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Gregory, Martha Wille, Ed.Support Services: Longview Community College.Creating Employment Opportunities.Longview Community Coll., Lee's Summit, Mo.; MissouriUniv., Columbia. Missouri LINC.; Southwest MissouriState Univ., Springfield.Office of Special Education and RehabilitativeServices (ED), Washington, DC.93

H078C20011-92473p.; Handouts contain broken print.Missouri LINC, University of Missouri-Columbia, 401E. Stewart Rd., Columbia, MO 65211 (free).Guides Classroom Use Teaching Guides (ForTeacher) (052)

MF01/PC03 Plus Postage.Accessibility (for Disabled); *College Programs;*Community Colleges; Community Services;*Disabilities; Employment Potential; Head Injuries;Incidence; Learning Disabilities; ProgramDescriptions; Rehabilitation; Resources; StaffDevelopment; *Student Personnel Services; Two YearColleges

IDENTIFIERS *Longview Community College MO; Missouri

ABSTRACTThis training module was developed to introduce

postsecondary personnel to the support services available forstudents with disabilities at Longview Community College in Missouri.The module covers the definition and philosophy of support services,including the development of rehabilitation services, independentliving, and the disability rights movement. It offers statistics onthe percentage of full-time freshmen with disabilities and types ofdisabilities. It describes campus services for students withdisabilities, including physical accommodations, copying assistance,enlargement of materials, interpreter services, notetaking services,testing services, textbooks on tape, and others. The module alsodescribes outside resources, such as AHEAD (Association on HigherEducation and Disability) and the HEATH Resource Center, andcommunity services, including independent living, financialassistance, reading and referral services, transportation, andnational toll free hotlines. The module contains handouts andoverheads used to enhance important poihts. Handouts include a listof functions of disability service programs, a student serviceshandbook for special needs students at Longview Community College,descriptions of community resources, and information about ProjectABLE (a structured curriculum for individuals with learningdisabilities or head injuries). (JDD)

Reproductions supplied by EDRS are the best that can be madefrom the orig:nal document.

SCOPE OF INTEREST NOTICE

The ERIC Facility has assignedthis document for processingto:

In our judgment. this documentis also of interest to the Clearinghouses noted to the rightIndexing should reflect theirspecial points of view

CREATINGEMPLOYMENT

OPPORTUNITIES

SUPPORT SERVICES:

LONGVIEW COMMUNITY COLLEGE

Martha Wille Gregory, Editor

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and ImprovementEDUCATIONAL RESOURCES !NFORMATION

CENTER (ERIC.)H This document has been reproduced as

received from the person or organizationonginairng

C Minor changes have been made to unpro,,,reproduction quality

Points of view Or opinions Stated in this oocowent do not necessarily represent of tg,atOERI position or policy

2BEST COPY AVAILABLE

This Creating Employment Opportunities (CEO) Project has been produced incooperation with the University of Missouri - Columbia, Longview Community College, andSouthwest Missouri State University.

I would like to acknowledge the following individuals for their contribution to thisproject Rosalie Backer-Thompson, Debbie Kientzy, Pat Plevka, Carom Messer li, JillWilliams-Graham, Diane Worrell-Clayton, Linda Bradley, Christy Newman, and DanaYates.

I would like to thank Linda Bradley, Interim Director of Missouri LINC for her helpand guidance on this project.

For further information contact:

Martha Wine Gregory , CEO CoordinatorMissouri LINC

401 East Stewart RoadColumbia, MO 65211

(314) 882-2733(800) 392-0533 (Missouri Only)

1993

This paper was supported by grants to the University of Missouri-Columbia, Collegeof Education, Department of Special Education, from the U.S. Department of Education,Office of Special Educational Rehabilitation Services, Project #H078C20011-92. However,the opinions expressed herein do not necessarily reflect the position or policies of thefundin; agency or host institution.

Permission to duplicate this publication is granted by CEO, contingent upon CEOand the Editor being given credit for its development.

LONGVIEW COMMUNITY COLLEGESupport Services

Directions For Use

According to a survey by Henderson (1992), the number of freshman students with disabilitieshas tripled since 1978. To better serve this growing population, this module was developed tointroduce postsecondary personnel to the suppr services available. This module can be usedin its entirety, or parts can be deleted according 3 the needs of the audience. This module wasdesigned to provide comprehensive information. The trainer should not read the script as is, butbe familiar with it to help the presentation flow naturally.

The training objectives are:1. Basic functional knowledge of the Disability Service Programs.2. Philosophy behind support services.3. Support Services available in the community and postsecondary institutions.

Below is an outline of the module:I. Introduction

A. Purpose StatementB. ObjectivesC. Agenda/Outline

II. Definition/Philosophy of Support ServicesA. DefinitionB. Philosophy

RehabilitationIndependent LivingDisability Rights Movement

Components of Philosophical FrameworkIII. Population

A. StatisticsPercentage of Full-Time Freshmen with DisabilitiesFacts from College Freshmen with DisabilitiesDiversity of Disabilities

IV. Campus ServicesA. Functions of Disability Service ProgramsB. Longview Special Needs Student Services HandbookC. Outside Resources

'AHEADHEATH

V. Community ServicesA. Introduction

Independent LivingFinancial Assistance

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Reading and Referral ServicesTransportation

National Toll Free HotlinesVI. Conclusion

This module contains handouts and overheads used to enhance important points. Cues are givento the trainer on the right side of the page on the proper time to use and refer to the overheadsand handouts. Notes to the trainer are in italicized script. This text is not to be read aloud tothe audience, but used as a tool for the trainer.

MATERIALS NEEDED FOR THE WORKSHOP:Sign-up list

Folder packets for handoutsPencil/pens

Name tags (optional)Overhead projection/projector screen

Video equipment (If recording the training session)Podium

Food/drink (optional)

WHEN CONDUCTING THE TRAINING:Have fun, be relaxed. Allow for interaction.Begin and end on time.

WHEN USING THE EQUTPMENT:When using the overhead, use a sheet to cover information until it is disclosed.4e Use a pointer or pen to point to information.

ADAPTATIONS FOR INDIVIDUALS WITH DISABILTTLES:@Make sure all participants are included in the activities.Make available if necessary, large print, braille, or taped copies of presentation.Ask the individual what type of accommodation is needed.Repeat questions from the audience.Speak in a normal voice to the audience.If not using the overhead, turn it off. It can be distracting.

