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DOCUMENT RESUME
ED 358 618 EC 302 180
TITLE LD-Case Training Manual for Vocational ServiceProviders.
INSTITUTION Nebraska Univ., Omaha. Div. of Educational andStudent Services.
SPONS AGENCY Office of Special Education and RehabilitativeServices (ED), Washington, DC.
PUB DATE [90]
COWTRACT H235A10043NOTE 160p.; Cover title reads: "Training Manual for
Vocational Service Providers."PUB TYPE Guides Classroom Use Teaching Guides (For
Teaches) (052)
EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS *Adult Development; *Adult Education; Adults;
Advocacy; Communication Skills; Continuing Education;Coping; Employment; Individual Development;*Inservice Education; *Learning Disabilities;Postsecondary Education; Pragmatics; *VocationalRehabilitation
IDENTIFIERS Self Advocacy
ABSTRACTThe project, "Learning Disabilities--Community
Advocacy, Support, Employment, Education" (LD-CASE), was initiated toexpand the personal/social, educational, and employment options ofindividuals with learning disabilities. The project is designed toprovide LD adults with experiences that will increase theirself-advocacy skills, establish community-based forums for personalgrowth and mutual support, and provide continuing educationopportunities to professionals who work with adults with LD. Thistraining manual for vocational service providers utilizes a trainerof trainers methodology; it provides an outline for discussion,structured applications of content, and supplementary materials foreach topic. Manual topics include: (1) learning disability overview;(2) the emotional aspects of learning disability, coping skills andself-advocacy skills; (3) pragmatic communicative competence; and (4)functioning in postsecondary or employment settings. The bulk of thereport comprises copies of overhead transparencies to accompany eachmanual topic. (Contains 18 references.) (JDD)
**************************************************4-, k*****************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
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L earningDisabilities
CommunityAdvocacySupportE mployment/Education
U.S. DEPARTMENT Of EDUCATION()lice of Educational Research and improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERICI
rell`Ms dOCument has been reproduced asreceived from the person Or organabonongmatmo it
r Minor changes have been mid:, to improvereproduction Quality
Pomis of Nue* or opinions slated In %Ms docu-ment do not necessanl, represent &floatOER( posibon or oohcy
Training Manualfor
Vocational Service Providers
University of Nebraska at OmahaDivision of Educational and Student Services
Omaha, NE 68182
WIUniversity ofNebraska atOmaha
Prepared by funds from the U.S. Dept. of Educ. Office of Sp. Ed. and Rehabilitative Services (#H235A10043)
2 Fo;%VA,
LD-CASETRAINING MANUAL
FORVOCATIONAL SERVICE PROVIDERS
Janice LeuenbergerProject Director
Peggy WallertProject Coordinator
Jacque CrehanLearning Disabilities Specialist
Dianna Massih Darlene Brown Mark Van OsdelGraduate Assistant Secretary Research Assistant
University of Nebraska at OmahaDivision of Educational and Student Services
Omaha, Nebraska 68182
TABLE OF CONTENTS
FOREWORD VI
ACKNOWLEDGMENTS VII
SCHOOL-COMMUNITY-WORK TRANSITION IX
LD-CASE GRANT X
SECTIONA:LEARNING DISABILITY OVERVIEW 1
SECTION II:GOING FROM "me TO ME" 5
COMMUNICATION AS A WAY OF LIFE 7
S EC TION_IV :FUNCTIONING IN POST-SECONDARY OR EMPLOYMENTSETTINGS 9
ON'ERIIE ADS:
Section I LEARNING DISABILITY OVERVIEW
Facing up to the Learning Disability: Overview ofProcessing Disorder 13
Seven Academic Areas of Educational LearningDisabilities 14
Vocational Limitations that Hamper EmploymentOpportunities 15
TABLE OF CONTENTS CONTINUED
OVERHEADS:
Section I (Continued)
Processing Information Input, Integration, Outputand Memory 22
Assessment Profile I and Strengths and Weaknesses_ 25
Section II GOING FROM "me TO ME"
Social Skills for Success 27
Time Management and Organizational Difficulties 30
Self-advocating by Assertion 31
Learning Difficult Tasks 32
Section III COMMUNICATION AS A WAY OF LIFE
Components of Language 33
Form 34
Content 35
Use 36
Cartoon: Pragmatics 37
Figurative Language 38
Pragmatic Language 39
I I
TABLE OF CONTENTS CONTINUED
OVERHEADS:
Section III (Continued)
Job Related Language 41
Suggestions for Asking for Help 43
Suggestions for Job Interview 45
Section IV FUNCTIONING IN POST-SECONDARY OREMPLOYMENT SETTINGS
Post-Secondary Services for Students with LearningDisabilities 47
Post-Secondary Experiences:
Student Involvement 49
Preparation for Admission 50
Cartoon: Overly Dependent on Mother 51
Supportive Environment 52
Generic Job Accommodations 53
Assessment Profile II and Strengths and Weaknesses 54
Case Study 59
LD Accommodation Planning Guide 60
III
TABLE OF CONTENTS CONTINUED
SIJP_PIEMENTAL_IN FORMATION:
Section I- LEARNING DISABILITY OVERVIEW
Pre-Test 62
Barsch Learning Style Inventory 64
Dealing with your Disorganized Central NervousSystem 68
Individuals with Learning DisabilitiesA Student's Perspective 72
Section II GOING FROM "me TO ME"
Coping with Specific Disabilities 74
Be Clear about the Kind of Help You Need 81
Section III COMMUNICATION AS A WAY OF LIFE
Pragmatic Checklist 82
Guidelines for Minimal Speaking and ListeningCompetencies for High School Graduates 84
Section IV FUNCTIONING IN POST-SECONDARY OREMPLOYMENT SETTINGS
Post-Test 93
Evaluation 95
TABLE OF CONTENTS CONTINUED
SUPPLEMENTAL INFORMATION:
Section IV (Continued)
College Testing Services for Students with SpecialNeeds 97
Questions to Ask 98
A Comprehensive Learning Disabilities ServiceProgram 100
Summary of the 504 Regulations 102
Getting Ready for College: Advising High SchoolStudents with Learning Disabilities 104
Directories for LD Post-Secondary Students 109
On the Job Tips for Employees with LearningDisabilities 111
Job Suggestions for Adults with LearningDisabilities 113
Jobs that might NOT be appropriate for LD Adult 114
Suggestions for Working with Adults withLearning Disabilities 115
REFERENCES 117
V
FOREWORD
Learning Disabilities-Community Advocacy, Support, Employment,Education (LD-CASE) was conceived and initiated as a result of adesire to expand the life options of individuals with learningdisabilities. This desire to expand the personal/social, educationaland employment options of individuals with learning disabilitieshas been a shared goal among advocates at institutions of highereducation (University of Nebraska at Omaha), departments ofvocational rehabilitation services (Nebraska Division ofRehabiltiation Services) and community activists (NebraskaLearning Disability Association of America). Parents andprofessionals from these agencies have worked together to provideLD adults with experiences which will increase their self-advocacyskills, establish community-based forums for personal growth andmutual support, and provide continuing education opportunities toprofessionals who work with adults with learning disabilities.
Funding from the US Department of Education, Office of SpecialEducation and Rehabiltiative Services has made it possible toprepare these materials for other professionals and advocates touse. LD-CASE project staff encourage you to implement, to reviseand to improve the suggestions in this manual. Each applicationincreases the opportunity to create socially and functionally validoptions for adults with learning disabilities.
Janice LeuenbergerProject Director
VI
ACKNOWLEDGMENTS
There are a number of persons who have contributed their timeand energies in helping to see that LD-CASE met the plannedobjectives for Year One of this federal grant. First, it is importantto thank all of the service providers with the Northeast Region ofNebraska Division of Rehabilitation Services. They are: ErnieBoone, Wendy Nilson, Linda Peck, Jolene Cranston, Janet Harsh,Rich Zajac, Theresa Tester, Sarah Jensen, Leanna Fritz, LariisaMcClung, Leta Simms, Tom Searson, Ann Killham, Deborah Dixon,Joni Minor, Lisa Fleming, Sonia Sherman, Eva Carter, MarilynNadler, Lee Campbell, Wes Greenwood, Patricia Maxwell, and WallyQuist.
The LD-CASE project personnel are very appreciative of thecooperation and encouragement given to us by the administrativestaff of the Nebraska Division of Rehabilitation Services, inparticular by the personnel of the Northeast Region. Specialthanks are given to Dennis King, Northeast Area Supervisor andNancy Koupal, Counselor Director.
Our thanks are also extended to Sharon Bloechle, the projectvolunteer Community Coordinator and LDA (Nebraska LearningDisability Association of America) representative. Sharon has longbeen an outstanding advocate for persons with learning disabilitiesacross the state and nation.
The LD-CASE Advisory Committee has given encouragement andadvice on the project and must be thanked for their input.Committee members are: Dr. Jason Andrew, Director of NebraskaDivision of Rehabilitation Services; Dr. John Hill, Professor of SpecialEducation/Communication Disorders, University of Nebraska atOmaha; Dr. Mary Friehe, Assistant Professor of Special Educationand Communication Disorders, University of Nebraska-Lincoln;
Joyce Cramer, Coordinator of LD services, Omaha Public Schools;and Marianne Wessling, LDA community activist, Omaha, Nebraska.
Many thanks to Carol and Rob (adults with learning disabilities) forvideotaping their experiences of living with learning disabilities.Without their testimony our understanding of the difficulties thislearning difference introduces in life would not be complete.
The Training Manual for Service Providers could not exist in itspresent form without the long and painfully exacting editing doneby Project Director, Jan Leuenberger. Appreciation is extended toPeggy Wallert, Project Coordinator, for her support andencouragment in designing this manual. Darlene Brown,Secretary, and Dianna Massih, Graduate Assistant, for theexpertise on the "MAC" computer, Mark Van Osdel, ResearchAssistant, for his help in designing the pre/posttest questions andcarrying out the follow-up evaluation of the training modules.
Without the help of these people, I would not have been able towrite this manual. Thank you for all the support andencouragement that you have given me in this endeavor.
Jacque CrehanLearning Disability Specialist
VIII
SCHOOL-COMMUNITY-WORK TRANSITION
Transition services "are a coordinated set of activities for a student,designed within an outcome-oriented process, which promotesmovement from school to post-secondary activities, includingpost-secondary employment, continuing and adult education,adult services, independent living, and community participation"(Individuals with Disabilities Act (IDEA) of 1990, formerly theEducation for Handicapped Children Act, 1975). The coordinatedset of activities shall be based upon the individual student's needs,taking into account the student's preferences and interests, andshall include instruction, community experiences, thedevelopment of employment and other post-secondary adultliving objectives, acquisition of daily living skills and functionalvocational evaluation.
According to I'Veisgerber (1989) a transition program is acooperative approach to helping disabled young adults make amore successful transition from school to work and independentliving in the community. This process has become a major concernnationally for educator, parents, adults with learning disabilities,vocational counselors, and other service providers. The transitionprogram provides a gradual planning process for developing a setof goals and objectives that will help adults with learning disabilitiesmove into a more independent and fulfilling lifestyle. This passageenhances the ability of adults with learning disabilities to makebetter decisions concerning employment, living conditions andpost-secondary education settings. It also allows the individual togradually move from a nurturing environment to a morecompetitive environment, where the adults with learningdisabilities can function in the same type of lifestyle as non-disabled adults.
IX
LD-CASE GRANT
The federally funded project, Learning Disabilities-CommunityAdvocacy, Support, Employment and Education (LD-CASE),established a collaborative effort between the University ofNebraska at Omaha, the Nebraska Learning Disabilities Associationof America and state Division of Rehabilitation Services (DRS) toexpand the life options of adults with learning disabilities (LD).Project personnel implemented a trainer of the trainers'methodology to provide professional development opportunitiesfor DRS personnel working with adults with learning disabilities.The topics for professional development content were selected toimprove the disability awareness, self-advocacy skills andpragmatic language skills of adults with learning disabilities ineducation, community and employment settings. These are themain objectives of LD-CASE:
establish support groups among adults withlearning disabilities within the contexts ofemployment, education, and community life
provide training in disability awareness andcontextually based self-advocacy skills to adultswith learning disabilities
improve interpersonal and social skills of adultswith learning disabilities by enhancing pragmaticlanguage skills
provide adaptability instruction to adults withlearning disabilities to promote responsibility forone's motivation, performance and satisfaction
X
The professional development content may be presented to allowan interval between sessions, for dissemination of new materialand practical application with their clients, or presented in oneintensive session. This manual provides an outline for discussion,structured applications of content and supplementary materialsfor each topic.
The module topics are:
LEARN IN_G_DIS A B ILITY OVERVIEW.
define learning disabilities by Educational &Vocational Rehabilitation criteria
GOING_FRONL'ime tc ME"
create simulations to gain more empathyfor understanding the emotional aspectof this disability
provide a perspective of an adult with alearning disability
discuss coping skills and self-advocacy skills
COMMUNICATION_AS A. WAY OF LIFE
outline pragmatic communicativecompetence
define VR counselor's role in job-relatedpragmatic language skills
XI
FUNCTIONING IN POST-SECONDARY OR EMPLOYMENTSETTINGS
suggest accommodations that may beavailable in post-secondary education
propose the need for supportiveenvironment
suggest various job analysis/accommodations
XII
1 5
SECTION I
LEARNINGDISABILITYOVERVIEW
LEARNING DISABILITY OVERVIEW
Objectives for Section I:
A) To define learning disability in relation to thedifference in criteria applied in Educational andVocational Rehabilitation settings.
B) To explore what a learning disability is byexamining etiology, simulations, case studies,and informal procedures.
C) To allow participants to explore their learningstyles and to experience, through the eyes of astudent with a learning disability, what it is liketo live with this disability.
Material: Pre-Test (See pages 62-63)
Discussion: Participants will complete a pre-test toestablish a baseline of knowledge.
Material: Overhead:Facing up to the Learning Disability:Overview of Processing Disorder(See page 13)
Discussion: Information that comes into the centralnervous system (input) may be compared toelectricity flowing in all directions. Theintegration of information becomes shortcircuited as it crosses many synapses. Aprocessing deficit results when one or more ofthese three information processing functions isinefficient: input, integration, and output (andsometimes memory).
