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This presentation outlines effective strategies for faculty to communicate with and support students with disabilities. Key topics include recognizing biases, facilitating partnerships, and fostering open communication. Attendees will engage in activities to identify perceptions, learn about appropriate professional etiquette, and understand legal obligations regarding disabilities. Practical tips for accommodating diverse needs in the classroom and encouraging student advocacy are shared, aiming to enhance academic success and create an inclusive learning environment.
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Opening the Door: Communication with Students with Disabilities Disability Services May 2011 Lana Caldwell and Amber Skoog
Presentation Outline • Perceptions Activity • Attitude/Perceptions • Facilitate Partnership • Encouragement • Video – Professional Ethics in the Classroom • Can not's and Can do’s • Video Segment – Faculty/Student Meeting • Hints and Tips • Discussion and Feedback
Attitude/Perceptions • Recognition/awareness of potential biases • Biases are normal –don’t let them dictate perceptions • Same disability don’t face the same issues • Seek information about types of disabilities • Disabilities can ‘invisible’ • Be open to possibilities and creative solutions • Good faculty relationships - key to student success
Facilitate Partnership • Treat students with disabilities the same as any student • Recognize diverse backgrounds, abilities and academic skills • Revise perceptions/attitudes – most important accommodation • Present and maintain opportunities for open and confidential communication • Willingness to meet may encourage early disclosure thus increasing potential academic success
Facilitate Partnership cont’d • Students own suggestions are invaluable • Accommodation and advocacy is a student’s responsibility, but they may be inexperienced and require support • Students fear discrimination
Video – Class Room Professional Ethics • http://www.youtube.com/watch?v=49Y7oXx-2K4
Etiquette • Address the student first (not parents, interpreters or others) • Ask before you help even if you mean well • Be sensitive about appropriate time and place • Think before you speak • Respond professionally to requests • Do not make assumptions • Use common courtesy
Cannot’s (Legally) • Cannot ask for student’s documentation and/or related information about specific disability • Cannot ask if a person has a disability, even if it is suspected • Cannot discourage students from specific fields of study if student meets admission requirements and maintains appropriate grades • Cannot refuse accommodations • Cannot discuss students disability, diagnosis or accommodations with other faculty/staff
Can Do’s • Can approach a student who is struggling about ways to assist them by referring to support services: • Counselling Services, Learning Café, Testing Services and Disability Services • Can invite students requesting accommodations to discuss them once the request has been made • Can ask what you can do to facilitate their learning • Can ask about academic impact areas • Can discuss alternative accommodations with student and Disability Services
Video – Faculty/Student Meeting • VHS video Transitions to Postsecondary Learning
Hints and Tips • Handout • Use Disability Services as a resource
Contact Information • Lana Caldwell, Disability Services Coordinator 320-3202 ext 5483 lana.caldwell@lethbridgecollege.ca • Amber Skoog, Learning Strategist/Alternate Format Editor 320-3202 ext 5450 amber.skoog@lethbridgecollege.ca