I. Introduction

A. PURPOSE STATEMENT

The number of freshmen students with disabilities in higher educationinstitution has tripled since 1978. Support services have beendeveloped to assist individuals with disabilities with accommodationsand accessibility issues. This training session was developed toeducate postsecondary personnel regarding support services availablein the community and on campus.

B. OBJECTIVES

The learning objectives for this module are:1. Basic functional knowledge of the Disability Service Programs.2. Philosophy behind support services.3. Support Services available in the community and postsecondary

institutions.

C. AGENDA/OUTLINE

I. IntroductionA. Purpose StatementB. ObjectivesC. Agenda/Outline

II. Definition/Philosophy of Support ServicesA. DefinitionB. Philosophy

RehabilitationIndependent Living

*Disability Rights MovementComponents of Philosophical Framework

III. PopulationA. Statistics

Percentage of Full-Time Freshmen with DisabilitiesFacts from College Freshmen with DisabilitiesDiversity of Disabilities

IV. Campus ServicesA. Functions of Disability Service ProgramsB. Longview Special Needs Student Services HandbookC. Outside Resources

AHEADHEATH

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6

Overhead & Handout#1

LearningObjectives/Agenda

V. Community ServicesA. Introduction

Independent LivingFinancial Assistance

Reading and Referral ServicesTransportation

National Toll Free HotlinesVI. Conclusion

II. DEFLNITION/PFIELOSOPHY OF SUPPORT SERVICES

A. DEFINITION

What are support services for students with disabilities? The answerto this question is as diverse as the college student population. Asupport service is as simple as putting books on tape and as complexas altering degree requirements. Services of students with disabilitiesmeet individual needs and necessitate cooperative efforts. They areoften the result of planning and foresight, and sometimes the productof conflict resolution. They are based on theoretical foundationscommon to student development of the general college studentpopulation and incorporate specific elements of disability culture andrehabilitation. We will talk more about specific support services oncampus later in the training. First, it is important to have a briefunderstanding of the philosophy behind the services,

B. PHILOSOPHY

Many factors have contributed to the development of a philosophicalframework of services for students with disabilities. Some of thefactors include rehabilitation services, independent living strides, andthe disability rights movement.

RehabilitationWorld War I introduced the concept of rehabilitation services on abroad basis. The focus for the first rehabilitation services was on theveteran with a disability who was returning home with a need forretraining or education. This need created the first federal programfor individuals with disabilities -- a program now known nationwideas Vocational Rehabilitation. Vocational Rehabilitation facilitated thefirst higher educational pursuits by people with disabilities. It was notuntil 1973 that other federal action significantly affected individualswith disabilities -- the Rehabilitation Act was passed by Congress. Itincluded Section 504, which prohibits recipients of federal funds from

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Overhead >6.2

Definition of SupportServices

Overhead #3Rehabilitation.indep.Living,Rights Mvmt.

discriminating on the sole basis of handicap. Since the majority ofAmerican colleges and universities receive some federal dollars, theimpact was enormous.

Independent LivingEnvironmental barriers were addressed largely due to the rehabilitationmovement; attitudinal barriers, however, were addressed largely dueto the independent living movement. This movement developed aspeople with disabilities began to state their right to educate themselvesand decide for themselves what services and products they wished topurchase. For the first time, people with disabilities were stating theywere consumers first, patients and clients last. Under the independentliving model of service delivery, people with disabilities are viewedas consumers. This is an important distinction from rehabilitationmodels which viewed people with disabilities as patients.

Disability Rights MovementIn the last two decades a movement has slowly taken shape to demandthe fundamental rights for individuals with disabilities that havealready been granted to all other Americans. The disability movementis a mosaic movement; diversity is its central characteristic. No oneleader or organization can claim to speak for all people withdisabilities. Without one highly visible leader, the movement has goneunnoticed by the majority of people without disabilities. But by itsacceptance of differences, the campaign for disability rights has forgeda powerful coalition of millions of people with disabilities, theirfamilies, and those that work with them. It has led to the emergenceof a group consciousness and new attitudes. The new attitude is thatthere is no pity or tragedy in disability, and that it is society's myths,fears, and stereotypes that most make having a disability difficult.Thisattitude is the philosophical framework of services for students withdisabilities. Students with disabilities are first and foremost students,and their disabilities are not viewed as the main essence of their being.Services are not provided in a medical setting, and students are notseen as patients. Coordinators of student services do not strive toevaluate and heal medical impairments, rather they strive to evaluateand "heal" the campus environment. Through this perspective,students are empowered versus rescued. Students are provided with theknowledge, tools, and opportunities necessary to succeed in anenvironment where competitive disadvantages are neutralized. As thenation begins to implement this philosophy by meeting guidelines ofthe Americans with Disabilities Act, colleges and universities withstrong services for students with disabilities can serve as models ofsuccess.

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Overhead #4PhilosophicalFramework

Components of Philosophical Framework

Students with disabilities are first and foremost STUDENTS.Students with disabilities are consumers.There is no pity or tragedy in disability.It is architectural and attitudinal barriers that make being a person

with a disability difficult.Students are empowered versus rescued.

HI POPULATION

A. STATISTICS

Although statistics pertaining to college students with disabilities arenot plentiful, recent efforts have produced data that can providemeaningful insight. The findings reported in College Freshmen withDisabilities: A Statistical Profile by Cathy Henderson (August 1992)

include the fact that the percent of freshmen who report having adisability has TRIPLED since 1978. Approximately, one in elevenfull-time freshmen (8.8 percent) in 1991 reported having a disability,a considerable change since 1978 when the proportion was about onein 38 freshmen, or 2.6 percent! This knowledge paints a vivid pictureregarding the need for support services. A significant and growingpercentage of the college student population has disabilities. Thediversity of the disabilities reported include hearing, speech,orthopedic, learning, health, and sight impairments. The majority ofdisabilities reported are not visible; sight and learning disabilities arethose most frequently identified by freshmen. The greatest growth inthe percentage of students reporting a particular disability over timeis in the category of learning disabilities. Certainly this information,plus the data , has programming and support service implications.