Section 1 - Learning Disability Overview
Educational and Vocational Definition: Differences in Criteria
Material: Overhead:Seven Academic Areas of EducationalLearning Disabilities (See page 14)
Discussion: Educational settings define LD in terms ofsignificant difference between academic abilityand intellectual ability not attributed to anyeconomic, cultural, environmental, or sensoryfactors. This difference typically affects sevengeneral areas: Reading Recognition, ReadingComprehension, Math Calculation, MathReasoning, Written Expression, Oral Expressionand Listening Comprehension. The differencebetween academic and intellectual ability isevaluated in terms of chronological age, mentalage, and actual level of achievement.
Material: Overhead:Vocational Limitations that HamperEmployment Opportunities(See nages 15-21)
Discussion: Vocational settings define LD in terms ofacademic needs, but also consider the potentiallifelong vocational limitations imposed by thedisability. No exclusions (sensory, intellectualability, cultural or environmental differences)are included in the criteria. The ability to findand maintain employment may be affected bylack of skills in making critical judgments,negotiating through novel situations, acquiring,manipulating, and applying information acrosssettings, and identifying new relationships in arapidly changing society.
2
Section 1 Learning Disability Oven let%
Material: Overhead:Processing Information Input,Integration, Output and Memory(See pages 22-24)
Discussion: Information that is read or heard is not alwaysprocessed as perceived. The sequence ofinformation is not integrated nor does theinformation get stored in memory. Therefore,the information is not processed as it wasreceived and communication becomes difficult.
Material: "How Difficult Can This Be?" (F.A.T. CityWorkshop) PBS VIDEO, a copy of thisvideo has been included with this manual.
Discussion: A 15 minute segment will introduce serviceproviders to the world of the individual with alearning disability and provide opportunities tosimulate feelings of frustration, anger, andtension typically experienced by thispopulation.
Material: Overhead:Assessment Profile I and Strengths andWeaknesses (See pages 25-26)
Discussion: Participants will have 10 minutes to study theAssessment Profile and formulate strengthsand weaknesses. The group will then list thesestrengths and weaknesses indicating the effectthis information could have on the individual'seducational or vocational goals.
3
Section 1 Learning Disability Overview
Material: Barsch Learning Style Inventory(See pages 64-67)
Discussion: Participants will complete an individual BarschLearning Style Questionnaire. Individualprofiles will help service providers toencourage their clients to discover and toutilize this information for finding andmaintaining employment. For example:learning styles can help one to determinewhether one is a visual, tactile or auditorylearner. This is valuable in determining howone effectively utilizes information.
SupplementalInformation: Dealing with your Disorganized Central
Nervous System (see pages 68-71)
Individuals with Learning DisabilitiesA Student's Perspective (See pages 72-73)
4,
SECTION II
GOING FROM"me TO ME" /
GOING FROM "ME TO ME"
Objectives for Section II:
A) To create a sense of empathy for serviceproviders in understanding the emotionalaspects of living with a learning disability.
B) To provide service providers the opportunityto understand the different types of copingskills that affect this population.
C) To explore the need for adults with learningdisabilities to be able to self-advocate incommunity, educational and vocationalsettings.
Material: Video "Living with a Learning Disability"A copy is included with this manual.
Discussion: Participants will view a 20 minute video on"Living with a Learning Disability". This will helpincrease participants' knowledge that this ismore than a cognitive problem.
Material: Overhead:Social Skills for Success(See pages 27-29)
Discussion: Participants will discuss various skills that couldhamper this population's ability to interact on apersonal level, initiate conversations orrespond in social settings.
Section II Going rom "me to ME"
Material: Overhead:Time Management and OrganizationalDifficulties (See page 30)
Discussion: Participants will have the opportunity torecognize various types of organizational andtime management difficulties that may hamperthis population's ability to maintainemployment and personal responsibilities.
Material: Overhead:Self-advocating by Assertion(See page 31)
Discussion: Participants will have the opportunity to nameskills that need to be mastered in order to be aself-advocate. Adults with learning disabilitiesneed to have knowledge about public laws andpolicies, to have high self-esteem, to discusstheir disability, and to ask for accommodations.
Material: Overhead:Learning Difficult Tasks (See page 32)
Discussion: Participants will have the opportunity to gain(or review) tips in helping their clients ask forassistance.
SupplementalInformation: Coping with Specific Disabilities
(See pages 74-80)
Be Clear about the Kind of Help You Need(See page 81)
6
a
SECTION III
COMMUNICATIONAS A WAY
OF LIFE
COMMUNICATION AS A WAY OF LIFE
Objectives for Section III:
A) To illustrate the varied applications ofcomponents of language (form, content anduse) as used in daily communication.
B) To define the characteristics of individuals withlearning disabilities in terms of social andvocational language skills.
C) To expand the DRS professional's knowledge ofpragmatic language skills as related to theclient's job acquisition, job maintenance skillsand job interview.
Material: Overheads:Components of Language (See page 33)Form (See page 34)Content (See page 35)Use (See page 36)Cartoon: Pragmatics (See page 37)
Discussion: Participants will increase their familiarity withform, content and use as the components oflanguage which present difficulties to adultswith learning disabilities.
Material: Overhead:Figurative Language (See page 38)
Discussion: Participants will explore how ambiguitiessubtleties, and variances involved in everydaylife can be difficult for adults with learningdisabilities.
7
Section III - Communication As a Way of Life
Material: Overheads:Pragmatic Language (See pages 39-40)Job Related Language (See pages 41-42)
Discussion: Participants will list characteristics of academic,social and vocational settings and identifylanguage applications that may create personaland employment difficulties.
Material: Overhead:Suggestions for Asking for Help(See pages 43-44)
Discussion: Participants will explore various options ofasking for help and red flags to identify areas ofconcern to share with their clients.
Material: Overhead:Suggestions for Job Interview(See pages 45-46).
Discussion: Participants will explore techniques for jobinterviewing and red flags that may preventtheir clients from acquiring the position.
SupplementaryInformation:
Pragmatic Checklist (See pages 82-83)
Guidelines for Minimal Speaking andListening Competencies for High SchoolGraduates (See pages 84-92)
8
SECTION IV
FUNCTIONING INPOST-SECONDARY
OREMPLOYMENT
SETTINGS
FUNCTIONING IN POST-SECONDARY OREMPLOYMENT SETTINGS
Objectives for Section IV:
A) To provide professionals with information onassessing and applying for services in post-secondary institutions.
B) To create an increased sense of empathy amongservice providers for understanding theemotional aspects of trying to earn a post-secondary degree and having a learningdisability.
C) To provide professionals information in theareas of job accommodations, job environment,and job analysis.
Material: Overhead:Post-secondary Services for Studentswith Learning Disabilities(See pages 47-48)
Discussion: Participants will become familiar with types ofservices in a post-secondary institution.
Material: Overheads:Post-secondary Experiences:
Student Involvement (See page 49)Preparation for Admission (See page 50)
Discussion: Participants will become acquainted withcharacteristics of college students with learningdisabilities and how to help them prepare forthe admission process.
9
Section IV Functioning in Post-Secondary
Material: Overhead:Cartoon: Overly Dependent on Mother(See page 51)
Discussion: Students with learning disabilities aredependent on parental involvement duringprimary and secondary education and nowthat they are moving to post-secondaryeducation, they need to become moreindependent.
Material: Video: "Going to College with LearningDisabilities." A copy has been includedwith this manual.
Discussion: Participants will view a 20 minute video on"Going to College with Learning Disabilities." Thiswill help increase participants' awareness of theobstacles involved in obtaining a college degreefor adults with learning disabilities.
Material: Overhead:Supportive Environment (See page 52)
Discussion: Participants will increase awareness of the needto encourage adults with learning disabilities tobuild an on-the-job support system.
Material: Overhead:Generic Job Accommodations(See page 53)
Discussion: Participants will list different types of genericjob accommodations that could help adults withlearning disabilities succeed in employmentsettings.
10
7
Section IV functioning in Post-Secondar
Material: Overheads:Assessment Profile II and Strengths andWeaknesses (See pages 54-58)Case Study (See page 59).
Discussion: Participants will develop a case study profile togo along with the Assessment Profile II (SectionII). This information will be used to plan jobaccommodations.
Material: Overhead:LD Accommodation Planning Guide(See pages 60-61).
Discussion: Participants will utilize the previouslydeveloped Assessment Profile and case study toestablish a planning guide for an adult with alearning disability.
Material: Post-Test (See pages 93-94)
Discussion: Participants will complete a post-test todetermine increased level of familiarity withtopics presented.
Material: Evaluation (See pages 95-96)
SupplementalInformation: College Testing Services for Students with
Special Needs (See page 97)
Questions to Ask (See pages 98-99)
A Comprehensive Learning DisabilitiesService Program (See pages 100-101)
Summary of the 504 Regulations(See pages 102-103)
11
Section IV I-unctioning in Post-Secondar)
Supplemental InformationContinued:
Getting Ready for College: Advising HighSchool Students with Learning Disabilities(See pages 104-108)
Directories for LD Post-SecondaryStudents (See pages 109-110)
On the Job Tips for Employees withLearning Disabilities (See pages 111-112)
Job Suggestions for Adults with LearningDisabilities (See page 113)
Jobs that might NOT be appropriate for LDAdult (See page 114)
Suggestions for Working with Adults withLearning Disabilities (See pages 115-116).
12
OVERHEADS
OVERHEADS
SECTION I
LEARNING DISABILITY OVERVIEW
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SEVEN ACADEMIC AREAS OFEDUCATIONAL LEARNING
DISABILITIES
1. READING RECOGNITION
2. READING COMPREHENSION
3. MATH CALCULATION
4. MATH REASONING
5. WRITTEN EXPRESSION
6. ORAL EXPRESSION
7. LISTENING COMPREHENSION
14
VOCATIONAL LIMITATIONS
READING RECOGNITION:
short-term memory
decoding
visual discrimination
auditory discrimination
letter/word reversals
sight words
word analysis skills
phonetic skills
long term storage and retrieval
15
READING COMPREHENSION:
short-term memory
questioning
spatial judgments
recalling sequence of events
following directions
main idea
locating specific information
distinguishing betweenfact/opinion
visual imagery
understanding words/paragraphs
ability to make inferences
16
MATH CALCULATION:
short-term memory
borrowing
carrying
percentages
fractions
basic math facts
time
17
MATH REASONING:
short-term memory
measurements
word problems
size discrimination
relationships
time
inattention to variablewithin problem
reading maps/graphs
18
WRITTEN EXPRESSION:
short-term memory
organization
directionality
copying
word recall
semantics
grammar
syntax
inability to use creativity
19
ORAL EXPRESSION:
directions
short-term memory
communication
word recall
thought transitioning
correct grammar
reaction to listener
inattention to non-verbalcues
LISTENING COMPREHENSION:
short-term memory
pay attention to style, tone or rate
non-verbal communication cues
listener's reaction
understanding words/concepts
relationship of thoughts/ideas
sequencing details
inferences
distinguishing facts/opinions
INPUT
Visual Perceptionsees 'b' for 'd
Auditory Perceptionhears 'blue' for 'blow'
Auditory figure/ground difficultieslistening to radio and hearingthe phone ring
Visual figure/ground difficultiesfinding face in crowd
22
OUTPUT
SPONTANEOUS LANGUAGE
difficulty initiating andresponding in a conversation
GROSS MOTOR
difficulty running evenwalking, positioning in space
FINE MOTOR
handwriting
23
5
MEMORY
SHORT-TERM
visual looks up phone number,forgets it when dialing
auditory forgets verbal directions
LONG-TERM
studies and forgets informationby morning
recall and retrieval difficulties
24
ASSESSMENT PROFILE I
INTELLIGENCE
PERCENTILERANK
Verbal 95
Performance 83
ACHIEVEMENTReading 12
Math 86
Written Language 18
Knowledge 94
LANGUAGEOverall Language 57
Vocabulary (PPVT) 55
Grammar 20
Vocabulary 70
ListeningComprehension 80
ORAL LANGUAGE 50
WRITTEN LANGUAGE 50
25
ASSESSMENT PROFILE I
STRENGTHS
ABOVE AVERAGE INTELLIGENCE
MATH
KNOWLEDGE/GENERAL INFORMATIONVOCABULARY
LISTENING COMPREHENSION
ORAL LANGUAGE
WEAKNESSES
WRITTEN LANGUAGE
GRAMMAR
OVERHEADS
SECTION II
GOING FROM "me TO ME"
SOCIAL SKILLS FOR SUCCESS
PERSONALSOCIAL SKILLS
TAKING RESPONSIBILITY
BEING DEPENDABLE
TELLING THE TRUTH
BEING POLITE AND COURTEOUS
PERSONAL HYGIENE
EXPRESSING POSITIVE ATTITUDE,ENTHUSIASM, AND FRIENDLINESS
WORKING WELL WITH OTHERS,(COOPERATING)
27
SOCIAL SKILLS FOR SUCCESS
INITIATING. SOCIAL SKILLS
GREETING OTHERS/ INITIATINGCONVERSATION, GIVING INFORMATION
INTRODUCING SELF
ASKING FOR HELP/ ASSISTANCE/FEEDBACK/QUESTIONS
GIVING A COMPLIMENT
GIVING NEGATIVE FEEDBACK(MAKING A COMPLAINT)
APOLOGIZING/EXCUSING SELF
GIVING DIRECTIONS
JOINING OTHERS IN GROUPS/ACTIVITIES
28
SOCIAL SKILLS FOR SUCCESS
RESPONDING SOCIAL SKILLS
LISTENING/RESPONDING WHENOTHERS SPEAK
FOLLOWING INSTRUCTIONS
HANDLING NEGATIVE FEEDBACK
RECOGNIZING THE FEELINGS OF OTHERS
RESPONDING TO PEER PRESSURE
PROBLEM SOLVING(DEALING WITH ANGRY PEOPLE)
29
TIME MANAGEMENT ANDORGANIZATIONAL DIEFIC I ii lIES
DIFFICULTY GETTING BACK ON TASK
DISTRACTIONS
NOT BEING ABLE TO SET PRIORITIES
OVERLOAD /TOO MANY THINGS TO DO,TOO LITTLE TIME
PROCRASTINATION
MOTIVATION/CAN'T GET STARTED
CAN'T CONCENTRATE
30
b : ,
SELE7ADVOCATII\LG_BY ASSERTION
COMFORTABLE LEVEL OF SELF-ESTEEMAND SELF-UNDERSTANDING
UNDERSTAND LEARNING DISABILITIES
HELPFUL TO HAVE KNOWLEDGE OFLAWS AND PUBLIC POLICIES WHICHSUPPORT THEM
WILLINGNESS TO DISCUSS THEIRLEARNING DISABILITIES WITH OTHERS
ABILITY TO ASK FORACCOMMODATIONS AND ASSISTANCE
31
LEARNING DIFFICULT TASKS
HAVE SEVERAL PEOPLE TEACH YOU,SO THEY DO NOT GET IMPATIENT
PRACTICE IN A QUIET PLACE ORWHEN YOU ARE ALONE
AS SOON AS POSSIBLE, ASK SOMEONETO WATCH YOU DO IT CORRECTLY
IF YOU ARE UNABLE TO DO ACERTAIN TASK, FIND OUT WHY ANDSOLVE THE PROBLEM
BREAK THE TASK DOWN INTOEASIER STEPS
OVERHEADS
SECTION III
COMMUNICATION AS A WAY OF LIFE
SYNTAXMORPHOLOGYPHONOLOGY
SEMANTICS
CONTENT
LANGUAGE
USE
PRAGMATICS
33
.04
FORM
Verbal & Non-verbalSymbols
C SYNTAX )Arrangement
of Words
Noun-Verb-Direct Object
(MORPHOLOGY)
Grammar Rules
(PHONOLOGY)
Speech Sounds
Plurals, Verb Tenses, ch sh is ieAdverbs
34
CONTENT}
Expressing Ideasor
Emotions
SEMANTICS
Meanings of WordsSquare = Box
person whosethinking or actions
are out of date
35
( SOCIAL
How to asksomeone to
go someplace
USE
Pragmatics
Communication
C PERSONAL ) (VOCATIONAL)
EgotisticConversation
36
6 2;
Speaking differentlywith supervisors than
with a co-worker
PRA
GM
AT
ICS
WR
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11
FIGURATIVE LANGUAGE
Language that is often misinterpreted by manyadults with learning disabilities.
