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Supporting Students with Disabilities. for Academic Staff and Managers. Debbie Jones Humanitas July 2008. General knowledge considerations. Supporting students with disabilities. What Must I Know?. Basic facts about the disability – general knowledge - PowerPoint PPT Presentation
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What Must I Know?
• Basic facts about the disability – general knowledge
• Basic facts about how the disability impacts the particular student – how the disability “manifests” itself.
• Awareness of types of accommodations that may assist the student including considerations of the use of technology
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Person First Language
• What is person first language?– Person first language puts the person before
the disability and describes what a person has, not who a person is.
• A “person with a disability” and not a “disabled” person
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Why Person First?
• Group designations such as "the blind," "the retarded" or "the disabled" are inappropriate because they do not reflect the individuality, equality or dignity of people with disabilities.
• Further, words like "normal person" imply that the person with a disability isn't normal, whereas "person without a disability" is descriptive but not negative.
http://www.dol.gov/odep/pubs/fact/comucate.htm
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Who is a Qualified Person witha Disability?
• A physical or mental impairment that substantially limits one or more of a person’s major life activities
• Whether a particular person has an impairment that satisfies this definition, and whether a specific accommodation is appropriate for a particular person, must be determined on a case-by-case basis
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Legal Issues and Requirements
• Why Accommodate?– It’s the Law!
• Rehabilitation Act of 1973, Section 504… “No program receiving federal funds may deny or exclude…”
• Individuals with Disabilities Education Improvement Act of 2004
• Americans with Disabilities Act of 1990 - Title III
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Referral for Suspicion of Disability
• Referral Forms– Orientation
• Student/staff
• Disability Coordinator
• Documentation– Observations/other
• Requirements– Are you obligated to assess for disability?
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Reasonable Accommodation Process
• The interdisciplinary/ reasonable accommodation team (IDT) meeting must be an interactive process [involving the applicant/student]
• Collect/review documentation
• Develop plan• Distribute plan
– Who has a need to know?
• Monitor for effectiveness
• Review 45-60 days• Modify if needed
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Accommodation PlansIDT works with applicant or student to determine accommodation needs
• Consider:– Physical– Medical– Emotional or
Psychological – Educational
• Accessibility– classrooms, career
technical work areas, dorms
• ALL areas on center
• Impact of meds
• Schedule adjustments
• TABE, GED, career technical certification…
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Accommodation Plan Development
• What accommodations has the individual received in the past?– IEP/504 Plans– Vocational Rehabilitation Documentation
• What are the student’s strengths and weaknesses, learning styles, etc.?– Do the accommodations under consideration
make use of the student’s strengths and preferred learning style(s)? 16
Accommodation Plan Development
• Are they sufficient to provide the student access to all areas of the program?– If not, what additional accommodations are
necessary (e.g., in vocations, residential, other common areas)?
• Do those accommodations remain relevant to the current situation?
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Technology Considerations
• Hi-tech– Text to speech– Voice dictation– Talking calculators/thermometers/tape
measures– Digital/variable speed tape recorders– “Live-Scribe” pen
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• “Paper Replay.”
• Notes and audio can also be uploaded to a PC where they can be replayed, saved, searched and sent.
• Additional applications available
• math problems
• definitions, voice output
• preprinted materials
• handwritten messages as emails
• spoken messages/written notes
• Scan single words or full lines of text in seconds
• See dictionary and thesaurus entries
• Hear scanned words (including spelling), lines of text, definitions and thesaurus entries
• Test Mode allows blocking of access to the dictionary and thesaurus during tests
• Ergonomic and lightweight weighing only 3 ozs
• Optical Character Recognition at 97% (based on standard font)
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Technology Considerations
• Lo-tech– Specialty paper (e.g., graph, colored,
textured)– Writing utensils & accessories (e.g., pencils,
highlighters, grips, etc.)– Organizers (e.g., planners, calendars, etc.)– Positioning tools (e.g., clipboards, slant
boards, velcro, etc.)22
Other Accommodation Examples
• Reducing number of items on assignment
• Chunking materials into segments
• Extended time
• Study guides
• Writing answers on same page as questions
• Masking/line guides24
What works for one student with a disability may not work for another.
Determine individualized
needs.
If an accommodation is
not working, try something else.
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Memory Strategy Example
• 5
• 8
• 0
• 2
• 9
• 0
• 6
• 1
• 0
• 3
• What strategy or strategies could we use to help us remember this series of numbers?
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Memory Strategy Suggestions
• Chunking– Phone number format
• (580) 290-6103
• Patterns– Repeating numbers
• “0” every third number
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Teaching Learning Strategies
• Assess the student’s awareness of the strategy to be used.
• Provide opportunities for students to discuss, reflect upon, and practice the strategies with classroom materials and authentic tasks.
• Provide feedback.30
Teaching Learning Strategies
• Gradually have the student select the learning strategy to use for a particular activity or assignment.
• Provide instruction, review, and provide feedback until the student is able to self-select and apply learning strategies effectively.
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Resource Organizations
• Division of Vocational Rehabilitation (DVR)– JC Program Instruction 99-03
• Job Accommodation Network (JAN)
• One-Stops – Disability Navigators
• Centers for Independent Living
• Other State Disability Service Agencies
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