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Percentage of Full-Time Freshmen with Percentage of Full-TimeFreshmen Reporting Disabilities: Selected Years

Disability 1978 1985 1988 1991

Hearing NR 0.9 0.9 0.9Speech NR 0.3 0.3 0.5Orthopedic NR 0.9 1 1.2LD NR 1.1 1.2 2.2HealthRelated NR 1.2 1.2 1.3

Partiallysighted/blind NR 2.1 1.9 2.2Other NR 1.2 1.4 1.6

Total 2.6 7.4 7 8.8

Source: HEATH Resource Center, ACE. Based on unpublished data from the 1991Cooperative Institutional Research Program, UCLA, 1992. Note: NR = NoResponse. NRs in 1978 are due to phrasing of the question: "Do you have aphysical handicap? If so what type? In 1985,1988,1991, the question was, Do youhave a disability? Mark all that apply."

To Trainer: Be, iw are major points concerning the above survey.Depending upon time and audience read all points or simply touch ona few.

Facts from College Freshmen with Disabilities: A StatisticalProfile

In the last fifteen years the 'percent of college freshmen whoreport having a disability has tripled.

o Almost one in 11 (8.8 percent) college freshmen reported havinga disability in 1991.The disabilities most prevalent among college students areinvisible.

oto The percentage of students with learning disabilities has grownthe most rapidly; now constituting 25 percent of all students withdisabilities.

Diversity of DisabilitiesVisible Hidden Injury-RelatedSpinal Cord Dyslexia Carpal Tunnel SyndromeInjury Deafness Closed Head Trauma

Amputation

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Overhead #545 Freshmen w/Disabilities

Overhead #6Freshmen Profile

Overhead ARDiversity

Static Congenital EpisodicCerebral Palsy Muscular Dystrophy Multiple SclerosisMental Retardation Hemophilia Epilepsy

ProgressiveAIDSCystic Fibrosis

IV. CAMPUS SERVICES

A. FUNCTIONS OF DISABILITY SERVICES PROGRAMS

We are now going tc, give a brief overview of available services oncampus. We will then go into more detail concerning eachone.Although services for students with disabilities in post-secondaryeducation are multi-faceted, they adhere to fundamental characteristics.

Disability Service Programs:function as a coordinating center of activities, policies, andprocedures that affect students with disabilities.accomplish goals through both direct contact with students andcreation of environments conducive to students with disabilitieseducational objectives;respond to the developmental and demographic profiles of thestudents with disabilities who are served;identify eligible students with disabilities and assist them indetermining resources appropriate for meeting their needs.provide intentional interventions designed to improve the campusenvironment and neutralize negative environmental conditions.promote student development by encouraging:-positive and realistic self appraisal;-intellectual development;appropriate personal and career decisions;clarification of values;

-physical fitneSs;-an enhanced capacity to engage in a personally satisfying andeffective style of living;-the ability to relate meaningfully to others;-appreciation of cultural and aesthetic differences; andan enhanced capacity to work independently andinterdependently.

L8

Overhead #8Functions of DSP

Handout #2DSS Office

B. LONGVIEW COMMUNITY COLLEGE HANDBOOK

The handbook enclosed was developed specifically for students withdisabilities attending Longview Community College. The LongviewSpecial Needs Student Services Handbook was developed by the staffof the Longview Special Needs Office located at:500 SW Longview RoadLee's Summit, MO 64801-2105.

Feel free to call about any quTstions you may have at:(816) 672-2254. The office is located in the Campus Center Building(see enclosed map of campus). Staff within the office include:

Alana Timora-Vocational Evaluator SupervisorConnie Flick- Hruska- Special Needs Counselor and Support ServicesCoordinatorMary Sturdivaent-Vocational Resource Educator

Project ABLE is an option for students with Learning Disabilities orHead Injuries. Mary Ellen Jenison, Coordinator ABLE

C. OUTSIDE RESOURCES

AHEADThe field of disabled student services is continually challenging andexpanding. To obtain more entailed information and/or keep abreastof current issues, one may contact the professional organizationAHEAD (Association on Higher Educlation and Disability). AHEADwas founded in 1978 to address the need and concern for upgrading

quality of services available to students with disabilities inpostsecondary education. The mission of the Association is to provideunique leadership, focus, and expertise for professionals. It is amultinational, nonprofit organization committed to promoting fullparticipation of individuals with disabilities in postsecondaryeducation. The Association's training programs, workshops,publications, and conferences are planned and developed by its electedofficials and governing board and carried out by its full-time ExecutiveDirector and staff. AHEAD has developed a communication networkthat addresses the needs of special interests within the organization.Each Special Interest Group (SIG) provides in-depth attention tocurrent issues affecting that group. AHEAD members are encouragedto be actively involved in any group that addresses their specialinterests. The Special Interest Groups include: Blindness/VisualImpairment, Canadian Programs, Career Planning/Placement,

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Handout //3LongviewServices/Handbook

Community College, Computers, Deafness/Hearing Impairment,Disability Studies, Head Injury, Independent Colleges andUniversities, Learning Disabilities, Psychiatric Disabilities, TRIOPrograms, and Women and Disability.

B. HEATH

Another beneficial resource is the HEATH Resource Center aclearinghouse that operates under a congressional legislative mandateto collect and disseminate information nationally aboutdisability issuesin postsecondary education. HEATH has an extensive publicationprogram (single copies of publications are free and may bereproduced), a toll-free telephone service, and a professional staff thatparticipates in a strong network of colleagues across the country.

AHEADP.O. Box 21192Columbus, OH 43221(614) 488-4972 (Voice/TDD)

Heath Resource Center, Department FDAmerican Council on EducationOne Dupont Circle, Suite 800Washington, DC 20036(800) 544-3284

Service providers seeking more in-depth study may obtain singlecopies of the previously mentioned document from the AmericanCouncil on Education for $10.00 each (includes postage). Multiplecopies are available for $7.50 each. All orders must be prepaid bymoney order or check (made payable to American Council onEducation) and sent to:

Heath Resource Center, Department Fl)American Council on EducationOne Dupont CircleWashington, DC 20036

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V. CO IN/mum Ty RESOURCES

A. INTRODUCTIONHandout #4Resources

The following are community resources pertaining to disability issues.Many of the agencies listed offer a variety of services, however, forthe purposes of this module the services selected are those which mostclosely relate to college student development. Please keep in mind thatstudents with disabilities may also benefit from resources notspecifically targeted to concerns surrounding disability. Alwaysconsider resources that you have found to be helpful for the generalstudent population as well.

To Trainer: Depending on audience and time, the trainer can go intodetails concerning Community Resources or just refer them to thehandout.