SAID: You drive me up the wall.
INTERPRETED: Mom is driving her car toward theceiling.
SAID: I was beside myself.
INTERPRETED: No he's not; he's here.
SAID: If you have a lot of frogs to eat, eatthe biggest first.
INTERPRETED: I have to eat frogs.
SAID: Beat the eggs by hand.
INTERPRETED: I plunge my fist into the mixingbowl to beat the eggs.
38
6 J
PRAGMATIC LANGUAGE
ACADEMIC AND SOCIAL SETTINGS
MORE LIKELY TO:
Have vocabulary & idea deficits (specific, clear,accurate words, & ideas)
Be less sensitive to social cues
Misunderstand
Be perceived as negative, overdirect, & impolite
Be less persuasive
Have trouble starting conversations
Interrupt speakers
Monopolize conversations
Make inappropriate statements
MORE LIKELY NOT TO:
Ask for clarification
Consider proximity of stance
Consider setting or audieince
Use correct tone/volume
Make eye contact
39
ACADEMIC AND SOCIAL SETTINGS
AS LIKELY TO:
Answer with short responses
Sprinkle slang throughout
Utilize a variety of topics
Take turns appropriately
Make statements out of context
Misuse key elements Who, Where, When
Misread non-verbal cues
JOB RELATED LANGUAGE
VOCATIONAL SETTINGS
MORE LIKELY TO:
Convey a poor attitude/image
Have problems taking & giving criticism
Have difficulty explaining problems
Have difficulty negotiating situations
Have trouble with an interview
Have trouble keeping a job
Speak in the same manner to supervisor asco-workers
MORE LIKELY NOT TO:
Ask for clarification
Consider proximity of stance
Use correct tone/voice
Make eye contact
Follow directions
41
VOCATIONAL SETTINGS
AS LIKELY TO:
Accept a suggestion from an employer
Compliment a co-worker
Accept a compliment
SUGGESTIONS FOR ASKING FOR HELP
GOAL: To know how and when to ask for help.To be able to plan ahead and determinewhere help may be needed and what theconsequence will be if help is not received.
TIPS:1. When you suspect a problem, speak
up at an appropriate time.
2. Get clarification of what is expected.
3. Use clear and specific language as towhy there is or may be a problem.Don't whine.
4. Suggest a reasonable alternative.
5. Listen/look for resistance toalternative.
6. Be prepared to compromise.
7. Thank person for the compromise.
43
RED FLAGS:
1. Interrupts at wrong times.
2. Uses negative language to ask forhelp.
3 Has trouble getting clarification.
4. Afraid to admit need for help.
5 Blames others for problems.
PLAN
MODELING:
_ DO. _ CHECK
1. I'm not sure what you want.Are you sayingLet me clarify.
2. I have trouble with writing. I mayneed help.I may not be able to read thatbefore the deadline.I can't promise it will get done,but I'll try.
3. Another way I could do this wouldbe...
44
SUGGESTIONS FOR JOB INTERVIEW
GOAL:
To appear positiveTo promote image you will fit in andbe able to continue
TIPS:
1. Establish eye contact and either greetperson or respond to her/his greetingin an upbeat manner.
2. Ask for information about the job: whatit requires, when it starts, what it pays,the benefits.
3. Talk about specific qualifications: pastwork experience, special skills (reliability,punctuality, work ethic). Be honest andallow the person to know you better.
4. Avoid yes/no responses to questions; addinformation but keep it brief.
5. Close with an expression of interest inthe job and appreciation for interview
45
RED FLAGS:
1. Can't talk positively about self.
2. Answers in yes/no responses.
3. Can't relate past experience to jobdemands.
4 Has trouble with eye contact andinitiating a conversation.
5 Talks on and on.
PLAN
MODELING:
1. I am a hard worker.I'll sure do the best I can.I'm a fast learner.
CHECK
2. Yes, I can do that job.No, I haven't had that experience,but I'm willing to learn.
3. The job sounds good to me.I feel I can do this job.I'd appreciate a chance to do this job.You could depend on me. I reallywant this job.
46
OVERHEADS
SECTION IV
FUNCTIONING IN POST-SECONDARY OREMPLOYMENT SETTINGS
POST-SECONDARY SERVICES FOR
STUDENTS WITH LEARNING
DISABILITIES
I. LARGEST SINGLE CONTINGENT OF STUDENTSWITH DISABILITIES
A. Approximately 31% high schoolstudents with learning disabilitiesplan to enroll in college,.
B. Growth in college attendance hasoccurred 1980-90.
II. POST-SECONDARY SERVICES VARY
A. Selective environments or adaptiveenvironments are available.
B. Services may be described as:
504 Access (Administrative)
Specialized LD Services (Tutoring, IEP)
Remedial Developmental Services
47u.#
III. ACCESSING SERVICES IN POST-SECONDARYINSTITUTIONS
A . Select an institution with clearlydefined, written policies.
B . Provide written, professionaldocumentation of handicap.
C. Reasonable Accommodations vsAcademic Freedom vsFundamental Alteration
D. Accommodations may include servicesfrom faculty and other campus resources.
48
POST-SECONDARY EXPERIENCES:
STUDENT INVOLVEMENT
Assist students in becoming aware of attitudinalbarriers and in developing appropriate strategiesfor overcoming them.
Encourage the parents of disabled high schoolstudents to foster the development ofdecision-making skills.
Encourage students to become aware of educationaland career opportunities that are available.
Encourage students to become involved inextracurricular activities and appropriate workexperiences.
Adapted from: Beryle Baker and Marcia Blanding, Deka lb Community College, Clarkson, GA
49
POST-SECONDARY EXPERIENCES:
PREPARATION FOR ADMISSION
Motivate students to learn more about theirdisability, assistive devices, learning styles, andcivil rights.
Encourage parents and students to begin thesearch for an appropriate college as early aspossible.
Encourage students to visit colleges, to gather allneeded information on support services, and toconfer with the service prcviders as soon aspossible.
Promote the use of community resources such asVocational Rehabilitation Services.
Develop programs of information sharing betweensecondary and post-secondary institutions.
Provide opportunities for high school students tomeet with successful disabled college students.
Ada ted from: Ber le Baker and Mart Ia Blandin DeKalb Communit Colic e, Clarkson, GA.
50fl
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SUPPORTIVE ENVIRONMENT
,
1. CONTACT PERSON TO REDUCE STRESS.
2. PERSON TO INTERPRET HANDWRITING ANDSPELLING.
3. PERSONNEL TO PROVIDE FOLLOW-UP ANDSUPPORT.
4. PERSONNEL TO PROVIDE GUIDANCE, DIRECTAND REPEAT INSTRUCTIONS FOR RETENTION.
5 . PERSONNEL TO MONITOR FOR QUALITY ANDQUANTITY.
6. PERSONNEL TO ASSIST EMPLOYEE IN ATTENDINGMEETINGS.
7. PERSONNEL FOR POST-EMPLOYMENT COUNSELING.
52
GENERIC JOB ACCOMMODATIONS
ORAL DIRECTIONS
WRITTEN DIRECTIONS
JOB SHARING
COLOR CODING
DISPLAY PHONE
LONGER TRAINING PERIOD
STEP BE STEP INSTRUCTIONS
MORE TIME TO COMPLETE TASK
NOISE FREE ENVIRONMENT
FREQUENT FEEDBACK
CHECKBOOK CALCULATOR
CALCULATOR
NOTEBOOK
STRUCTURE
COLOR SCREEN
SIZE OF FONT
COMPUTER SPELL CHECK,GRAMMAR CHECK
COLORED TAPED AT TOP CORNER OFPARTITION OR DOORWAY
53
ASSESSMENT PROFILE II
PERCENTP.ERANK
INTELLIGENCEVerbal 70
Performance 70
Total Overall 73
ACHIEVEMENTtTASK) Reading Comp 59
(ABLE) Reading Comp 99
Vocabulary 9.4
Language 43
Spelling 97
Total Language 64
(TASK) Math Computation 35
(ABLE) Math Computation 51
Math Reasoning 94
Total Math 75
cS .;
GATB
ASSESSMENT PROFILE II
APTITUDESPERCENTILE
RANK
G-General LearningAbility 52 64
V-Verbal Aptitude 35
N-Numerical Aptitude 44 56
S-Spatial Aptitude 80 89
P-Form Perception 90 95
Q-Clerical Perception 64 78
K-Motor Coordination 40 6-1
F-Finger Dexterity 91 98
M-Manual Dexterity 69 85
55
INDIVIDUAL TALENTASSESSMENT PROFILE, (TAP)
TEST PERCENTILE
#3, Sorting-color 94
#7, Dexterity withSmall Tools 92
ASSESSMENT PROFILE II
0 16
AVERAGE
50
VALPAR Work Samples(MTM Production Standard):
WORK SAMPLE RATE ACCURACY
#6, Independent ProblemSolving 100% 100%
#7, Multi-Level Sorting 100% 150%
#9, Whole Body Range ofMotion 145% NA
5 6
ASSESSMENT PROFILE II
STRENGTHS
ABOVE AVERAGE INTELLIGENCE
READING COMPREHENSION
VOCABULARY
MATH REASONING
SPATIAL RELATIONS
FORM PERCEPTION
CLERICAL PERCEPTION
FINGER DEXTERITY
MANUAL DEXTERITY
SORTING COLOR
DEXTERITY WITH SMALL TOOLS
INDEPENDENT PROBLEM SOLVING
MULTI-LEVEL SORTING
WHOLE BODY RANGE OF MOTION
57
ASSESSMENT PROFILE II
WEAKNESSES
MATH CALCULATIONS
TIMED TASKS
58
CASE STUDY
AGE: 17 GENDER: FEMALE
OBSERVATIONS:
1. Punctuality2. Time for task completion (Math)3. Writing:
a) Capitalizationb) Word Omissions
4. Pencil pressure
VOCATIONAL PREPARATION:
1. High School College Prep
PRAGMATIC LANGAUGE:
1. Conversation skills2. Eye contact3. Clarification4. Good vocabulary
SPECIFIC LEARNING DISABILITY:
Math Computation*Language Concerns
AREA OF INTEREST:
Sciences ForensicsMedical FieldSportsWorking and Helping People
59
LD ACCOMMODATION PLANNING GUIDE
JOB ANALYSIS: Respiratory Therapist2+ Years Post-secondary
JOB QUALIFICATIONS:
Reading: 9-12th GradeMath: College Level AlgebraLanguage: 12th Grade
Depth PerceptionDecision Making SkillsManipulate DataSupervises Patient's TreatmentPrecision WorkUse Body ToolsGood MemoryMechanically Inclined
PHYSICAL DEMANDS:
Lift 20 lbs. MaximumFrequently Lift/Carry up to 10 lbs.Standing, Walking, Pushing, Pulling,Reaching, Handling, and Fingering
ENVIRONMENTAL CONDITIONS:
Toxic FumesIndoorsWork with People in Extreme DistressScientific Field
CHARACTERISTICS:
Flexible HoursStress and PressureAccountabilityMultiple Job Duties
TASK:
Generate Written and Oral CommunicationInterpret and Follow Written and Oral DirectionsDraw Blood GasesComplete Required Forms
COMPARISON OF JOB EXPECTATIONS AND SKILLS:
CONCERNS _ACCOMMODATIONS
Math Computation CalculatorMetric Conversion Prompt
Timed Tasks Works Longer Day toComplete Daily Task
Written Language (?) Computer Programs
ASSETS ATTRIBUTES _
Patient Relations Likes to Help People
Language Oral Language Skills
Depth Perception P-Form PerceptionS-Spatial Aptitude
Precision Work Manual DexterityFinger Dexterity
61
SUPPLEMENTALINFORMATION
SECTION I
LEARNING DISABILITY OVERVIEW
PRE-TEST QUESTIONS
Please mark the answer by placing the corresponding number inthe blank space by each statement.
1 - Strongly Agree
2 - Agree
3 - No Response
4 - Disagree
5 Strongly Disagree
1. Persons with learning disabilities should be discouraged frompursuing plans for a professional career. ____
2. Parents, school counselors, and students should initiate posthigh school planning between the 7th and 9th grade. ____
3. Being able to adjust language to a given listener's needs orsituation is a pragmatic (practical) skill.
4. Educational and vocational rehabilitation service providersapply identical criteria for defining learning disabilities. _ _
5. It is easier for some adults with learning disabilities toaccomplish a task if the task is broken down into steps. ____
6. Adults with learning disabilities are not as self-confident asnon-disabled people.
7. Adults with learning disabilities are as likely as nondisabledadults to answer in short responses. ____
8. Adults, recently diagnosed with learning disabilities, arcgrateful that a name has been given to their learningdifference.
9. One strategy to use with adults with learning disabilities is torelate new material to everyday life whenever possible. ____
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10. Past negative school experiences rarely carryover into theemployment and community life of adults with learningdisabilities
11. Equal employment opportunities should be available to onlythose adults with mild learning disabilities.
12. Specific accommodations must be offered to adults withlearning disabilities, if they are identified and request theseservices, and if the accommodations do not interfere withessential job functions.
