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Guidelines for Advisors of Post-secondary Students with Disabilities

Guidelines for Advisors of Post-secondary Students with Disabilities. Presenters. Sylvain Le May President of the AQICESH and Cordinator Service for students with disabilites , UQAM Anne-Louise Fournier

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Guidelines for Advisors of Post-secondary Students with Disabilities

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  1. Guidelines for Advisors of Post-secondary Students with Disabilities Stockholm,

  2. Presenters Sylvain Le May President of the AQICESH and Cordinator Service for studentswithdisabilites, UQAM Anne-Louise Fournier Administrator of the AQICESH and Cordinator Service for studentswithdisabilites, University Laval Dolores Otero Director of Socio-EconomicStudents Service, UQAM Stockholm,

  3. Topics • Whowe are: AQICESH • Mission of the Association • The Challenge of the growingnumber and diversity of students • Creation of the Guidelines for Advisors of Post-secondary Students with Disabilities • The advisor’s roles, functions and skills • Need analysis and the action plan • The DCP : Disability Creation Process • Academic Accommodations • Information and awareness-building • Universal Design in Education • Utility for Students Service manager Stockholm,

  4. Whowe are: AQICESH Stockholm,

  5. Stockholm,

  6. Whowe are ? • Association of advisorsworking in the Quebecuniversityenvironment, whoseroleis to assiststudentswithdisabilities in accessinguniversityfacilities, services and academic accommodations • French and English’suniversities • 17 etablishments | urbain and regional Stockholm,

  7. Mission • To provide networking, professional development and training opportunities for members. • To promote accessible, equitable and inclusive postsecondary learning environments for students with disabilities. • To provide a platform where members can demonstrate and share their expertise and participate in opportunities to interact with all stakeholders. • To act as the mandated representative or spokesperson' for students with disabilities within the post secondary academic community, and with government and para-governmental partners. Stockholm,

  8. The Challenge of the growingnumber and diversity of students Stockholm,

  9. The wealthof human groups is rooted in communication, mutual aid,and solidarity towards a common goal:self-fulfilmentwith respect for differences.[translation]Françoise Dolto Stockholm,

  10. Growing Clientele Stockholm, 2012-2013 years

  11. Growing Clientele diversity New (emerging): learning disabilities, attention-deficit disorder, autism spectrum disorder, serious mental health problems or multiple deficiencies with at least one of those four disorders • Traditional : motor, organic (medical) or sensory impairment Stockholm, Source: Statistiques concernant les étudiants en situation de handicap dans les universités québécoises , 2012-2013, AQICESH.

  12. Growing Clientele 2013-2014 growth projection: 35 % Stockholm,

  13. Interventions step • Learning Support and • Adaptive Technology, • etc. Communication Organization Planning • Accommodationchallenges • Communication • withProfessor • (if needed) Accomodations: PhysicalAlternate format Material Exams Stockholm, Several Mental HealthProfessionals and Practitioners

  14. Creation of the Guidelines for Advisors of Post-secondary Students with Disabilities Stockholm,

  15. The principles and values underlying advisors’ workinvolve serving in compliance withlegislation and the obligations of higher learning institutions, with respect to students with disabilities.Patrick Fougeyrollas, Ph.D. President,International Network on the Disability Creation Process (INDCP) Stockholm,

  16. Topics of the Guidelines • The role of Disability Services • The advisor’s roles, functions and skills • Need analysis and the action plan • The DCP :Disability Creation Process • Record keeping • Academic Accommodations • Teaching challenges • Financial assistance • Information and awareness-building • Universal Design in Education • The policy framework Stockholm,

  17. The Advisor’s Functions Stockholm,

  18. The Advisor’s Skills Stockholm,

  19. Needs Analysis STUDENT Stockholm, Identifying an Action, Accommodation or Adaptation Plan

  20. The DCP: Understanding the Concept of Disability: From a Medical Model to a Social Inclusion Model Stockholm,

  21. Concrete example of a disabling situationfor a student affected by the Asperger Syndrome Stockholm,

  22. Nobody knew my storyand I was worriedthat my difficulties would not really be considered.But I rapidly noted the opposite […]an advisor met with me. I opened up to her and a tutor was assigned to me.Tim Balcke, Student Stockholm,

  23. Academic Accommodations: Case study Mark, ADHD, predominantly inattentive type Stockholm,

  24. Academic Accommodations: Case study Joan, ADHD, predominantly combined type Stockholm,

  25. Teaching Challenges • Respectingdifferences • The pursuit of autonomy • Acceptance of faillure and right to excellence • The Professor-Student Contact Stockholm,

  26. The support resulting from our complementary actions can have effects that go way beyond academic performance.It can make all the difference and determine the pursuit of studies, and even have an impact on the quality of life. France Dufour, Teacher Stockholm,

  27. Universal Design in Education • Three main principles of Universal Design for Learning (UDL) are each in turn subdivided into three sub-principles, with the goal of providing a learning environment accessible to all. Stockholm,

  28. Universal Design in Education • “The What” Representation • The first principle promotes several ways to illustrate the material to be learned by varying the modalities of perception, language and comprehension. Stockholm,

  29. Universal Design in Education • “The Why” Engagement • The second principle highlights the importance of the many approaches to ensure student engagement, with respect to student interests, perseverance and self-regulation options. Stockholm,

  30. Universal Design in Education • “The How” Expression • The third principle proposes ways to express acquired knowledge by using executive functions, or physical and communication options. Stockholm,

  31. Stockholm, • UDL Guidelines GraphicOrganizerhttp://www.cast.org/

  32. Information and Awareness-raisingfor the UniversityCommunity • To enhance knowledge of challenges faced • by students with disabilities • Directed to both teaching staff members and • the entire university community • Take the form of written texts, video clips and • seminars allowing campuses to adapt their • practices to the needs of students with disabilities Stockholm,

  33. Utility for students Service manager • Framework that establishes the practice • Cohesion of the team of professionals • Dissemination of best practices in the university and inter-network Stockholm,

  34. Stockholm, www.aqicesh.ca

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