LONGVIEW COMMUNITY RESOURCES

Independent Living

The WHOLE PERSON Inc.3100 Main, Suite 206Kansas City, MO 64111816-561-0304 & 531-7749 (TDD)

The WHOLE PERSON Inc. provides training on a variety ofindependent living issues; Housing assistance and referral; Personalcare assistance; Interpreter Service; Peer counseling; Group advocacyand Accessibility information. The fee for services vary. There is nofee for independent living assistance; donations are appreciated forhousing assistance. Interpreter costs are based upon ability to pay witha $15 per hour, two hour minimum, for qualified interpreters. AccessKC: A Guide for Disabled Kansas Citians is available for a $10.00donation plus postage (this is a book providing information aboutwheelchair accessibility of major public buildings and localestablishments - includes accommodations made for people withhearing and visual impairments). To receive services, call or visit atthe above address.

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14

National Federation of The Blind6129 Oak StreetKansas City, MO 64113816-444-6448

Services provided by NFB include: advocacy and training of skills ofblindness; assistance in finding employment; referrals to communityresources; cane travel training; aids and appliances; braille informationand assistance.There is no fee and no restrictions for becoming eligiblefor the services. Phone or write for information about receiving theservices.

Barrier Busters4001 E. 138th St.Grandview, MO 64030816-763-4467

Barrier Busters will consult, design, construct, and install to providethe right solution to individual accessibility problems within a home.Examples of modifications include stairway lifts, wheelchair lifts,residential elevators, chair lifts, etc. Prices vary according to type andsize of job.

Financial Assistance

Rehabilitation Services for the Blind615 East 13th StreetKansas City, MO 64106816-889-2677

Rehabilitation Services for the Blind provides diagnosis andevaluation, physical restoration, and instruction in daily living(including braille and travel training). Also available is vocationaltraining and education, provision of tools and equipment, rehabilitationfacility services for adjustment to blindness and attainment of blindnessskills, job development, placement assistance/follow-up. There is nofee to receive services. However, to be eligible, an individual must belegally blind or have other severe visual impairments, and must be aresident in the state of Missouri. There must be an assessment of theapplicant's vocational needs (for some programs), and an assessmentof applicant's financial needs (for some programs). Phone for anappointment.

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Division of Family Services201 PartridgeIndependence, MO 64055816-325-5800

The Division of Family Services offers public financial assistanceprograms such as Medical Assistance, food stamps, and energyassistance during the winter months. DFS also offers financialprograms for individuals who are blind.

Easter Seal Society1115 Fast 65th St.Kansas City, MC 64121816-333-3223

The Easter Seal Society provides direct financial assistance fortransportation assistance and for equipment. There is no service fee,however, to be eligible for assistance one must be 21 years or youngerand have a disability.

Vocational Rehabilitation3640 S. Noland Road Suite 240Independence, MO 64055816-325-5850

VR provides diagnosis and evaluation, physical restoration, instructionin daily living (including braille and travel training), vocationaltraining and education, provision of tools and equipment. They alsoprovide rehabilitation facility services for adjustment to blindness andattainment of blindness skills, job deve'.opment, and placementassistance/follow-up. Call the above number for an appointment.

Reading and Referral Services

Recording for the Blind20 Rozel RoadPrinceton, NH 08540609-452-0606For book orders: 1-800-221-4792/4793

Recording for the Blind lends recorded educational books to personswho cannot read standard printed material because of visual, physicalor specific learning disabilities. Also functions as a recording servicefor complete, published copyrighted books that are educational innature.

Talking BooksWolfner T.,ibrary for the Blind and Physically HandicappedP.O. Box 387Jefferson City, MO 65102-0387314-751-87201-800-392-2614

Persons who are unable to read standard printed material, because ofvisual of physical limitations are eligible for services offered by theWolfner Library. Available are magazines and books in the form ofcassettes, discs, records, braille and large print. Equipment needed toplay the discs, records, plus the material itself, are mailed as "FreeMatter" (no charge) to and from patrons. They will also loan out thefour track player needed to play their tapes as well as tapes fromRecording for the Blind.

Kansas City Low Vision Library311 E. 12th StreetKansas City, Mo 65102(816) 842-7559They will tape text books for free but request lots of lead time.

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Transportation

The MetroInformation Line:221-0660 & 474-0646 (TDD)

The Metro is operated by the Kansas City Area TransportationAuthority (KCATA) generally runs from 4:30am to 12:30am daily,with days and times varying for each route. The Metro buses operateon routes within the city limits of Kansas City and on other MO routesincluding Independence, North Kansas City and Gladstone. Fiftypercent of the buses are wheelchair accessible; the remaining will bereplaced by lift-equipped buses by 1998. Riders should call theInformation Line (operators are on duty from 6:00am to 6:00pm) todetermine accessible service. Reduced bus fare for riders withdisabilities is .45 cents for regular routes, .55 cents for express routes,and $17.00 for monthly passes. Individuals should apply for reducedfare by completing an application which includes certification ofdisability from a physician or qualified agency. Application fee is$1.00.

There are also several types of paratransit services available: demandresponse, special reserve and limited reserve. To find out about theparatransit services in your area, consult the "1992 Guide to PublicTransportation Systems and Paratransit Services in the Greater KansasCity Area" provided by The Whole Person 816-561-0304.

NATIONAL TOLL-FREE NUMBERS

AT&T Special Needs Center(800) 233-1222TDD (800) 833-3232

AMC Cancer Info. Center(800) 525-3777

American Council for the Blind(800) 424-8666

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American Diabetes Association(800) 232-3472

American Paralysis Association(800) 225-0292

Better Hearing Institute(800) 424-8576

Doubleday Large Print Books(800) 343-4300

Epilepsy Foundation(301) 459-3700(800) 332-1000

Higher Education and Training for People with Handicaps(800) 544-3284

IBM Support Center for Persons with Disabilities(800) 426-2133

Job Accommodation Network(800) 526-4698(800) 526-723

Job Opportunities for the Blind(800) 638-7518

Job Discrimination Hot Line(800) USA-EEOC

Library of Congress Handicapped Hot Line(800) 424-8567

Medicare Information Line(800) 392-8667

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MO-Advocacy and Protection for the Disabled(800) 392-8667

Multiple L. lerosis 24 Hour Info. Line(800) 624-8236

National AIDS Hot LineEnglish,(800) 324-AIDSSpanish,(800) 344-SIDADeaf,(800) AIDS-Tr!