13. One should present information to the area(s) of strength foran adult with a learning disability.
14. One can define the area(s) of strengths and weaknesses of anadult with a learning disability through academic assessmentalone
15. Making job accommodations for adults with learningdisabilities is very costly.
16. An adult with a diagnosed learning disability does not have tomeet the same department/college requirements as othersstudents do.
17. The majority of adults with learning disabilities interpretnon-verbal language, tone of voice, or social situationsappropriately
18. One strategy to use with adults with learning disabilities is tomodel good communication strategies by letting them knowwhen you are not sure what they mean. ____
19. Increased time for task completition and frequent feedbackare appropriate accommodations in education andemployment settings. _
20. Attending IEP meetings is excellent self-advocacy practice.
63
BARSCH LEARNING STYLE INVENTORYJeffrey Barsch, Ed.D
To gain a better understanding of yourself as a learner you need toevaluate the way you prefer to learn. We all should develop a style whichwill enhance our learning potential. The following evaluation is a short,quick way of assessing your learning style.
This is not a timed test. Try to do as much as you can yourself. You surelymay, however, ask for assistance when and where you feel you need it.Answer each question as honestly as you can. There are twenty-fourquestions. When you have finished, transfer each number to its properplace on score sheet. Then, total each of the three columns on that page.You will then see, very quickly, what your best channel of learning is.
PLACE A CHECK ON THE APPROPRIATE LINE AFTER EACH STATEMENTOften Sometimes Seldom
1. Can remember more abouta subject through listeningthan reading.
2. Follow written directionsbetter than oral directions.
3 Like to write things down ortake notes for visual review.
4. Bear down extremely hardwith pen or pencil whenwriting.
5. Require explanations ofdiagrams, graphs, or visualdirections.
6. Enjoy working with tools.7. Are skillful with and enjoy
developing and makinggraphs and charts.
8. Can tell if sounds matchwhen presented with pairsof sounds.
9. Remember best by writingthings down several times.
10. Can understand and followdirections on maps.
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Often Sometimes Seldom
11. Do better at academicsubjects by listening tolectures and taes.
12. Play with coins or keys inpockets.
13. Learn to spell better byrepeating the letters outloud than by writing theword on paper.
14. Can better understand anews article by readingabout it in the paper thanby listening to the radio.
15. Chew gum, smoke, or snackduring studies.
16. Feel the best way toremember is to pictureit in your head.Learn spelling by "fingerspelling" the words.
17.
18. Would rather listen to agood lecture or speechthan read about the samematerial in a textbook.
19. Are good at working andsolving jigsaw puzzles andmazes.
20. Grip objects in handsduring learning period.
21. Prefer listening to thenews on the radio ratherthan reading about it in anewspaper.
22. Obtain information on aninteresting subject byreading relevant materials.
23. Feel very comfortabletouching others, hugging,handshaking,, etc.
24. Follow oral directions betterthan written ones.
65
Scoring Procedures:
OFTEN = 5 pointsSOMETIMES = 3 pointsSELDOM = 1
VISUAL
Place the point value on the line nextto its corresponding number.Next, add the points to obtain thepreference scores under each heading.
AUDITORY TACTUAL
No. Points
2
No. Points
1
No. Points
4
3 5 6
7 8 9
10 11 12
14 13 15
16 18 17
20 21 19
22 24 23
VPS = APS = TPS =
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VPS = Visual Preference Score 40 Max. ScoreAPS = Auditory Preference ScoreTPS = Tactual Preference Score
For Example:
If you score high on the visual section, you might want tothink about using visual cues such as maps or charts.
If you score high on the auditory section, you might want tothink about taping lecture notes or listening to informationon tape.
If you score high on the tactile section you might want totake good notes in school or on the job.
Discuss the results of this test with your counselor. Y Ai will develop,through conversation, other helpful ways to study and learn moreefficiently.
1 9.8 0Academic Therapy Publication
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DEALING WITH YOUR DISORGANIZEDCENTRAL NERVOUS SYSTEM
IMPROVING YOUR MOTOR ABILITIES
Keep physically fit This is hard for people who have always beenclumsy. Nevertheless, it is very important. A strong body helps keep themind and senses strong. Physically fit people may have an easier timecontrolling their hyperactivity. Almost all athletic activities improve yoursense of balance and sense of where you are in space (your vestibular andproprioceptive senses). Your visual and auditory perception will also beimproved. You should participate in sports with people at your skill level.
Find an exercise you enjoy and do it often Walking, hiking andrunning are simple, and don't require especially good coordination.Swimming can be fun and floating in the water makes people feel graceful.Calisthenics can be done alone, are usually self-paced and may involvecrossing the midline. Many learning disabled people say that karate andyoga have improved their coordination and helped them keep calm.
Keep track of_ your progress. _and _ feel proud of each successCompare yourself with what you did last week, not with other people. Findanother class, track or pool if you are teased. As an adolescent or adult,you do not have to put up with the things you endured as a child.
If you have moments when you don't. know where your body is inspace, it helps to stop, be still and relax. Be aware of each part of yourbody. If you get confused or dizzy, sit down or lean against the wall.
A learning disabled person with coordination problems must learn tolove his or her body and feel at one with it.
TELLING RIGHT FROM LEFT
You may not automatically know right from left. Intellectually, you cantell the difference, but you don't have the instinctive knowledge. This lackof an anchor to the world makes getting lost a frightening experience.
Wear a piece of jewelry on the hand or arm you use most to aid you indistinguishing right from left. It may help if it is he,7_.,,y or bright. Toremember which direction you were going before you entered a building,car ry something in the hand which will face in that direction as you leaveand make sure you go out of the building using that same entrance.
68
OVERCOMING SOFT NEUROLOGICAL SIGNS
Someone meeting a learning disabled person for the first time may feeluneasy. He might not know why he feels such anxiety. But unconsciously,he may try to avoid the learning disabled person.
Why is this? Soft neurological signs, the visible results of centralnervous system dysfunction, may be an explanation. To review, someexamples of "odd looking" soft neurological signs are:
Avoid making aimless motions with your hands. Somelearning disabled adults interlock their fingers or holdtheir knees.
Be careful to keep your mouth closed when you are nottalking.
Encourage friends and family to tell you if you behaveinappropriately or say something out of line. People whoknow you may ignore embarrassing statements. Watchtheir faces carefully and listen to their responses. Thankthem when they tell you about saying or doingsomething wrong.
Remember, the struggle against disinhibition is hard.Sometimes it seems as if the minute you relax, the oldbehaviors are back again! But as your conscious mindgets used to its new work, your unconscious will takeover the job.
DEALING WITH CATASTROPHIC RESPONSE
Catastrophic response describes what happens when you involuntarilyoverreact because too much is going on around you or within your mind.It seems that when your central nervous system gets overloaded withstimulation, it turns off for a while. You may lose your temper. You maybe unaware of the environment for a few seconds and appear to freeze. Attimes, the period of unawareness may last longer. When such a severecatastrophic response is over, you may feel disoriented, not knowing howmuch time has passed or where you are.
69
Try to prevent catastrophic response. Learn what situations cause it,and avoid them. How do you feel before it happens? If you can identify aspecific feeling such as confusion, dizziness, sounds too loud, sights toobright, you might be abl'? to prevent the response by:
Isolating yourself Find a quiet place to rest for a while. At parties,find an empty room. If you are on a crowded street, find a small store,place of worship or side road.
Taking a break If you are being tutored, tell the teacher you needto stop for a while. If you are studying or working alone, relax for a fewminutes.
If you "freeze" for a moment during a conversation, look around. Ifnobody has reacted, continue talking or listening. If people are giving youpuzzled looks or calling your name, say, "Sorry, I was thinking hardabout..." or "Sometimes I space out a little, sorry." Then show that you arein control of yourself by acting as if nothing happened.
If you are disoriented after a catastrophic response, remain calm. Sitdown and relax. Find out where you are and what time it is. Look around.Take time to absorb the environment. If you are still disoriented, callsomeone who knows about your problem.
If you lose your temper, apologize. If appropriate, explain thatsometimes you over-react when there are too many sights and sounds.
CONTROLLING PERSEVERATION
Perseveration (repeating the same action again and again) can also beprevented by noting what brings it on and avoiding those conditions.
Don't do tasks involving motor coordination unless you can switch toanother activity. If you make a mistake more than three times, take abreak or do something else.
If you find yourself thinking in circles (mental perseveration), don'tread or listen to the same material again and again. Approach it from adifferent angle. Ask someone to explain it to you or find the sameinformation written in another way.
If you often say the same thing over and over again, encourage peopleto interrupt you. When someone doesn't seem to understand you, pause.See if they ask a question before you repeat yourself.
70
IMPROVING YOUR MEMORY
A poor memory is common among learning disabled people. If you havea poor memory, try to discover how you remember best. What do youremember and how do you recall it? Some ways to help memory are:Write important things in one notebook or calendar that youalways carry with you.
Ask people to remind you of important events.
Associate one thing with another: for example, you may recallmore facts if you read or listen to two books on the same subjectand compare them.
Use information as soon as you learn it: for example, if you areintroduced to someone, repeat the name a few minutes later inconversation.
Sometimes, smelling and tasting can help the memory. Chew acertain flavor of gum or open a bottle of vanilla extract whilestudying for a test. On the day of the examination, chew thatflavor of gum again or put a dab of vanilla extract on your arm.
Some material taken from "Steps to Independence for People with Learning Disabilities Writton"by Dale Brown, 1980.
71
INDIVIDUALS WITH LEARNING DISABILITIESA Student's Perspective
What is it like to be an individual with a learning disability? Thisarticle tries to answer that question by relating the personalstory of a college student, Laura Segal, class of '85.
Through her own description of what learning was like for her inhigh school and in college, we begin to understand what it meansto have a learning disability. It means that incoming or outgoinginformation often becomes fuzzy or scrambled as it is processedby the brain, making learning difficult. Of course, all of us havedifficulties now and then processing information. For example,there are days when concentrating and attending seem nearlyimpossible. Or we may have occasional difficulty retrieving aspecific word, even though it is "on the tip of our tongue." Inlearning disabled individuals, however, these and otherprocessing problems are so pronounced that they become adisabling handicap, one which significantly interferes withacademic development.
It is only recently that people have begun to understand thefrustrating and persistent nature of learning disabilities inindividuals. Previously, highly intelligent students with learningdisabilities who enrolled in college tended to drop out of schoolbecause of a lack of understanding and assistance.
"I have a Learning Disability"
"Looking back on my high school years, I can see that mybehavior and characteristics were a direct result of a stillundiagnosed specific learning disability. My family and friendsoccasionally questioned why I valued my school work so highlythat doing homework always took priority over relaxing andenjoying a balanced social life. I claimed that I wanted to suck outeach possible droplet of knowledge because learning was fulfillingunto itself; but I became a serious student very early because,due to my unidentified impairment, learning was demanding,requiring intense concentration and hard work on my part."
72
"Although at the time I was unaware of the fact, many of mystudy techniques were very unusual. For example, I made tapesin order to memorize French vocabulary words. Now Iunderstand that I was unconsciously compensating for myweaker visual mode by using my strong auditory memory."
"Many unanswered questions bobbed up and down in my headdaily. Why was I a slow reader and weak writer yet extremelycompetent at math and science? Although I tried to rationalizethat we all have strengths and weaknesses, I still felt frustratedconstantly over these discrepancies. Why was I different frommy bibliophile friends? I hated reading books and never readthe newspaper."
"Finally, I was an overachiever, caught in a workaholic cycle dueto low self-esteem. Operating under great stress and anxiety, Ifelt I had to earn good grades to prove my self-worth. At last, Irealized that my nervous system was alerting me to a specificproblem causing my difficulties; my palms sweat and I anxiouslybit my nails as I forced myself to read my book."
"Although I did well in high school, college was considerablydifferent, since the demands on reading and writing were somuch greater."
Some material taken from Wren, C., Adelman, Pike, M.B., & Wilsom, College and the HighSchool Students with Learning Disabilities. The Student's Perspective." Project Learning Strategies(PLUS) De Paul University, Chicago, II..
731'6
SUPPLEMENTALINFORMATION
SECTION II
GOING FROM "me TO ME"
COPING WITH SPECIFIC DISABILITIES
PRACTICING YOUR PERCEPTION
Visual figure-ground problems
Look around you and focus on objects. Look at a forest and studyeach tree. Study the lawn, find an insect and watch it move.Choose a specific person in a crowd and watch what he/she does.
Auditory _sequencing problems
Listen and then repeat. This can be done by playing a tapedconversation, repeating a sentence from memory and playingthat section of the tape again to check yourself. In conversations,say "So what you are saying is..." and repeat what you heard.Check and see if you were correct.
Tactile _discrimination _problems
Go to stores and feel the different textures of similar items. Canyou tell cotton from wool? Ripe from unripe fruit? In the woodsfeel the leaves and the bark on trees. Study shapes and textures.
Make a game out of practicing your perception. Don't work toohard. Find a level that challenges you but isn't too difficult.
Hobbies in your area of weakness can be fun. For example, birdwatching improves visual perception. Stamp collecting helpsvisual motor skills and visual perception. Listening to musichelps auditory perception.
74
LIVING WITH VISUAL PERCEPTUAL PROBLEMS
Improve your _environment
Home and office should be simple, uncluttered and wellorganized. Color codes and labels help to keep things in order.Keep important objects where you can see them. Shelves andpegboard walls are better than drawers. Mark your automobileso you can find it in a crowd of cars: for example, put a largeobject on the antenna or use a vanity license plate. If you haveproblems following your companions in a crowd, ask them towear bright colors.
Find objects _you lose
No matter how careful they are, people with visual perceptionand memory problems often lose things. If you can't findsomething, keep calm. Try to remember when you had it last.What did you do with it? Then relax your eyes and look for it.Don't look carefully by focusing your eyes first in one place, thenanother. Swing your eyes all over the room. Use yourperipheral vision. If you still can't find it, consider waiting until itshows up. Can you buy another? If you need it, systematicallylook in and under things. If it's still missing, take a long breakand start over.
If you lose things frequently, keep duplicates of important cardsthat go in your wallet, such as your identification card or librarycard. Leave extra keys with your neighbor or taped to thebottom of your office desk. Reproduce documents that shouldnot be lost items.
