Council of Academic Programs in Communication Sciences and Disorders 2014 Orlando Conference

1. Council of Academic Programs in Communication Sciences and Disorders2014 Orlando Conference Instructional Innovations in Teaching and Supervising the ADA Generation Seal & Hanks 2014

2. Brenda Seal Ph.D., CCC-SLPProfessorSLP Program Director Gallaudet Universitybrenda.seal@gallaudet.edu Wendy Hanks Ph.D., CCC-A Associate Professor School of Audiology Pacific University whanks@pacificu.edu Nothing to claim beyond employment affiliations with our respective universities. Seal & Hanks 2014

3. Instructional Innovations in Teaching and Supervising the ADA Generation 1. Define the “ADA Generation,” characterizing the legal and educational backdrops that brought this generation to our SLP and AUD programs; 2. Explain trends in university disability enrollments and disability accommodations over recent years; 3. Summarize discussion of instructional accommodations that have worked, contrasted with those that have not worked, in compiling a list of innovative accommodations for today’s students that may lead to improved marketability. Session Goals Session Plans Summary (3) Intro (1) Discussion (3) Trends (2) Seal &Hanks 2014

4. High Expectations: Transforming the American Workforce as the ADA Generation Comes of Age United States Senate COMMITTEE ON HEALTH, EDUCATION, LABOR & PENSIONS 4 directions, including: Improving the transition of the ADA Generation as they enter postsecondary education [to include graduate school] and the labor market (p.4). Seal & Hanks 2014

5. The ADA Generation (Senator Tom Harkin, Sept. 2013)http://www.harkin.senate.gov/documents/pdf/52446704c3501.pdf Students who have experienced accommodations across all of their educational years: 1990: ADA Act 1986: The Education of the Deaf Act 1975, 2004, 2006, 2011 : IDEA 1973: Vocational Rehabilitation Act Seal & Hanks 2014

6. http://nichcy.org/disability/specific(website available until Sept. 30, 2014) Seal & Hanks 2014

7. Who are these students?

8. Data from 2012 Census: http://www.census.gov/compendia/statab/2012/tables/12s0285.pdf

9. Enrollment in Postsecondary Education 6.5% S-L-H

10. From Pacific University’s Office of Students with Disabilities: Spring 2014 • Medical/Health-related Disabilities: 69 • ADD/ADHD: 53 • Other: 47 • Anxiety Disorder: 32 • Learning Disability: 22 • Psychiatric Disorder: 10 • Concussion: 5 • Dyslexia: 4 • Mobility Impairment: 3 190 students with 245 disorders Additional Categories (all with 0 entries) include: Asperger’s Disorder, Bipolar Disorder, Hearing Impaiment, and Vision Impairment

11. Documentation Trends PHYSICAL Disabilities: Motor impairments, movement restrictions, wheelchair bound SENSORY Disabilities: Deaf, hard-of-hearing, blind, low vision, deaf-blind LEARNING Disabilities: Dyslexia, Dysgraphia, Dyscalculia, SLI EMOTIONAL-PSYCHOLOGICAL MENTAL-HEALTH DISABILITIES: Panic and anxiety disorders, bipolar disorder, eating disorders, sleep disorders On the rise? Seal & Hanks 2014

12. National ADA SymposiumDenver, Colorado (June 15-18, 2014) http://www.adasymposium.org/Info.html Session Titles include: Seal & Hanks 2014

13. Documentation of Disability http://www.howard.edu/specialstudentservices/Disabled Students.htm Seal & Hanks 2014

14. Accommodation Trends Extended Time Alternative Materials Use of dictionary Use of calculator Use of light-weight otoscope Enlarged font/Braille Books/articles on tape Teacher’s notes Electronic texts, audio recordings Materials stored at appropriate height • Test taking • Homework assignments • Class projects • Comprehensive Exams • Flexibility in attendance Trends Seal & Hanks 2014