Nat. Cystic Fibrosis Foundation(800) 344-4823

National Deafness Info. Center(8000 672-6720

National Down Syndrome Society(800) 221-4602

National Easter Seal Society(800) 221-6827

National Organization on Disability(800) 248-ABLE

National Rehabilitation Info. Center(800) 34-NARIC

National Spinal Cord Injury Hot Line(800) 526-3456

National Tuberous Sclerosis Assoc.(800) CAL-NTS A

Random House Audio Books(800) 638-6460

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Recording for the Blind(800) 221-4792

Social Security Information Line(800) 772-1213

Spina Bifida Association(800) 621-3141

United Cerebral Palsy(800) 872-1827

VI. Conclusion

This has been a brief overview of support services available toindividuals with disabilities. Please keep as a resource when makingreferrals. If there are questions please contact the Disabled StudentOffice or myself. Please fill out the evaluation prior to leaving Thankyou for attending.

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Handout #5Evaluation

Overheads

1. Learning Objectives/Agenda

2. Definition of Support Services

3. Rehabilitation, Independent Living and Rights Movement

4. Philosophical Framework

5. Percentage of Freshmen with Disabilities

6. Freshmen Profile

7. Diversity

8. Functions of Disability Service Program

OBJECTIVES:

1. Basic functional knowledge of theDisability Service Programs.

2. Philosophy behind support services.

3. Support Services available in thecommunity and postsecondaryinstitutions.

AGENDA

DEFINITION/PHILOSOPHY OFSUPPORT SERVICES

POPULATION

CAMPUS SERVICES

COMMUMTY SERVICES

e Overhead #2

SUPPORT SERVICES

ASSIST WITH ACADEMIC ADJUSTMENTS

O COORDINATE ACTIVITIES

O ACT AS A CAMPUS RESOURCE

O PROMOTE STUDENT DEVELOPMENT

Overhead #3

Factors Contributing toPhilosophical Framework:

REHABILITATION

* INDEPENDENT LIVING

* DISABILITY RIGHTS MOVEMENT

Overhead #4

Components of Philosophical Framework

* Students with disabilities are first and foremostSTUDENTS.

* Students with disabilities are consumers.

* There is no pity or tragedy in disability.

* It is architectural and attitudinal barriers that makebeing disabled difficult.

* Students are empowered versus rescued.

"2 6

Overhead #5

Percentage of Full-Time Freshmen with Disabilities

Selected Years

Disability 1978 1985 1988 1991Hearing NR 0.9 0.9 0.9Speech NR 0.3 0.3 0.5Orthopedic NR 0.9 1 1.2LD NR 1.1 1.2 2.2HealthRelated NR 1.2 1.2 1.3Partiallysighted/blind NR 2.1 1.9 2.2Other NR 1.2 1.4 1.6

Total 2.6 7.4 7.0 8.8

Source: HEATH Resource Center, ACE. Based onunpublished data from the 1991 Cooperative institutionalResearch Program, UCLA, 1992. Note: NR = Noresponse. NRs in 1978 are due to phrasing of thequestion: Do you have a physical handicap? If so whattype? In 1985,1988,1991, the question was, Do youhave a disability? Mark all that apply.

Overhead #6

A Statistical Profile

Facts from College Freshmen withDisabilities:

* In the last fifteen years the percent ofcollege freshmen who report having adisability has tripled.

* Almost one in 11 (8.8 percent) collegefreshmen reported having a disabilityin 1991.

* The disabilities most prevalent amongcollege students are invisible.

* The percentage of students withlearning disabilities has grown themost rapidly, now constituting 25percent of all students withdisabilities.

Overhead #8FUNCTIONS OF DISABILITY SERVICES

PROGRAMS

* function as a coordinating center of activities, policies, andprocedures that affect students with disabilities.

* accomplish goals through both direct contact with students andcreation of environments conducive to students withdisabilities educational objectives;

* respond to the developmental and demographic profiles of thestudents with disabilities who are served;

* identify eligible students with disabilities and assist them indetermining resources appropriate for meeting their needs.

* provide intentional interventions designed to improvethe campus environment and neutralize negativeenvironmental conditions.

* promote student development by encouraging:positive and realistic self appraisal;intellectual development;appropriate personal and career decisions;clarification of values;physical fitness;an enhanced capacity to engage in a personallysatisfying and effective style of living;the ability to relate meaningfully to others;appreciation of cultural and aesthetic differences;an enhanced capacity to work independently andinterdependently.

HANDOUTS

1. Learning Objectives/Agenda

2. Functions of Disability Services Program

3. Longview Handbook

4. Resources

5. Evaluation (optional)

)

SHandout #3

The training objectives are:

1. Basic functional knowledge of theDisability Service Programs.

2. Philosophy behind support services.3. Support Services available in the

community and postsecondaryinstitutions.

AGENDA

DEFINITION/PHILOSOPHY OFSUPPORT SERVICES

POPULATION

CAMPUS SERVICES

COMMUNITY SERVICES

L-28

Handout #2

The Functions of Disability Services Programs are to:

* Function as a coordinating center of activities, policies, and procedures thataffect students with disabilities.

* accomplish goals through both direct contact with students and creation ofenvironments conducive to disabLd students' educational objectives;

* respond to the developmental and demographic profiles of the students withdisabilities who are served;

* identify eligible students with disabilities and assist them in determiningresources appropriate for meeting their needs.

* provide intentional interventions designed to improve the campus environmentand neutralize negative environmental conditions.

* promote student development by encouraging:positive and realistic self appraisal;intellectual development;appropriate personal and career decisions;clarification of values;physical fitness;an enhanced capacity to engage in a personally satisfying and effectivestyle of living;the ability to relate meaningfully to others;appreciation of cultural and aesthetic differences;an enhanced capacity to work independentlyand interdependently.