75
LIVING WITH DYSLEXIA
Learning without reading
For people who can't read, taped books can substitute for writtenones. Lectures can also be taped. Individuals with dyslexia areeligible for two recorded book programs:
Recording for the Blind, Inc. (RFB)215 East 58th StreetNew York, New York 10022
RFB is a national, non-profit service organization which suppliesrecorded educational materials to visually, physically andperceptually handicapped students and professionals free ofcharge. RFB supplies clients with duplicated tapes of bookscurrently in its recorded library of 5C,000 texts and also tapesnew material. Services are provided to individuals only. Toregister with RFB you must complete an application. If you arelearning disabled, you must state in detail the exact nature ofyour disability, how it prevents you from reading normalprinted material, and a doctor must sign it. Applicationinformation is held in confidence.
National Library Service for the Blindand Physically Handicapped
The Library of CongressWashington, D.C. 20542(202) 882-5500
To use this service, you must have a doctor certify that youhave a "reading disability due to organic dysfunction." Checkwith your local public library about applying.
At school you can arrange ways for meeting your academicneeds. Analyze your learning style and use your strong areas.Diane Ridenour, who has dyslexia, recognized that she hadexcellent auditory perception. She found classmates in her
76
school who were interested in forming a study group. Theclassmates read the material and a group discussion followed.There are many things you can do to satisfy your own studyneeds. Use your imagination and find creative solutions.Another idea: check into classes on educational television.Sometimes arrangements can be made for credit through yourlocal college or university.
Working without reading
Jobs which require a lot of reading may have to be avoided. Butremember blind people fill many professional jobs by using taperecorders and paying readers. The pamphlet "Dilemma of aDyslexic Man" by Bert Kruger Smith describes how Dwayne, areserve policeman, successfully coped with his dyslexia andperformed the duties of his job. "I carried a clipboard," he said."And when I had to check some infraction, I looked at the frontsheet where the various ones were listed. Then I would copy mywork very carefully. Often when I had to write a name andaddress, I would ask the person himself to write it." (Thispamphlet and the sequel "Free to Learn" can be purchased as aset for 50 cents.) Contact:
The Hogg Foundation for Mental HealthPublications Divisions, P.O. Box 7998University Station, University of TexasAustin, Texas 78712
LIVING WITH AUDITORY PERCEPTUAL PROBLEMS
Imp_r_ov_e _your___environment
Limit the background noise around you. Try to live and work inquiet places. Turn on appliances and listen to them beforebuying them.
Follow directions carefully
If directions are given verbally, repeat them. As you say them,make sure people are listening to you. If possible, write themdown or ask to receive them in writing. You may have to ask forone direction at a time. But no matter what, be sure toremember the first thing you are told, so that your first step willbe correct.
LIVING WITH BOTH AUDITORY AND VISUAL PERCEPTUALPROBLEMS
Some people have both visual and auditory perceptualhandicaps. This causes insecurity. Neither sense can be trusted.One sense cannot easily be used to compensate for the other. Ifyou have this problem, decide if one sense is actually strongerand use it to help the weaker one. If both senses seem equallyinaccurate, practice your perception as proposed earlier,working with one sense at a time. Don't be surprised if yoursenses develop unevenly. Your ears may seem stronger for awhile, then your eyes may seem stronger. For the most part,the sections on living with visual and auditory perceptualproblems will apply to you.
Here are a few tips to help you learn:
*Get information from as many sources as possible, for example,if you are taking a class, you might:
-discuss the class with other students-read or listen to as many books as possible, including
books written for youngsters, if they cover your material--ask if you can audit another section of the class-ask your library if they can arrange for you to watch
films and videotapes of the material--get help from the instructor
Here are a few tips to help you learn: (continued)
*Because of your double handicap, you are especially apt to makemistakes. When errors occur, correct them immediately. Don'tget angry with yourself.
*Practice a lot but be careful not to overload yourself. Manyshort periods of effort are better than one long period of work.
*Your perception will be uneven. Some days will be better thanothers. Don't push yourself when everything seems to be goingwrong.
*Ask yourself how you like to do and learn things. Use thattechnique. You will naturally find the most efficient way foryou.
*Should you use taped books and lectures? Taped books may notbe helpful as you may have to listen to the tapes many times.
*You will have to use your eyes and ears together to learn a taskwhich is being demonstrated.
IMPROVING PERCEPTION
It's hard to learn when both your seeing and hearing areinaccurate. Try to improve perception by:
Paying. _attention
Some people who receive inaccurate information from theirsenses ignore their environment. They daydream and let theirminds wander. Don't let this happen to you. Struggle to beaware.
79
Relaxing
Some people who receive inaccurate information from theirsenses pay so much attention that what they see and hearconfuses them even more. If you relax, your perception willautomatically improve.
Most people with perceptual problems alternate between payingtoo little and too much attention. Try to find a state of relaxedawareness. Most people without learning handicaps have asection of their brain which automatically keeps them relaxedand aware. You may have to train yourself to do thisconsciously.
Some material taken from "Steps to Independence for People with LearningDisabilities", Dale Brown, (1980).
80
BE CLEAR ABOUT THE KIND OFHELP YOU NEED
If you need help from other people:Be specificMake eye contactThank them if they help youBe prepared to return the favor
Some examples of specific requests:
"I can't see very well. Can you read thelabel on this dress for me?"
"Please let me finish. I know I talk slowly,but it's a lot easier for me when people letme finish my sentences."
"Please let me repeat your instructions.Listen to me, so you can be sure I have themright. It won't help if you tell me again. Ineed to say them to myself to rememberthem."
"Could you do me a favor and drop by mytiTice on your way to the executive staff
meeting? Sometimes I get so absorbed in mywork that I forget the time." Or set thealarm on your clock at work for 10 minutesbefore the meeting is to start to remindyourself that you have to be somewhere.
Reprinted from "Steps to Independence for People with Learning Disabilities."Written by Dale Brown, 1980.
81
SUPPLEMENTALINFORMATION
SECTION III
COMMUNICATION AS A WAY OF LIFE
PRAGMATIC CHECKLIST********************************************
FACTORS Often Sometimes Seldom1. Does the individual have
adequate eye contactduring conversation?
2. Does the individualrespond appropriately to
uestions?3. Does the individual
respond to questionswithout needingfrequent repetitions?
4. Does the individualrespond to questionswithin a normal length oftime?
5. Does the individualinitiate verbalinteraction?
G. Does the individualproduce responses thatare adequate in length tocommunicate theintended thought?
7. Does the individualverbally sequence eventscorrectly?
8. Does the individual sharetalking time, notinterrupting, whileanother person speaks?
9. Does the individualprovide sufficientinformation for thelistener to understandthe topic of theconversation?
10. Does the individual stayon topic?
11. Does the individual useadequate vocabulary, notrelying excessively onnon-specific words suchas "thing", stuff, etc.?
82
FACTORS Often Sometimes Seldom12. Does the individual have
a smooth flow of speech,with few hesitations orrevisions?
13. Does the individual useappropriate volume?
14. Does the individual askappropriate questions?
15. Does the individualrecognize or considerhis/her audience inchoice of phrasing orvocabulary?
16. Does the individualrecognize signals whichindicate the conversationis over?
17. Does the individualrespect rules of physicalproximity?
83
GU
IDE
LIN
ES
FOR
MIN
IMA
L S
PEA
KIN
G A
ND
LIS
TE
NIN
GC
OM
PET
EN
CIE
S FO
R H
IGH
SC
HO
OL
GR
AD
UA
TE
S
I. C
omm
unic
atio
n co
des.
Thi
s se
t of
skill
s de
als
with
min
imal
abi
litie
s in
spe
akin
g an
dun
ders
tand
ing
spok
en E
nglis
h an
d us
ing
nonv
erba
l sig
ns(e
.g.,
gest
ures
and
fac
ial
expr
essi
ons)
.
APP
LIC
AT
ION
EX
AM
PLE
S
CO
MPE
TE
NC
IES
OC
CU
PAT
ION
AL
CIT
IZE
NSH
IPM
AIN
TE
NA
NC
EA
. Lis
ten
effe
ctiv
ely
tosp
oken
Eng
lish
Und
erst
and
dire
ctio
ns g
iven
by jo
b su
perv
isor
Und
erst
and
dire
ctio
ns g
iven
on T
V o
r ra
dio
onpr
oced
ures
nec
essa
ry to
vote
_
Und
erst
and
wea
ther
bulle
tins
broa
dcas
t on
radi
oor
TV
Und
erst
and
com
plai
nts
and
need
s of
cus
tom
ers
Und
erst
and
dire
ctio
ns to
aju
ry f
rom
a ju
dge
Und
erst
and
a do
ctor
'sdi
rect
ions
for
taki
nger
escr
ibed
med
icat
ion
/U
nder
stan
d a
plum
ber's
sugg
estio
ns f
or p
reve
ntiv
eho
useh
old
mai
nten
ance
Und
erst
and
sugg
estio
ns a
ndqu
estio
ns o
f fe
llow
wor
kers
Und
erst
and
dire
ctio
ns g
iven
by p
olic
emen
B. U
se w
ords
,pr
onun
ciat
ion,
and
gram
mar
app
ropr
iate
for
situ
atio
n
Use
app
ropr
iate
lang
uage
duri
ng e
mpl
oym
ent
inte
rvie
ws
Use
lang
uage
und
erst
ood
bym
embe
rs o
f di
vers
e gr
oups
at c
ivic
mee
tings
Des
crib
e an
ailm
ent s
o th
at a
doct
or c
an u
nder
stan
d th
esy
mpt
oms
Use
wor
ds, p
ronu
ncia
tion,
and
gram
mar
whi
ch d
o no
tal
iena
te c
o-w
orke
rs
Use
inof
fens
ive
wor
ds w
hen
expr
essi
ng p
oliti
cal v
iew
sU
se la
ngua
ge u
nder
stoo
d by
a po
licem
an w
hen
mak
ing
aco
rn la
int
Use
wor
ds u
nder
stoo
d by
co-w
orke
rsU
se la
ngua
ge u
nder
stoo
d by
publ
ic o
ffic
ials
Use
lang
uage
und
erst
ood
bya
bank
er w
hen
mak
ing
alo
an a
pplic
atio
n 1
I. C
omm
unic
atio
n co
des.
(con
tinue
d) APP
LIC
AT
ION
EX
AM
PLE
S
CO
MPE
TE
NC
IES
OC
CU
PAT
ION
AL
CIT
IZE
NSH
IPM
AIN
TE
NA
NC
EC
Use
non
verb
al s
igns
appr
opri
ate
for
situ
atio
nU
se a
ppro
pria
te g
estu
res
and
eye
cont
act d
urin
gem
ploy
men
t int
ervi
ews
Use
app
ropr
iate
fac
ial
expr
essi
ons
and
post
ure
whe
n ex
pres
sing
one
's p
oint
of v
iew
at c
ivic
mee
tings
Use
ges
ture
s w
hich
enh
ance
a ch
ild's
und
erst
andi
ng o
fho
w to
per
form
a h
ouse
hold
task
Use
app
ropr
iate
fac
ial
expr
essi
ons
and
tone
of
voic
e w
hen
conv
ersi
ng w
itha
supe
rvis
or
Use
app
ropr
iate
non
verb
alsi
gns
whe
n ca
mpa
igni
ng f
ora
polit
ical
can
dida
te
Use
ges
ture
s w
hich
enh
ance
a fr
iend
's u
nder
stan
ding
of
how
to p
lay
a ga
me
Use
ges
ture
s w
hich
aid
a c
o-w
orke
r in
lear
ning
tope
rfor
m a
pro
duct
ion
task
Use
app
ropr
iate
non
verb
alsi
gns
whe
n en
gagi
ng in
info
rmal
dis
cuss
ions
of
_pol
itica
l vie
ws
with
fri
ends
Spea
k cl
earl
y an
d lo
udly
enou
gh L
s) b
e he
ard
in p
ublic
deba
te o
r di
scus
sion
Spea
k w
ith a
ppro
pria
te r
ate,
volu
me,
and
cla
rity
whe
nex
pres
sing
vie
ws
to a
nel
ecte
d of
fici
al
Use
non
verb
al s
igns
toin
dica
te s
ympa
thy
to a
frie
nd
Spea
k w
ith a
ppro
pria
te r
ate,
volu
me,
and
cla
rity
in s
ocia
lco
nver
satio
ns
Spea
k w
ith a
ppro
pria
te r
ate,
volu
me,
and
cla
rity
whe
nre
port
ing
a fi
re o
r ac
cide
nt
n U
se v
oice
eff
ectiv
ely
Use
suf
fici
ent v
olum
e w
hen
mak
ing
a pr
esen
tatio
n to
ala
rge
grou
p in
an
on-t
he-j
obse
tting
Use
app
ropr
iate
vol
ume
whe
n co
nver
si!i
g w
ith a
cust
omer
via
tele
phon
e
Spea
k w
ith a
ppro
pria
te r
ate,
volu
me,
and
cla
rity
whe
nco
nver
sing
with
you
rsu
perv
isor
Spea
k cl
earl
y an
d lo
udly
enou
gh to
be
hear
d an
dun
ders
tood
whe
n gi
ving
test
imon
y in
cou
rt
Spea
k w
ith a
ppro
pria
te r
ate,
volu
me,
and
cla
rity
whe
nso
liciti
ng f
unds
for
a c
hari
ty
II. O
ral m
essa
ge e
valu
atio
n.T
his
set o
f sk
ills
invo
lves
the
use
of s
tand
ards
of a
ppra
isal
to m
ake
judg
men
ts a
bout
ora
l mes
sage
s or
thei
r ef
fect
s.
APP
LIC
AT
ION
EX
AM
PLE
S
CO
MPE
TE
NC
IES
OC
CU
PAT
ION
AL
CIT
IZE
NSH
IPM
AIN
TE
NA
NC
EA
. Ide
ntif
y m
ain
idea
s in
mes
sage
sId
entif
y th
e ta
sk to
be
perf
orm
ed w
hen
give
nin
stru
cts,
_. s
ora
lly
Sele
ct m
ain
idea
s w
hen
liste
ning
to p
oliti
cal
spee
ches
Obt
ain
mai
n id
eas
inm
essa
ges
conc
erni
nghe
alth
-rel
ated
new
sR
ecog
nize
p',.
rfor
man
cest
anda
rds
for
wor
k as
sign
edor
all
Iden
tify
key
poin
ts in
broa
dcas
t int
ervi
ews
with
oliti
cal c
andi
date
s
Iden
tify
mai
n id
eas
inbr
oadc
ast m
essa
ges
abou
tta
x re
turn
rea
ratio
nR
ecog
nize
com
mitm
ents
,pr
omis
es, t
hrea
ts, a
ndco
mm
ands
Iden
tify
criti
cal i
ssue
s in
tria
l tes
timon
yId
entif
y m
ain
idea
s in
aco
ntra
ct a
gree
men
t
B.
