on a case-by-case basis

  9. Confidentiality • Must be maintained at all times • Even if the student discloses in front of others; encourage the student to speak with you privately • SDS can communicate on a need to know basis and with the student’s permission

  10. Why change the pedagogy?What is Universal Design? The philosophy that everything should be as accessible to as many people as possible without special attention. Examples: Curb cuts, automatic open doors, elevators, moving walkways, etexts & readers, automatic car locks, texting, powerpoints, etc.

  11. Why Universal Design? To provide everyone with the ability to do for themselves with as much dignity as possible. • Not all disabilities are visible • Some students are ‘passing’ • The erratic nature of some disabilities

  12. Variety of Disabilities • Mobility- individuals using wheelchairs, walkers or crutches • Sensory- individuals who cannot use one of the 5 senses: usually vision or hearing • Systemic- chronic illness or disease • Learning- a disability that impacts one specific area of learning or functioning • Psychiatric- a disorder which impacts mood or perception • Acquired Brain Injury- A significant injury to the brain

  13. Disability Etiquette • Speak to and look at the student, not the sign language interpreter • Not, ‘Tell her….’ • Do not pet or touch an assistive animal while it is working

  14. The Basics • Hold students to the same standards as others • Ask students about their strengths and difficulties • Incorporate Universal Design into your teaching • Ask questions and use support available to you

  15. Where can I get more information? • Student Disability Serviceshttp://www.cmich.edu/student%2Ddisability/ • Universal Design http://www.facultyware.uconn.edu • Fast Facts for Faculty http://telr.osu.edu/dpg/index.html • Association of Higher Education (AHEAD) www.ahead.org

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