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TABLE OF CONTENTS

INTRODUCTION 1 & 2

PHYSICAL ACCOMMODATIONS 3

COPYING ASSISTANCE 3

ENLARGEMENT OF 'MATERIALS 4

INTERPRETER...... ....... 4

NOTETAKING SERVICES 5

FINDINGA NOTETAKER............ ......... o 6

TESTING SERVICES 6STUDENT'S RESPONSIBILITY. 0 ....... SOD .... 6PROCTOR'S RESPONSIBILITY

TYPING STUDENT PAPERS 0000000000000000000000000 8

TEXTBOOKSON TAPE. 060000000000.008800S0000000 10

REQUEST FOR SERVICE.. osappaos ................ 11

INCIDENT REPORTING FORM & PROCEDURE 0000000000 12

SPECIAL NEEDS INCIDENT REPORT 14

ACADEMIC ADJUSTMENT 16

RECEIPT OF STUDENT POLICIES & PROCEDURES 17

4, THIS BOOK IS TO BE USED AS A GUIDE FORSERVICES AVAILABLE THROUGH SPECIAL NEEDS.

IT IS NOT ALL ENCOMPASSING OF SERVICES ASTUDENT MAY REQUEST.

WE WILL WORK WITH STUDENTS ON ANINDIVIDUAL BASIS TO ASSESS THEIR NEED FORSERVICES AND DEVELOP SERVICES TO MEET

THOSE NEEDS.

IF YOU BELIEVE YOU NEED SERVICES NOTCOVERED IN THIS BOOK TALK WITH THE

VOCATIONAL RESOURCE EDUCATOR (VRE) ORTHE OUTREACH COUNSELOR

HOW TO USE THIS HANDBOOK

This Handbook is designed for students with disabilities usingaccommodations at Longview Community College. Each section willbriefly describe a procedure or service offered. Please read eachsection carefully and familiarize yourself with the guidelines.

How do you aualifv for services?

In order to qualify for services students must produce writtenevidence from a qualified professional stating that they have adisability. The federal definition is as follows; a person with adisability (handicap):

1, Has a mental or physical impairment which substantiallylimits one or more of such person's major life activities;

2. has a record of such an impairment; or

3. is regarded as having such an impairment.

"Major life activities" includes functions such as caring for one'sself, performing manual tasks, walking, seeing, hearing, speaking,breathing, learning and working.

1

BEST AVA," r :NE

Whom do You talk with about services?

If you have any questions after reading this handbook aboutservices or procedures, write them down. Then arrange a meetingwith the Vocational Resource Educator (VRE) or the OutreachCounselor. During this initial meeting you will be able to discussyour college plans. This discussion will help develop a plan forservices you will need while on campus. Each student will developan individualized plan for services with the Special Needs Officeat Longview Community College. Special Needs will also providestudents information on community organizations which provideservices to people who experience a disability.

What is our design for delivering services?

This department is committed to encouraging students to be asindependent as they desire on this campus. We do not wish studentsto become dependent on our services but to use services as a

support to accomplish their academic goals. Academic adjustmentsare based on need, not on desire. Students should be able todiscuss their needs openly when they meet with us to insure properservices are provided.

Students may need to experiment with services and develop a packageof services which allows them to remain as independent as possibleon campus. Students should be aware that services will be designedin a manner intended to remove barriers in the classroom whichcould hinder a student's ability to learn. It is each student'sresponsibility to attend their classes as stated in the Collegecatalog. Services are not intended to give the student anadvantage over other students in the class.

2 3 6

Services Provided by Special Needs

PHYSICAL ACCOMMODATIONS

SpecialNeeds works with students to help remove architectural orattitudinal barriers they encounter on campus. This could includemoving classrooms to accessible buildings, building of ramps orcurb cuts, arranging for adjustable tables in class rooms, and/orarranging meetings with professors to educate them on a person'sdisability. Special Needs does presentations periodically to raiseFaculty and Staff's awareness of disability issues and concerns.

If you require special seating such as a:Wheelchair deskOversize desk orDetached table and chair

You will need to inform the Special Needs Office at least one (1)week before classes begin. Failure to notify may result in delayof such service.

COPYING ASSISTANCE

Students needing copying services because of the inaccessibility ofcopying machines or for other reasons associated with theirdisability may request this service from the Special Needs Office.

The student needs to complete a REQUEST FOR SERVICE form and shouldinclude all services that the student requires from Special Needsto complete the assignment.

Student will accompany the Special Needs staff to copying machineto supervise copying.

To ensure a set time for copying services the student shouldrequest assistance two (2) school days in advance, example...Assignment is due on Friday at noon. 'The student wishes to copymaterial on Thursday afternoon. The Special Needs Office needs therequest on Tuesday afternoon. This will allow the Special NeedsOffice to arrange for the staff to work with the student.

If students receive an assignment that has a limited time line theycan request more immediate services. Students should realize withshort time some personal inconvenience might occur. We will workwith students to accomplish the task on schedule.

If this office can not complete the task when a student is given ashort time line the student will need to find some other method tosatisfy the assignment. If the student needs to approach theinstructor for extended t'me it is the student's responsibility toinitiate contact. Special Needs will assist the student andinstructor to reach an agreement on academic adjustments.

3

Students need to give Special Needs an estimate on the time it willtake to accomplish the copying. This will assist Special Needs inassigning staff for the job. If there are other tasks involved inthe project besides copying these should be included on the REQUESTFOR SERVICE form.

If the student follows the above guidelines -)nd Special Needs isunable to complete the task before the classroom deadline SpecialNeeds will explain to the instructor why the assignment was notcompleted. It is helpful for students to give Special Needs someleeway in accomplishing the copying assignment.

ENLARGEMENT OF MATERIALS

Students needing enlargements of class handouts, textbookassignments, etc. should follow the same time line and procedureslisted above for copying assistance.

INTERPRETER SERVICES

Interpreters will be provided for a student whose disabilityrequires this service. Longview Community College works with alocal organization which maintains a pool of interpreters. LVCC isable to provide interpreters in both American Sign Language (ASL)and Signed Exact English (SEE). Students need to identify whichsi5n language they use.

Special Needs will arrange an initial meeting between new studentsand the interpreter. This meeting will be for the purpose ofintroducing the student to the interpreter and his/her policies andprocedures. The student wLil be able to discuss the style of

interpreting that would be most beneficial for the student.

Students using interpreter services and who know they will missclass need to call the Special Needs Office 24 hours before theclass begins. This will assist Spccial Needs in cancelinginterpreters for classes the student will miss. If you drop theclass you must call Special Needs at once. Students usinginterpreting services and also receiving Notetaking Services shouldbecome familiar with requirements for that service also.

It is important that students take responsibility for working withtheir instructors to assist in creating a comfortable ard usableclassroom setting for the instructor, student and interpreter.Special Needs will assist in working with instructors to assistthem in learning how to use an interpreter in the classroomproperly.