Dis
tingu
ish
fact
s fr
omop
inio
nsO
btai
n fa
ctua
l inf
orm
atio
nab
out t
he jo
b op
port
uniti
esD
istin
guis
h be
twee
n fa
cts
and
opin
ions
in p
oliti
cal
spee
ches
Dis
tingu
ish
fact
s fr
omop
inio
ns in
adv
ertis
emen
ts
Dis
tingu
ish
betw
een
fact
san
d op
inio
ns in
cus
tom
erco
mpl
aint
s
Dis
tingu
ish
betw
een
evid
ence
and
opi
nion
inte
stim
ony
Dis
tingu
ish
betw
een
fact
and
opin
ion
in n
ewsc
asts
Dis
tingu
ish
fact
s fr
omop
inio
ns w
ith r
espe
ct to
effe
ctiv
e ill
ness
trea
tmen
tD
istin
guis
h fa
cts
from
opin
ion
rega
rdin
g nu
triti
onD
istin
guis
h be
twee
n fa
cts
and
opin
ions
in la
bor-
man
agem
ent d
ispu
tes
00
11.
Ora
l Mes
sage
eva
luat
ion.
(co
ntin
ued)
APP
LIC
AT
ION
EX
AM
PLE
S
CO
MPE
TE
NC
IES
OC
CU
PAT
ION
AL
CIT
IZE
NSH
IPM
AIN
TE
NA
NC
EC
Dis
tingu
ish
betw
een
info
rmat
ive
and
ersu
asiv
e m
essa
:es
Dis
tingu
ish
betw
een
info
rmat
ive
and
pers
uasi
vem
essa
:es
in a
'of)
inte
rvie
w
Iden
tify
whe
n be
ing
subj
ecte
d to
pro
paga
nda
Iden
tify
whe
n be
ing
subj
ecte
d to
a s
ales
rese
ntat
ion
Dis
tingu
ish
betw
een
info
rmat
ive
and
pers
uasi
vem
essa
ges
from
a u
nion
orpn
izer
Dis
tingu
ish
betw
een
info
rmat
ive
and
pers
uasi
vem
essa
ges
of m
anag
emen
t
Dis
tingu
ish
betw
een
info
rmat
ive
and
pers
uasi
vem
essa
s of
pol
itici
ans
Dis
tingu
ish
betw
een
info
rmat
ive
and
pers
uasi
vem
essa
ges
of tr
ial a
ttorn
eys
Dis
tingu
ish
betw
een
info
rmat
ive
and
pers
uasi
vem
essa
ges
abou
t pur
chas
ing
on c
redi
tD
istin
guis
h be
twee
nin
form
ativ
e an
d pe
rsua
sive
mes
sage
s ab
out n
on-/
drug
s
11R
ecog
nize
whe
n an
othe
rdo
es n
ot u
nder
stan
dyo
ur m
essa
ge
Rec
ogni
ze la
ck o
fun
ders
tand
ing
in o
ther
empl
oyee
s
_pre
scri
ptio
nR
ecog
nize
whe
n an
othe
rdo
esn'
t und
erst
and
one'
spo
sitio
n on
aub
lic is
sue
Rec
ogni
ze w
hen
a pu
blic
offi
cial
doe
sn't
unde
rsta
nd a
requ
est
Rec
ogni
ze w
hen
anot
her
fam
ily m
embe
r do
esn'
tun
ders
tand
inst
ruct
ions
Rec
ogni
ze w
hen
a do
ctor
does
n't u
nder
stan
d on
e's
desc
ript
ion
of a
n ill
ness
Rec
ogni
ze w
hen
a jo
bin
terv
iew
er d
oesn
'tun
ders
tand
an
expl
anat
ion
of w
ork
ex e
rien
ceR
ecog
nize
whe
n a
cust
omer
does
n't u
nder
stan
ddi
rect
ions
for
pro
duct
use
Rec
ogni
ze w
hen
a ju
dge
does
not u
nder
stan
d on
e's
test
imon
y
Rec
ogni
ze w
hen
asa
lesp
erso
n do
esn'
tun
ders
tand
a r
eque
st
00 CO
Ill.
Bas
ic s
peec
h co
mm
unic
atio
n sk
ills.
Thi
s se
t of
skill
s de
als
with
the
proc
ess
of s
elec
ting
mes
sage
ele
men
ts a
nd a
rran
ging
them
to p
rodu
ce s
poke
n m
essa
ges.
APP
LIC
AT
ION
EX
AM
PLE
S
CO
MPE
TE
NC
IES
OC
CU
PAT
ION
AL
CIT
IZE
NSH
IPM
AIN
TE
NA
NC
EA
. Exp
ress
idea
s cl
earl
y an
dco
ncis
ely
Mak
e a
repo
rt to
one
's jo
bsu
perv
isor
Des
crib
e a
desi
red
cour
se o
fpo
litic
al a
ctio
nE
xpla
in a
n ap
plia
nce
mal
func
tion
to a
rep
air
pers
onE
xpla
in jo
b re
quir
emen
ts to
a ne
w e
mpl
oyee
Des
crib
e an
acc
iden
t or
crim
e to
a p
olic
eman
Exp
lain
an
unfa
mili
ar ta
sk to
a ch
ild o
r ot
her
fam
ilym
embe
rSt
ate
clea
rly
rele
vant
info
rmat
ion
abou
t wor
kex
peri
ence
whe
n ap
plyi
ngfo
r a
'do
Exp
lain
citi
zens
' rig
hts
toan
othe
rE
xpla
in o
ne's
val
ues
to a
child
or
frie
nd
B.
Exp
ress
and
def
end
with
evid
ence
you
r po
int o
fvi
ew
Exp
ress
and
def
end
one'
svi
ew in
a u
nion
mee
ting
Exp
ress
and
def
end
one'
svi
ew in
a p
oliti
cal d
iscu
ssio
nE
xpre
ss a
nd d
efen
d on
e's
refu
sal t
o ac
cept
uno
rder
edro
duct
s or
ser
vice
sE
xpre
ss a
nd d
efen
dsu
gges
tions
for
cha
nges
injo
b co
nditi
ons
Exp
ress
and
def
end
one'
sin
noce
nce
in c
ourt
Exp
ress
and
def
end
your
faith
or
relig
ion
Exp
ress
and
def
end
reas
ons
for
job
abse
nce
to o
ne's
supe
rvis
or
Exp
ress
and
def
end
one'
spo
sitio
n in
a c
ity c
ounc
ilm
eetin
g
Exp
ress
and
def
end
your
feel
ings
in a
fam
ilydi
scus
sion
1
III.
Bas
ic s
peec
h co
mm
unic
atio
n sk
ills.
(co
ntin
ued)
APP
LIC
AT
ION
EX
AM
PLE
S
CO
MPE
TE
NC
IES
OC
CU
PAT
ION
AL
CIT
IZE
NSH
IPM
AIN
TE
NA
NC
EC
Org
aniz
ed (
orde
r)m
essa
ges
so th
at o
ther
sca
n un
ders
tand
them
Use
a c
hron
olog
ical
ord
er to
expl
ain
a co
mpl
ex b
usin
ess
proc
edur
e to
a c
o-w
orke
r
Use
a to
pica
l ord
er to
expl
ain
polit
ical
vie
ws
Use
a p
robl
em-c
ause
-so
lutio
n or
der
to e
xpla
inon
e's
fina
ncia
l pos
ition
whe
nap
plyi
ng f
or a
loan
Use
a to
pica
l ord
er w
hen
expl
aini
ng p
rodu
ctio
nir
oble
ms
to a
su
serv
isor
Use
a c
ause
-eff
ect o
rder
whe
n gi
ving
an
acci
dent
re s
ort
Exp
lain
to a
chi
ld h
ow to
prev
ent a
ccid
ents
usi
ng a
caus
e-ef
fect
ord
erU
se a
pro
blem
-cau
se-
solu
tion
orde
r w
hen
mak
ing
a su
gges
tion
to a
sup
ervi
sor
Use
a c
hron
olog
ical
ord
er to
expl
ain
a co
mpl
aint
to a
nel
ecte
d of
fici
al
Use
a c
hron
olog
ical
ord
er to
expl
ain
to a
mec
hani
c th
ede
velo
pmen
t of
anau
tom
obile
mal
func
tion
FA A
sk q
uest
ions
to o
btai
nin
form
atio
nO
btai
n in
form
atio
n ab
out
corr
ect j
ob p
erfo
rman
cepr
oced
ures
Obt
ain
info
rmat
ion
from
publ
ic o
ffic
ials
abo
ut la
ws
and
regu
latio
nsO
btai
n in
form
atio
n ab
out
anot
her's
evi
denc
e on
aso
litic
al is
sue
Obt
ain
info
rmat
ion
abou
tin
tere
st r
ates
for
pur
chas
esbo
ught
on
cred
itO
btai
n in
form
atio
n ab
out
one'
s cr
edit
ratin
gO
btai
n in
form
atio
n ab
out j
obbe
nefi
ts
Obt
ain
sugg
estio
ns a
bout
how
to im
prov
e yo
ur jo
bpe
rfor
man
ce
Obt
ain
info
rmat
ion
abou
t apo
litic
al c
andi
date
's v
iew
sO
btai
n in
form
atio
n ab
out
prod
uct s
afet
y
:.A
nsw
er q
uest
ions
effe
ctiv
ely
Ans
wer
a p
oten
tial
empl
oyer
's q
uest
ions
abo
utou
tyL
aLia
lific
atio
ns
Ans
wer
que
stio
ns a
bout
one'
s po
sitio
n on
pub
licis
sues
Ans
wer
a d
octo
r's q
uest
ions
abou
t one
's il
lnes
s
Ans
wer
cus
tom
er q
uest
ions
Ans
wer
que
stio
ns o
f a
cens
us ta
ker
Ans
wer
a ta
x au
dito
r'squ
estio
nsA
nsw
er a
sup
ervi
sor's
ques
tions
abo
ut o
ne's
job
lerf
orm
ance
Ans
wer
que
stio
ns a
s a
witn
ess
Ans
wer
a c
hild
's q
uest
ions
so th
at th
e ch
ildun
ders
tand
s
1
III.
Bas
ic s
peec
h co
mm
unic
atio
n sk
ills.
(co
ntin
ued)
APP
LIC
AT
ION
EX
AM
PLE
S
CO
MPE
TE
NC
IES
OC
CU
PAT
ION
AL
IC
ITIZ
EN
SHIP
MA
INT
EN
AN
CE
F.G
ive
conc
ise
and
accu
rate
dire
ctio
nsD
irec
t co-
wor
kers
or
subo
rdin
ates
in p
erfo
rmin
gun
fam
iliar
121
2s
Giv
e di
rect
ions
to a
noth
erab
out t
he p
roce
dure
sne
cess
ary
to v
ote
Tea
ch a
chi
ld h
ow to
pla
y a
gam
e
Inst
ruct
cus
tom
ers
abou
tpr
oduc
t use
Giv
e di
rect
ions
to a
noth
erab
out t
he p
roce
dure
sne
cess
ary
to f
ile a
tax
retu
rn
Inst
ruct
rep
air
pers
ons
onho
w o
ne w
ants
som
e re
pair
mad
eIn
stru
ct a
n em
ploy
ee a
bout
impr
ovin
g jo
b pe
rfor
man
ceG
ive
dire
ctio
ns to
ano
ther
abou
t the
pro
cedu
res
nece
ssar
y to
app
ear
befo
reth
e ci
ty c
ounc
il
Tea
ch a
chi
ld w
hat t
o do
inca
se o
f fi
re
G S
umm
ariz
e m
essa
ges
Sum
mar
ize
oral
inst
ruct
ions
give
n by
a jo
b su
perv
isor
Sum
mar
ize
the
posi
tion
of a
polit
ical
can
dida
te o
n a
cam
ai n
issu
e
Sum
mar
ize
a pu
blic
ser
vice
mes
sage
on
auto
saf
ety
Giv
e a
sum
mar
y of
cus
tom
ersu
gges
tions
to o
ne's
job
suer
viso
rSu
mm
ariz
e on
e's
qual
ific
atio
ns in
a jo
bin
terv
iew
Sum
mar
ize
the
argu
men
tsfo
r an
d ag
ains
t aco
ntro
vers
ial i
ssue
Sum
mar
ize
for
anot
her
the
law
s/re
gula
tions
per
tain
ing
to s
ome
actio
n
Sum
mar
ize
for
fam
ilym
embe
rs a
tele
phon
eco
nver
satio
nSu
mm
ariz
e fo
r fa
mily
mem
bers
the
fam
ilyfi
nanc
ial p
ositi
on
IV. H
uman
rel
atio
ns.
Thi
s se
t of
skill
s is
use
d fo
r bu
ildin
g an
d m
aint
aini
ngpe
rson
al r
elat
ions
hips
and
for
res
olvi
ng c
onfl
ict.
APP
LIC
AT
ION
EX
AM
PLE
S
CO
MPE
TE
NC
IES
OC
CU
PAT
ION
AL
JC
ITIZ
EN
SHIP
MA
INT
EN
AN
CE
A. D
escr
ibe
anot
her's
view
poin
tD
escr
ibe
the
view
poin
t of
asu
perv
isor
who
dis
agre
esw
ith o
ne's
eva
luat
ion
of jo
bpe
rfor
man
ce
Des
crib
e th
e vi
ewpo
int o
f a
frie
nd w
ith w
hom
one
disa
gree
s ab
out p
ublic
issu
es
Des
crib
e th
e vi
ewpo
int o
f a
reta
il st
ore
man
ager
tow
hom
one
ret
urns
mer
chan
dise
Des
crib
e th
e vi
ewpo
int o
f a
co-w
orke
r w
ho d
isag
rees
with
one
's r
ecom
men
datio
ns
Des
crib
e th
e vi
ewpo
int o
f a
I
legi
slat
or w
ho p
ropo
ses
ala
w o
ne o
ppos
es
Des
crib
e th
e vi
ewpo
int o
fr
your
spo
use
whe
n on
edi
sagr
ees
on a
maj
orde
cisi
onD
escr
ibe
the
view
poin
t of
unio
n of
fici
als
in a
con
trac
tdi
sput
e
Des
crib
e th
e vi
ewpo
int o
f a
jury
mem
ber
with
who
mon
e di
sagr
ees
Des
crib
e th
e vi
ewpo
int o
f a
neig
hbor
who
com
plai
nsab
out c
hild
ren'
s be
havi
or
B.
