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Ballotti Learning Center All Staff Meeting, November
2012
Engaging Students with Disabilities
Presented by
Kirsten Behling - Director, Disability Services
Andrew Cioffi - Assistant Director, Disability Services
Quick Ice Breaker
Talk about a movie that features an individual with a disability
Quick Ice Breaker
Talk about a time that you felt bad for someone with a disability
Quick Ice Breaker
Talk about a time when someone with a disability did something to impress you
Overview
Overview of the Office of Disability Services
The expanding world of disability services
Person first language
Engaging students with disabilities
Case study activity
Office of Disability Services
73 Tremont, 7th floor
Student intakes, grant accommodations
Referral service for diagnostic evaluation
Alt Text Center
Assistive Tech Lab
Exam proctoring
Peer note taking
What is a Disability?
Disability, defined
A physical or mental impairment that substantially limits a major life activity
What is a Disability?
Major life activities - walking, seeing, hearing, eating, breathing, reading, writing, thinking, communicating, interacting with others, etc
Expanded to include bodily functions
The Expanding World of Disability Services
Broader definition means more individuals qualifying for services
Increase in mental health disorders and comorbidity
Increase in access to higher ed for veterans with disabilities
Person First Language
Engaging students
With Disabilities
Some Background
Unless the student has a visible disability, it is highly unlikely that you will know
Do NOT ask a student if they have a disability - if they disclose, it is 'ok' to ask questions
Students with disabilities are typically very bright, however, they may learn differently
Treat each student with a disability as you would anyone else
The Basics
Ask before you help
Be sensitive about physical contact and communication
Don't make assumptions
Students that are blind/low vision
Identify yourself (name/role) before making physical contact.
Materials should be written or printed in large print (depending on the student's need)
Labels and signs should be clearly letter in contrasting colors (white letters on black background)
If student works with a guide dog, walk on opposite side
As you are walking, describe the setting and note obstacles
Students that are Deaf/Hard of HearingFollow the student's cues on how to best communicate
Rephrase rather than repeat sentences that the student does not understand
When talking, speak clearly and face the student
There is no need to shout. If the student uses a hearing aid, it will be calibrated for normal voice levels
Students with learning disabilities
People with dyslexia or other reading disabilities have trouble reading or decoding written information. Give them verbal explanations and allow extra time.
Ask the student how you can best relay information. Be direct in communication.
It may be easier for the person to function in a quiet environment with less distractions
Students with attention disabilities
Help the student get organized
Studying and coaching should be done in a distraction reduced environment
Limit choices of what to focus on during your meeting
Help students to recognize what they are good at
Students with psychiatric disabilities
Stress can affect the person's ability to function. Try to keep the pressure of a situation to a minimum
Treat each person as an individual. Ask what will make the person most comfortable
In a crisis, stay calm and be supportive as you would with anyone. Ask how you can help, and find out if there is a support person that can be sent for
Case Study Activity
Break into four groups
Questions???