Students need to realize that using an interpreter in a collegeclassro al may differ from a high school classroom setting.

Students can also request interpreter services to attend any

college sponsored event or organizational meeting, orientation,

meetings with advisers, teachers or deans on campus. When making

any additional request student should complete a REQUEST FOR

SERVICE form and turn it into Special Needs five days before the

meeting. Note: the further in advance this can be accomplished the

more time it gives Special Needs to arrange for an interpreter.

Read REQUEST FOR SERVICE Procedure for more information.

NOTETAKING SERVICES

Students whose disability requires assistance with notetaking will

receive these services through Special Needs. This service can be

provided in the following methods: Student may have a volunteer

notetaker in class to take notes or Special Needs may provide a

tape recorder for the student to record their classes. The actual

service received will be determined by type of information

presented in class, learning style of student, and experimenting

with various styles of notes. (Students should experiment at the

beginning of the semester to determine best method to use.)

Special Needs will provide tapes and a tape recorder for those

students using tape recorders for notetaking. Students are

responsible to return tapes and tape recorder to Special Needs at

the ers. of the semester.

StUdents should occasionally take .a copy of notes they receive to

their teacher to see if the quality of notes is sufficient for the

class.

If a student knows the notetaker will not be in class and they

cannot find a substitute then the student should complete a REQUEST

FOR SERVICE form (see REQUEST FOR SERVICE procedures for more

information) and turn it in two school days before service is

needed. If Special Needs cannot find a substitute, a tape recorder

will be provided for that class period.

Students may request copies of instructors' notes. Instructors are

not required to provide their notes but will sometimes provide

students with copies of the overheads used in class. Special Needs

can copy the overheads for the student at no charge.

If students are receiving notes from others or taping the class

this does not mean they do not need to attend the class. It is

each student's responsibility to attend their classes as outlined

in the College catalog.

FINDING A NOTETAKER

Approach a student in your class and explain that you would likethem to take notes for you.

Special Needs will copy the notes at no charge or provide theNOTETAKER with 2-page NCR paper.

If you do not feel comfortable approaching a student on your own,you could approach your instructor and ask them to make anannouncement in class. The request could go something like this:-A student in class needs assistance with notetaking this semester.If anyone wishes to provide this service for the student, pleaseapproach me after class for more information. Thank You."

If this does not work Special Needs will approach the class or willtry to find a student to be your notetaker for the semester.

TESTING .SERVICES

STUDENT'S RESPONSIBILITYStudents whose disability requires the provision of extended timeperiods or other arrangements for testing can receive this servicefrom Special Needs. The student will need to complete a REQUESTFCR SERVICES form and turn it in a minimum of five school daysbefore the test date. Professors may recuire students to taketests under Their supervision. In this case Special Needs willwork with the student and professor. It is the student'sresponsibility to approach each instructor to determine whether popuizzes will be given. If so, the student will need to ask theinstructor to contact Special Needs about academic adjustments forthe quizzes.

Special Needs will coord_nate the picking up, administering andreturning of the test with professors.

Special Needs will provide a proctor to be present in the room asthe student is taking the test. Students and proctors are require,to adhere to "Academic Honesty" policies as outlined in theLongview 92-94 Catalog, page

Students may use the proctor to read test questions or write theanswers of the test as dictated by the student, word for word, ora tape recorder will be provided to present oral tests or to recordstudent responses. The student is ultimately responsible formaking sure their test responses have been accurately represented.

Students need to complete the REQUEST FOR SERVICE form thoroughlyto insure they receive all the services they need during thetestim! time. Proctors will be instructed to provide the specificservices requested before entering the exam. They will not alterservices once exam has started.

6Lit)

Documentation by the instructor is required for any specialequipment needed to take a test (Ex., Calculators for math tests,Typewriter for essay questions). All equipment must be approvedbefore the test begins.

Special Needs will arrange for an accessible room in which thestudent can take the test. The student should report to SpecialNeeds at the time of test and will be accompanied to the test roomby the proctor unless other arrangements have been made in advance.

Students may request assistance by someone familiar with subjectmatter in areas such as physics or higher mathematics to assistwith writing. A proctor will also be assigned in these instances.

Students should not request a Proctor to explain questions.Students are responsible to know material. If the test is of ahighly technical nature the student may request the professor toassign an instructor from their department to be present during thetest. The final decision rests with the instructor.

PROCTOR'S RESPONSIBILITY

Proctors are responsible to administer the test for studentsrequiring extra time for tests.

?roctors will receive detailed instructions before each exam ontheir duties.

?roctors are to insure students adhere to "Academic Honesty"policies mentioned above. Proctors will file a written report withthe VRE if they believe any violations of this policy haveoccurred.

Proctoring responsibilities may include the following:

Reading test questions to student.Writing answers on essay tests. (As dictated by student.)Filling in boxes on standardized test forms.Sitting quietly in the room and remaining silent while the

student completes the test.Picking up test at professor's office.Returning test to professor's office.Assisting student to test room.Reporting testing infractions to the VRE.

Proctors are not to clarify questions on the test. Proctors arenot all-knowing and do not know if their interpretation is what theteacher is requesting. Interpretation of questions is thestudent's responsibility.

Proctors may read the questions as many times as requested by thestudent. Proctors should not emphasize points they think are

4 1

410 important; this may confuse the student.

Proctors should be clear about the time they can devote toproctoring a test. If Special Needs needs to replace a proctorduring the test, the Special Needs staff needs to know this inadvance. This will avoid disturbing the student taking the test.

TYPING STUDENT PAPERS

Special Needs will type papers for students whose disabilityrequires assistance with typing. The student's documentationshould specify whether the disability interferes with typing.

Typing of papers is free of charge to students. Typing will bedone by Student Assistants who are proficient at word processingunder the supervision of the permanent staff.

If a student wishes to dictate a paper, they may dictate the paperto a student assistant or a tape recorder. Special Needs shouldreceive a REQUEST FOR SERVICE form two school days before thedictation appointment. The rough draft from the dictation will beread back to the student for corrections and clarification.

If students submit a written original, a rough draft will besupplied to students for correction. Only one rough draft will beprovided. The rough draft is not to be used for re-writing, but isan opportunity to correct unnoticed errors and to find mistakesmade by the typist. Re-writing must be done by the student beforeSpecial Needs receives the paper.