Des
crib
e di
ffer
ence
s in
opin
ion
Des
crib
e di
ffer
ence
s in
opin
ion
with
co-
wor
kers
abou
t wor
k-re
late
d is
sues
Des
crib
e di
ffer
ence
s in
opin
ion
with
a le
gisl
ator
abou
t pro
pose
d le
gisl
atio
n
Des
crib
e di
ffer
ence
s in
opin
ion
with
spo
use
abou
tch
ild-r
eari
ng p
ract
ices
Des
crib
e di
ffer
ence
s in
opin
ion
with
one
'ssu
perv
isor
abo
ut th
e st
eps
nece
ssar
y to
acc
ompl
ish
ago
al
Des
crib
e di
ffer
ence
s op
inio
nw
ith o
ther
juro
rsD
escr
ibe
diff
eren
ces
inop
inio
n w
ith a
doc
tor
rega
rdin
g he
alth
car
e
Des
crib
e di
ffer
ence
s in
opin
ion
with
cus
tom
ers
abou
t pro
duct
per
form
ance
Des
crib
e di
ffer
ence
s in
opin
ion
in a
zon
ing
hear
ing
Des
crib
e di
ffer
ence
s in
opin
ion
with
spo
use
abou
tth
e re
spon
sibi
lity
for
hous
ehol
d ch
ores
SUPPLEMENTALINFORMATION
SECTION IV
FUNCTIONING IN POST-SECONDARY OREMPLOYMENT SETTINGS
1
IV. H
uman
rel
atio
ns.
(con
tinue
d)
APP
LIC
AT
ION
EX
AM
PLE
S
CO
MPE
TE
NC
IES
IO
CC
UPA
TIO
NA
LC
ITIZ
EN
SHIP
MA
INT
EN
AN
CE
CE
xpre
ss f
eelin
gs to
oth
ers
Exp
ress
per
sona
l rea
ctio
nsto
cha
nges
in jo
b co
nditi
ons
to o
ne's
sup
ervi
sor
Exp
ress
fee
lings
of
ange
r to
your
city
cou
ncil
pers
onE
xpre
ss d
issa
tisfa
ctio
n to
ast
ore
cler
k
Exp
ress
sat
isfa
ctio
n to
a c
o-w
orke
r ab
out h
is/h
er w
ork
Exp
ress
you
r po
sitiv
eI
reac
tions
to a
n el
ecte
dof
fici
al's
wor
k
Exp
ress
fee
lings
of
appr
oval
to a
chi
ld f
or h
is/h
er s
choo
lac
hiev
emen
tE
xpre
ss f
eelin
gs o
fdi
ssat
isfa
ctio
n w
ith c
o-w
orke
rs r
egar
ding
the
qual
ity o
f w
ork
inte
ract
ions
Exp
ress
fee
lings
of
disa
ppro
val r
egar
ding
ale
gisl
ator
's p
ositi
on
Exp
ress
fee
lings
of
sym
path
y to
a f
rien
d w
hose
pare
nt h
as d
ied
UPe
rfor
m s
ocia
l ritu
als
Intr
oduc
e on
esel
f a
the
begi
nnin
g of
a jo
b in
terv
iew
Intr
oduc
e a
mot
ion
at a
publ
ic m
eetin
gM
ake
smal
l tal
k in
cas
ual
soci
al s
ettin
gsG
reet
cus
tom
ers
Req
uest
an
appo
intm
ent
with
an
elec
ted
offi
cial
Intr
oduc
e st
rang
ers
to o
nean
othe
rC
oncl
ude
a co
nver
satio
nw
ith o
ne's
em
ploy
erIn
trod
uce
a sp
eake
r at
apo
litic
al r
ally
Intr
oduc
e on
esel
f
Ree
d. V
. A.,
1198
61. A
n In
trod
uctio
n to
Chi
ldre
n w
ith la
ngua
ge D
isor
ders
. New
Yor
k, N
Y: M
acm
illia
n.
SUPPLEMENTALINFORMATION
POST-TEST QUESTIONS
Please mark the answer by placing the corresponding number inthe blank space by each statement.
1 - Strongly Agree
2 - Agree
3 - No Response
4 - Disagree
r5 - Strongly Disagree
1. Persons with learning disabilities should be discouraged frompursuing plans for a professional career. ____
2. Parents, school counselors, and students should initiate posthigh school planning between the 7th and 9th grade. ____
3. Being able to adjust language to a given listener's needs orsituation is a pragmatic (practical) skill
4. Educational and vocational rehabilitation service providersapply identical criteria for defining learning disabilities.
5. It is easier for some adults with learning disabilities toaccomplish a task if the task is broken down into steps. ____
6. Adults with learning disabilities are not as self-confident asnon-disabled people
7. Adults with learning disabilities are as likely as nondisabledadults to answer in short responses. ____
8. Adults, recently diagnosed with learning disabilities, aregrateful that a name has been given to their learningdifference.
9. One strategy to use with adults with learning disabilities is torelate new material to everyday life whenever possible. ____
10. Past negative school experiences rarely carryover into theemployment and community life of adults with learningdisabilities
11. Equal employment opportunities should be available to onlythose adults with mild learning disabilities. _
12. Specific accommodations must be offered to adults withlearning disabilities, if they are identified and request theseservices, and if the accommodations do not interfere withessential job functions
13. One should present information to the area(s) of strength foran adult with a learning disability. _
14. One can define the area(s) of strengths and weaknesses of anadult with a learning disability through academic assessmentalone. _
15. Making job accommodations for adults with learningdisabilities is very costly
16. An adult with a diagnosed learning disability does not have tomeet the same department/college requirements as othersstudents do.
17. The majority of adults with learning disabilities interpretnon-verbal language, tone of voice, or social situationsappropriately
18. One strategy to use with adults with learning disabilities is tomodel good communication strategies by letting them knowwhen you are not sure what they mean. ____
19. Increased time for task completition and frequent feedbackare appropriate accommodations in education andemployment settings. _
20. Attending IEP meetings is excellent self-advocacy practice.
EVALUATION
(Rate the course on the qualities listed)Please circle one.
PROFESSIONAL TITLEDATE
FORM
Excellent Good Average Fair Poor
I. Quality of the presentation E G A F P
2. Appropriateness of content topics E G A F P
3. Clarity of presentation E G A F P
4. Thoroughness E G A F P
5. Maintaining your interest E G A F P
Please complete the following sentence.
I. The most valuable information presented was
2. The least valuable information presented was
3. I could benefit from more information about
4. How useful, for practical application, was the information presented to you?
Very Valuable
Generally Useful
Somewhat Useful
Of Little or No Use
95 4
5. To someone in my situation I would recommend this "course":
Enthusiastically
As very good
With reservations
As something to avoid
6. Make an overall statement as to how you will use the information that you received inthis training
Comments:
96 1
COLLEGE TESTING SERVICES FOR STUDENTSWITH SPECIAL NEEDS
Persons with learning disabilities may obtain, if necessary,special accommodations and /or editions of either of thetwo most commonly used admissions/placements tests-theScholastic Aptitude Test (SAT) provided by the AdmissionsTesting Program of the College Board and the AmericanCollege Testing (ACT) Assessment. Extended time,cassettes, readers, large type, and marking assistance areamong the special arrangements permitted. Theserequests should be made well in advance of the exam date.The details of what is involved in special testing variesbetween the two testing services. Of particular importanceis whether or not the fact that the test is taken undernonstandard conditions is noted on the student's records.The SAT notes any test taken under nonstandardconditions. The ACT makes no references to special testingunless extended time was used. Students, parents, andcounselors may want to talk this over and decide whetheror not the disability warrants special testing. For somestudents, it may be worth the investment to take the testboth ways. For complete details about special testing andother tests provided by the testing services, contact:
ATP: Services for Handicapped StudentsBox 2891Princeton, NJ 08541
The ACT Assessment"Special Testing Guide" Test Administr_tionP.O. Box 168Iowa City, IA 52243
97 I
QUESTIONS TO ASK
As you sort through brochures from the schools in whichyou might have an interest, you may list those which seemmost like YOU and plan to visit the campus. A productivevisit will be one which you have arranged in advance byrequesting an appointment to talk with either the Dean ofAdmissions or the Disabled Student Services Officer, orProgram Director for Learning Disabled. Planning such aninterview may allow the school time to arrange for you tosleep in a dorm for the night and attend a class or two sothat you can get a I feel" for the campus. You may alsowant to talk to a learning disabled student taking coursesthere. Once you meet with a campus administrator, youmay want to ask some questions--if they have not alreadybeen answered in informal talks. Listed below are somequestions students with learning disabilities frequentlyask. If you visit several schools, you may want to comparethe answers given by each.
What are the requirements for admission?
How many students with learning disabilities are oncampus? What year are they? Are they full-time,part-time, residents, commuters, traditional age, orolder? Men? Women? Can you introduce me to oneof those students?
What are the goals and objectives of the programwhich provides support services?
What services are provided? Is there a charge forthem? How does one obtain such services?
What specialized training in learning disabilities do theservice providers have?
Is tutoring and/or counseling provided on a one toone basis or in a group? If in a group, how large is it?How frequently is it available?
What supervision is provided for non-certifiedinstructors or tutors?
How is the duration of services determined? Is itusually one semester? Two--or longer?
Who will be my academic advisor and what trainingdoes this individual have in learning disabilities?
Do students with learning disabilities take regularcollege courses? For credit?
Are any courses unavailable to students with learningdisabilities?
What modifications have faculty or administratorsbeen willing to make for students with learningdisabilities on this campus?
Are remedial courses required of students withlearning disabilities? If so, do they carry collegecredit and does the credit count toward graduation?
How many students with learning disabilities havegraduated from this college? In what fields? Whathave they done since graduation? What is the overallrate of retention?
(This list is adapted from one prepared by Dr. Susan Vogel Barat College, Evanston,II.)
99
A COMPREHENSIVE LEARNING DISABILITIESSERVICE PROGRAM PROVIDES:
A learning disabilities program coordinator.
Written policies on admissions,accommodations, and services.
Educational evaluations, based in anacademic department, to measureperformance of adults with learningdisabilities.
Mobilization of resources and staff indeveloping academic plans.
Support services including volunteer andpaid staff notetakers, readers, textrecorders, transcribers, typists, andproofreaders. Auxiliary aids for loan or useincluding 4-track tape recorders,computers with spell checkers, voicesynthesizers, color monitors, large displayscreens, photocopiers that enlarge anddarken print, an optical character scanner,and resource rooms.
Tutors employing strategies developedspecifically for students with learningdisabilities.
"Reasonable accommodations" including
Extended time on exams agreed uponby student, instructor, and learningdisabilities program cordinator.
100
Individual testing in a quietenvironment with minimal distractions.
Oral or taped exams.
Marking on the exam rather than on aseparate answer sheet.
Use of calculator and/or wordprocessor with spell check program.
Foreign language requirementsubstitution or waiver.
Reduced course load and proratedtuition.
Tape recorded lectures.
Priority registration and priority housingassignment.
Workshops to enhance awareness oflearning disability issues for undergraduateadmissions and recruitment officers,legal office, graduate school admissionsofficers, and student affairs staff.
Dissemination of information throughpublications and lectures for campus andcommunity awareness.
Student Group for Learning Disabled forpeer support and advocacy.
Self-identified learning disability facultyand staff mentor program.
( Available at UNO)101 14.)_
SUMMARY OF THE 504 REGULATIONS
OF THE REHABILITATION ACT OF 1973
ACCESS FOR THE HANDICAPPED
Section 504 of the Federal Rehabilitation Act of 1973mandates access in such a way that "each programactivity, when viewed in its entirety, is readily accessibleto persons with disabilities and is offered in the mostintegrated settings appropriate." Disabilities included are:mobility and sensory impairments, major physiologicalillness, emotional and psychological illnesses, learningdisabilities, mental retardation, and chemical dependency.These conditions must be of a degree that they seriouslyimpair one or more of life's major activities. Also coveredwould be a person with a record of such impairments orone who is regarded as having such impairments.
The regulations affect admissions, employment, studentand staff services, and the curriculum. They givehandicapped students certain rights of which facultyshould be aware:
Classrooms, laboratories, and programs must be madeaccessible to handicapped students (see Accessibility,84.22).
If a student with a disability enrolls in a class that isscheduled for an inaccessible location, a faculty membermust contact room scheduling authorities to relocate theclass.
Students with disabilities may request "academicadjustments" such as changes in the length of time to
102
complete papers, examinations, and degree programs;adapted arrangements for completing academic work, andthey may have permission to use a tape recorder or tohave a guide dog in classrooms (see AcademicAdjustments, 84.44).
These or similar adjustments must be granted unless thefaculty determines that granting the accommodation wouldcompromise "essential" elements in the curriculum.
Students have a right to nondiscriminatory participationin required programs or internships that are co-sponsored by the University with outside groups.
FOR _Y_OURANEORMATION:
The Americans with Disabilities Act (ADA) was signed intolaw on July 26, 1990 and is now P.L. 101-336. ADA ispatterned after Section 504 of the Rehabilitation Act of1973. As noted above in the summary statement, Section504 prohibits discrimination against people withdisabilities in a range of areas, such as employment, socialservices, and education, on the part of entities thatreceive federal funds. ADA prohibits discrimination bypublic or private entities.
103
GETTING READY FOR COLLEGE:ADVISING HIGH SCHOOL STUDENTS WITH
LEARNING DISABILITIES
Students receiving special education and related servicesneed to take a variety of preparatory steps in order tohave real choices and viable options in senior year.
This is a check list for parents, counselors, teachers,program coordinators, and students themselves toconsider well before senior year decision time.
THE A3ASICS
DISABILITY AWARENESS(resource teacher, counselor, parent)
Encourage self-advocacy. It is essential that the student beable to discuss the learning disability and be able torequest needed accommodations.
Make sure the student understands the particular learningdisabilities involved. It is important for the student to beable to discuss strengths and weaknesses as well as whichaccommodations have been essential to success in highschool and will be needed in college.
Help the ,';tudent understand how the disability isconnected to social interactions with peers, families,teachers, and employers. For example, a visual orauditory discrimination deficit or an attention deficitdisorder frequently leads to missed cues and inappropriatetiming in conversation.
Learn about, and teach the student about, Section 504 ofthe Rehabilitation Act of 1973 and how it compares toP. L.94- 142 . Section 504 indicates types ofaccommodations that post-secondary institutions must
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provide or allow, if a student requests them. Theresponsibility is on the student to seek appropriateservices; whereas under 94-142, the responsibility is onthe elementary and secondary schools (working withparents) to provide services.