15. Accommodation Trends Preferential and Alternative Seating/Placements Technological Special software (e.g., ZoomText 10 Magnifier) Recorded speech audiometry materials and responses Virtual attendance (Skype/Google Hangouts/ GoToMeeting, FUSE, etc.) Hearing Assistive Devices (e.g., FMs, looped class & clinic rooms, Bluetooth) Use of Laptop • For interpreter, notetaker access • For captioning, recorder • For public transport (planned visit before requesting a placement) • Wheelchair access, adjusted height for audiometric panels and work benches • Accessible classroom: location, lighting, seating arrangement • Distraction-free testing • Reserved clinic room/audio booth for every clinical experience so everything is in place Seal & Hanks 2014

16. Accommodation Trends Decreased class load Decreased clinic load Decreased intern/externship load Scheduled breaks between classes and clinic Planned breaks between semesters (e.g., Fall and Spring but not Summer, Full load one semester, partial load another semester) As a result of the decreased load As a result of a Leave of Absence Schedule Adjustments Extended Time— in the Program Seal & Hanks 2014

17. Discussion Time: Innovative Accommodations For physical disabilities For sensory disabilities For learning disabilities For emotional-mental health disabilities Discussion Seal & Hanks 2014

18. Accommodation Trends for Physical Disabilities Classroom accommodations? Clinic accommodations? Internship/externship accommodations? Seal & Hanks 2014

19. Accommodation Trends for Sensory Disabilities Classroom accommodations? Clinic accommodations? Internship/externship accommodations? Seal & Hanks 2014

20. Accommodation Trends for Learning Disabilities Classroom accommodations? Clinic accommodations? Internship/externship accommodations? Seal & Hanks 2014

21. Accommodation Trends for Emotional-Psychological/Mental Health Disabilities Classroom accommodations? Clinic accommodations? Internship/externship accommodations? Seal & Hanks 2014

22. Summary Reports Summarize discussion of instructional accommodations that have worked, contrasted with those that have not worked, in compiling a list of innovative accommodations for today’s students that may lead to improved marketability. Note: Lively open-group discussion flowed uncharted and without a notetaker across the 30+ participants, so the four summary slides that follow are based on Seal’s recall as moderator of the discussion (and after 24 hours). Therefore, they may not adequately reflect or thoroughly cover all discussants’ points and/or questions. Summary Seal & Hanks 2014

23. Open Discussion Included: Concerns about “essential functions” expected of all students preparing to meet the scope of practice as future SLPs or AUDs Questions about developing/maintaining a relationship with folks in the Office of Disability Services—helping them understand the nature of our program demands Varied perceptions about our roles as advisors/ counselors in working with students toward realistic expectations Questions about accommodations when there is no written or student-initiated documentation? (Only 50% of those with DA actually register with their Office of Disabilities.)

24. Open Discussion Included: Questions about students who suspect they have a disability, students who have “slipped through,” perhaps with their own self-imposed learning strategies or accommodations, but who want/expect support while they pursue eligibility Questions about students who claim a disability and want accommodations but present no differently than other students without a disability Concerns about addictions: When they present as a disability, and variable behavior/performance of students who are medicated or undergoing changes in medication or when not taking prescribed medications

25. Open Discussion Included: Questions about emergencies: When they impact other students or clients/patients (e.g., manic episodes, seizures, panic attacks, erratic sleep) Questions about parents who call or email about their daughters/sons who have disabilities Concerns about extending assignments, postponing grading (e.g., giving “incompletes”) or passing students on when we perceive their disabilities prevent them from achieving expected performance Questions about transitioning students to selective internships: Negotiating needs at the forefront (get involved or leave it to the student to talk with the preceptor/supervisor?)

26. Open Discussion Included: Concerns about students with potentially short-term psychological issues that are not ADA-channeled but impact programming (e.g., rape victim who refuses to be assigned to male clients) Questions about “counseling out” as an accommodation or as a consequence of below-expected performance Concerns about litigation: The need to document communication during conferencing and decision-making with students And questions about grievances: When students file a grievance on the grounds that their disability was not accommodated.

27. From “High Expectations…..ADA Generation” (Harkin, 2013) • The ADA Generation presents opportunity to break down the barriers to employment for people with disabilities. • The young people of the ADA Generation are the most educated generation of people with disabilities we have ever seen, and they are ready to get to work. • Young people are all unique, and their talents and ambitions and aptitudes are different. They may choose different types of work depending on their needs and goals, but each should be able to access the fullest employment possible (p. 30). Seal & Hanks 2014