Some families encourage the student to have a personalmembership in the Learning Disability Association (LDA),Orton Dyslexia Society, support groups for students withlearning disabilities, or other organizations which willbuild confidence and information about special programs.
PERSONAL and SKILL DEVELOPMENT OF STUDENT(parent, counselor, teacher, and studen'.)
Encourage the student to develop work-related skills andinterests in case it is decided to delay entrance to collegeand work for a year or two. This may involve taking somevocational courses.
Make sure the student's knowledge of study skills isadequate. In addition to high school assistance, considerspecial study classes/programs offered at communitycolleges, private agencies, or individual tutoring.
Help the student to increase independent living skills. Thestudent needs to be able to do laundry, cleaning, and somecooking; manage a checking account and transportationsystems; and plan leisure activities.
Encourage part-time jobs or volunteer positions. Theseoffer opportunities to improve social skills and giveexperience about work situations and job expectations.
ASSESSMENTS, RECORDS, COURSE OPTIONS IN HIGH SCHOOL(parent, counselor, student)
Request the high school to provide a vocationalassessment, preferably while the student is in 7th and/or9th grades.
Plan a four-year selection of college prep courses sufficientto allow the choice to enter college.
Contact the local Vocational Rehabilitation (VR) agencybefore graduation. VR offers a variety of services toeligible students with learning disabilities such asvocational assessment, job placement, pre-employmenttraining, etc.
Make sure psychological testing is up-to-date. P.L. 94-142mandates that each student be reevaluated every threeyears, and more frequently if needed. The collegeadmission and placement processes will require results oftests taken, usually, within three years of the time ofapplication.
Obtain all special testing records before high schoolgraduation. They may be needed for later applications tocollege or Vocational Rehabilitation services, and someschool systems destroy these records after graduation.
COLLEGE APPLICATIONS
GETTING READY TO APPLY(parent, counselor, teacher, student)
Consult with advisors to understand fully how muchsupport or special help `2e student is receiving. The levelof services for learning disabilities needed in college shouldbe based on a realistic picture of what accommodationshave been needed for success in high school.
Challenge the student to evaluate whether he or she hashigh motivation to put in the long hours needed toaccomplish college level work. Is there a career goal? Iscollege the best transition or training for employment andindepepndence? If so...
Decide whether to arrange for special testing conditions forthe PSAT, SAT< and/or ACT. Options include extendedtesting time, readers, cassettes, and sometimes differenttest locations.
Consider community colleges, technical or proprietaryschools, specialized on-campus programs that include avocational training component, as well as colleges withsupport services.
Contact the Office for Special Student Services or theDisabled Student Services Office of colleges beingconsidered before applications are submitted. Be surewhat types of accommodations and services are available.Do they match those needed by the student in high school?Is there an LD specialist on staff? How many students withlearning disabilities attend? What documentations arerequired? Are there other pre-admissions requirementssuch as a letter of recommendation from a high school LDadvisor?
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APPLICATION DECISION AND TRANSITION TO COLLEGE(parents, and advisors with student)
The student should make a copy of each application form.The copy should be used as a worksheet to collect theneeded information. The material should then be typedonto the original form and sent to the college
Visit colleges, while they are in session, before making adefinite choice. Consider the community around thecollege, cost, student activities, programs offered, as wellas LD services provided.
Consider enrolling in a summer orientation session foradmitted students with learning disabilities at the selectedcollege. Or, take one course in a regular summer session.Getting acclimated to the campus and knowing aboutsupport service systems builds the student's confidence.
Search for a summer study skills course designed forpeople with learning disabilities. Collect advice on how tobe organized for studying on the college.
Search out any personal contacts or suggestions that willlead the student to find an appropriate advisor, friend, ormentor on campus..Getting Ready for College; Advising High School Students with Learning Disabilities has been prepartedunder Cooperative Agreement No G00887C3052 awarded to the American Council on Education by theU.S. Department of Education. The contents do not necessarily reflect the views of the U.S.Government nor does mention of products or organizations imply enfdorsements by the 11.S.Government.
This publication is based on an original list by Carol Sullivan, Counsellor for students with learningdisabilities at Northern Virginia Community (Annandale, VA), and former versions by the Associationon Handicapped Student Service Programs in Postsecondary Education (AHSSPPE), and the HEATHResource Center, One Dupont Circle, Washington, D.C. single copies are available free from HEATH(202) 939-9324; (800)544-3284 voice/TDD.
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DIRECTORIES FOR LD POST-SECONDARY STUDENTS
A NATIONAL DIRECTORY OF FOUR YEAR COLLEGES, TWO YEARCOLLEGES AND POST HIGH SCHOOL TRAINING PROGRAMS FOR YOUNGPEOPLE WITH LEARNING DISABILITIES, FIFTH EDITION (1983)Partners in PublishingBox 50347Tulsa, OK 74150
DIRECTORY OF FACILITIES AND SERVICES FOR THE LEARNINGDISABLED (1991-1992)Academic Therapy Publications20 Commercial BoulevardNovato, CA 94949-6191
HOW TO CHOOSE A COLLEGE: A GUIDE FOR THE STUDENT WITH ADISABILITY (1988-Second Printing)HEATHOne Dupont CircleSuite 300Washington, D.C. 20036-1193(Single copies of this booklet are available free of charge.)
LOVEJOY'S COLLEGE GUIDE FOR THE LEARNING DISABLED (1985)Charles T. Straughm, II and Dr. Marvel le S. ColbyMonarch Press, A Division of Simon and SchusterSimon and Schuster Bldg.1230 Avenue of AmericasNew York, New York 10020
PETERSON'S GUIDES (1992)Box 2123Princeton, NJ 08543-2123
THE COLLEGE GUIDE FOR STUDENTS WITH DISABILITIES (1976)Abt Publications55 Wheeler St.Cambridge, MA 02138
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THE K & W GUIDE TO COLLEGES FOR THE LD (1991)Marybeth Kravets, M.A.Imy F. Wax, M.S.P.O. Box 187Deerfield, II 60015-0187
UNLOCKING POTENTIAL COLLEGE AND OTHER CHOICES FORLEARNING DISABLED PEOPLE: A STEP BY STEP GUIDE (1987)B. Scheiver and J. TaipersAdler & Adler, Publishers, Inc.4550 Montgomery AvenueBethesda, Maryland 20814
UNLOCKING THE DOORS: MAKING THE TRANSITION TOPOST-SECONDARY EDUCATION (1987)AHEAD PublicationsP.O. Box 21192Columbus, OH 43221-0192(614) 488-4972 (V/TDD)(614) 488-1174 (FAX)
ON THE JOB TIPS FOR EMPLOYEES WITH LEARNINGDISABILITIES
A. The first and most breakable rule is:Never, never, never, use LD as an excuse for nottrying to do your best, not getting along withothers, not trying to control your behavior, orrefusing responsibilities that you can live up to!
B. Differentiate between discussion of yourdisabilities with those who have a need to know,and between talking to others about your ownpersonal difficulties in a manner that causesothers to perceive you as seeking sympathy,making lame excuses for your own failures, ortrying to make yourself the center of attention.
C. Work off some of your hyperactivity by runningerrands rather than waiting for others.
D. Do not allow yourself to become overlydependent upon your boss to the point wherehe or she is telling you how to carry out everyassignment you are given even after you aresupposed to be at a full performance level.
E. Plan things you need to do both for the day andthe week.
F. If you can find a co-worker to serve as a mentorto offer you personal advice about the mostsensitive aspects of your work behaviors andsocial skills on the job, you will find that this isone of the most valuable means of improvingyour work performance, even though at timesyour feelings may be hurt.
G. For short-term memory problems, keep copiousnotes on anything important.
H. For eye-hand coordination problems, find timeto practice the skills when you are not underpressure.
I For visual perceptual problems, have a place foreverything important and put everything inthe proper place at all times.
J. If your job requires driving, help yourdirectional problems by looking for landmarksalong your regular route.
K. If you have a short attention span, work onseveral assignments for a short time each,rotating around several projects in one day.
L. If you have some troubles dealing with aconversation and reading or some other similarintersensory problem, it is not impolite to ask aperson speaking to you to wait until he or shehas your full attention.
M. It is very important that you try to relax to thefullest extent possible.
Source: Robinson, Elizabeth. "Techniques for Job Hunting," Journal of Rehabilitation,April/May/June 1984.
JOB SUGGESTIONS FOR ADULTS WITHLEARNING DISABILITIES
PLACE PEOPLE IN AREA OF STRENGTH BUT DO NOT LIMIT THEM
WEAKNESSES
DISTRACTIBILITY
STRENGTH POSITION
RESTAURANTHOST/HOSTESS
HYPERACTIVITY GUARD DUTYRETAIL SALESPOSTAL DELIVERY
SHORT-TERM MEMORY DOMESTIC ENGINEERGROCERY STOCKERDATA ENTRY
ATTENTION SPAN "FLOATER" TO RELIEVECOLLEAGUES
TELEMARKETING
TEMPORAL PROBLEMS FLEX-TIME JOBS
ORAL LANGUAGEPROBLEM
WRITTEN LANGUAGE
RESEARCHERSIGN PAINTERFACTORY WORKERSTOCK ROOM
FACTORY WORKERSWITCHBOARD
OPERATORSALESCHEF/COOK
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JOBS THAT MIGHT NOT BEAPPROPRIATE FOR LD ADULT WITH THIS
PARTICULAR DIFFICULTY
PERCEPTUAL-MOTOR
DIGIT REVERSAL
BRICK LAYER,CARPENTER
EQUIPMENTMONITOR(GARAGE)
LABORATORY WORK
AUDITORY PERCEPTUAL SWITCHBOARDOPERATOR
VISUAL PERCEPTUAL SEWINGFILLING OUT FORMSDATA ENTRY
AUDITORY MEMORY TELEPHONE SALES
ORAL LANGUAGE SALESRECEPTIONIST
WRITTEN LANGUAGE SECRETARY
SUGGESTIONS FOR WORKING WITHADULTS WITH LEARNING DISABILITIES
1. Break down tasks into small increments oflearning and present them in a paced,sequential manner. Present a variety of shortassignments.
2 Make sure the adult has acquired one skillbefore presenting the next skill in the sequenceof learning tasks.
3. Structure assignments for the adult andprovide frequent feedback about the quality andappropriateness of work completed.
4. Provide activities that allow the adult toexperience small successes in order to enhancehis/her self concept.
5. Use as many modalities (seeing, hearing,speaking, touching) as possible when presentingmaterial. Making information available throughdifferent senseshelps adults to be activelearners and to use their strongest channels toget information.
6. At the same time, try to capitalize on the adult'sarea(s) of strength. For example, if the adult isa good listener and can carry out oral directionswell, be sure to present materials orally.Teaching through the adult's strengths helps toremediate weak areas.
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7 Teach new concepts in as concrete way aspossible. It's often easier for learning disabledadults to learn the theory after its practicalapplication.
8. Relate new material to everyday life wheneverpossible. This can make abstract concepts moreunderstandable.
9. Control the complexity of directions. Manylearning disabled adults benefit from havingdirections broken down into steps, with one steppresented at a time.
10. Use color whenever possible. Visual impact iseven sharper in color, and color coding is an aidto learning.
11. If possible, provide the opportunity to repeatverbally what has been learned as a check foraccuracy.
Adapted from Adult Basic Education Programs for Disabled Adults. library for the Blind andPhysically Handicapped Free Library of Philadelphia.
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REFERENCES
REFERENCES
Library for the Blind and Physically Handicapped. AdultBasic Education, Program.s__fo_r__Disable_d Adults Suggestionsfor _Working with Adults with Learning Disabilities.Philadelphia, PA.
Barsch, J. & Creson, B. (1980). "Spelling Plus": LearningStyle Inventory. Novato, CA: Academic TherapyPublications.
Baker, B. & Blanding M. (1985). Post-secondaryexperiences: Student characteristics. (Available fromDeka lb Community College, Clarkson, GA).
Baker, B. & Blanding, M. (1985). Post-secondaryexperiences: Preparation for admission. (Available fromDeka lb Community College, Clarkson, GA).
Brown, D. (1980). "Be Clear About the Kind of Help YouNeed." (Available from Closer Look Parents' Campaign forHandicapped Children and Youth, Washington, DC).
Brown, D. (1980). Steps to Independence _for _P_eople withLearning Disabilities. Coping with Specific Disabilities (pp.35-40). Washington, DC: Closer Look Parents' Campaignfor Handicapped Children and Youth.
Brown, D. (1980). Steps to Independence for People withlearning_Disabilifies. Dealing with your DisorganizedCerebral Nervous System (pp. 40-43). Washington, DC:Closer Look Parents' Campaign for Handicapped Childrenand Youth.
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Davie, A. (1990). Getting ready for college: Advising highschool students with learning disabilities. Washington, DC:American Council on Education.
Dowdy, C.A. (1990). Differences in transitional needs ofhigh school students with or without learning disabilities.Journal of _Learning Disabilities, 23 (6), 343-348.
Gajewski, N. & Mayo, P. (1988). Social Skills Strategies.Wisconsin: Publishers Thinking.
Jarrow, J. (1987). Integration of individuals withdisabilities in higher education: A review of the literature.Journal _of _Postsecondary__Education and Disability, 5 (2),3 8 -5 7 .
Reed, V.A., (1986). An Introduction to___Children withLanguage Disorders. New York, NY: Macmillan.
Robinson, E. (1984). Techniques for job hunting: On thejob tips for the employee with learning disabilities. Journalof. Rehabilitation, 50 (2) 93-95.
Weisgerber, R. (1989). Social Competencies andEmployability Skills Curriculum. Rockville, MD: AspenPublications.
Wren, C., Adelman, P., Pike, M. B., Wilson, J. L. (1987).College And_ The High School _Student With _learningDisabilities__The_Student!s_Perspective. Project LearningStrategies (PLuS) DePaul University, Chicago, IL.
"How Difficult Can this Be?" (F.A.T. City Workshop) (1990).(Available from PBS Video, 1320 Braddock Place,Alexandria, VA 22314; (800) 424-7963 or (803) 739-53 80).
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"Living with a Learning Disability". (Available from LD-CASE, Room 117 EAB, University of Nebraska at Omaha,Omaha, NE 68132).
"Going to College with a Learning Disability." (Availablefrom LD-CASE, Room 117 EAB, University of Nebraska atOmaha, Omaha, NE 68132).
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Recommended