Special Needs will run a spelling check on all papers before therough draft is returned. If unusual words or names are used inpapers students need to check these words carefully, Special Needswill not make these corrections. It is extremely important thatthe rough draft be proofread carefully, since the final draft isjust that--final.

Attached is a timetable to be used in scheduling the typing ofpapers. Please note that the timetable operates from the date thestudent gives us the paper, not the date the paper is due. It isthe responsibility of the student to plan papers so papers aresubmitted on time. We cannot guarantee the completion of any paperif this schedule is not followed.

We agree to abide by this schedule. If students run intounexpected problems with papers we will try to accommodate thestudent. Students may experience some inconvenience if they do notfollow Special Needs timetables. If Special Needs does notcomplete papers on time Special Needs will work with the studentand the professor.

4BEST COPY AVAILABLE

No arrangements made directly with student assistants will behonored. All requests must be turned in on a REQUEST FOR SERVICEform.

The format and style of papers is the responsibility of the writer.If there are problems with the format or style, the student shouldarrange for a study partner or go to the Writing Lab for help withthe format and style BEFORE delivering the paper for typing.

Format and style are usually specified by the instructor, and thetypist must receive clear WRITTEN instructions on format and style.:f our equipment cannot be used for the desired format or style, wewill write a note to the instructor stating our limitations.

Special Needs will return the original, the rough draft, thestudent's corrections, and a copy of the final paper to thestudent. (Special Needs will maintain a copy of the final paper ona disk rather than printed paper.) We will attach a notationstating that the paper was typed exactly as given to us by thestudent.

rsCHEDLTLE FOR TY-PENG PAPERS WORK DPXS

# OF PROCEDURE 1 3P4CES

ItC)

4 51

:S.,cnecluie Discussion 20 orm

iOriOnai Draft In L00 =

First Draft Ready !8:00 am:

3 1:002.m,;Corrections CompleteFinal Draft 13:00 pmi

'Schedule Discussion 1:00 pmOriginal Draft in

10 !First Draft Ready11:00 omi

18:00 am;6 !Corrections Complete ;11:00 arri

Final Draft 13:00 pM

Schedule Discussionmore Original. Draft Inthan First Draft Ready

6 Corrections CompleteFinnt Draft

11:00 pm I I 1

11:00 om:

18:00 am;

ami

13:00 717111

NOTES: Times Listed are deadlines. Sometimes we will be able tocomplete work before the times listed. but we cannot guaranteeearly completion.

9

4.3

TEXTBOOKS ON TAPE

If you plan to use textbooks on tape you need to have an RFB(Recording for the Blind) number. Applications for services fromRFB are available in the Special Needs office. You need to applyapproximately 3 months before you plan to start school to get yournumber. If you have provided appropriate documentation the VRE orOutreach Counselor will sign. as the certifying authority. There isa $25 fee to apply for an RFB number.

It will be the student's responsibility to contact the bookstore toget the name, author, edition, and publication date of textbooksthey will need each semester. The student can use the RFB catalogin the Special Needs office to see if their textbooks are alreadyon tape and to get the shelf numbers. It is the student'sresponsibility to order the textbooks.

If the textbooks are not on tape the student will need to followthe RFB policies to get the books taped. RFB needs as much advancenotice as possible to tape textbooks.

RFB tapes require a special 4-track cassette player which may beordered from the Wolfner Memorial Library with applicationsavailable in our office. The student needs to allow approximatelytwo months for delivery when ordering the tape player from Wolfner.The tape players are available at no cost to the student.

The Special Needs office has a 4-track cassette player which can beloaned out on an emergency basis should your own tape player break.

10 4

DATE:

REQUEST FOR SERVICE

STUDENT:

SS4

Please list services you are requesting. Please use one REQUESTFOR SERVICE form for each class. Should you need additionalservices for this class at a later time, you will need to completea separate REQUEST FOR SERVICE form.

The service I am requesting is permanent / temporary. (circle one)Does this service request replace a previous REQUEST FOR SERVICEForm? Yes No

I will need this service on the following date(s) at:

DATE: TIME:DATE: TIME:DATE: TIME:DATE: TIME:DATE: TIME:DATE; TIME:

SERVICE REQUESTED:

Estimated time needed for this service request:

Complete this section if you are requesting services for an EXAM.

Department Service Needed: ProctorCourse Y ReaderInstructor Estimated time for test

REQUEST ONLY ONE EXAM PER FORM

11

45

INCIDENT REPORTING FORM & PROCEDURE

The purpose for this procedure is to help identify gaps inservices, procedures and policies of Special Needs. The goals forimplementing this procedure are twofold: 1) improve communicationwith students and 2) use feedback from students to improve thedelivery of services.

Students who believe they receive either inappropriate orinadequate services from Special Needs have the right to file anincident report with the VRE.

Incident forms will be left in the reception area of Special Needsfor easy access.

Students must take the initiative to file a fo.-m on their behalf.Writing assistance will be provided by Special eeds if requested.

Incident forms filed will be kept confidential. After completingthe form it should be placed in the "in box" or mailed to the VRE,Campus Center, Room 209.

Students can request a meeting with the VRE upon filing a report.

Students will receive a written response within one week. Serviceswill be corrected as quickly as possible by Special Needs, ifindicated .

Students are encouraged to recommend options to help rectifyissues. This will assist Special Needs staff in resolving theincident.

Students must file a report within 5 school days of the incident.This time frame will help resolve issues while the event is freshin people's memories. Hopefully, this will cause the least amountof inconvenience for students especially when issues are related toclass notes or tests.

If students are not satisfied with the response from Special Needsthen an additional meeting between the student, the VRE and thesupervisor of Special Needs will be held. Students may request theattendance of witnesses or other parties at this meeting.

If a resolution to the issue cannot be reached to the student'ssatisfaction, they may file a complaint with the LVCC, 504 Officer,The Dean of Institutional and Student Development. If a resolutionis not reached at this level, students can file a complaint withthe Office of Civil Rights in Kansas City. This address andadditional information is available by request to all students.

124 6

When completing the Incident Form the student should be as detailed

as possible and needs to include date, time, place and

circumstances of event.

Example:DATE: 9-10-93

PLACE: Science Technology Bldg.

TIME: 8:30 am

CLASS: Biology 101

PROBLEM: Volunteer notetaker did not show up to take notes for

class. Just in case I missed the notetaker I went to Special Needsoffice and no notes were left for me. I talked with Shirley andshe said someone was assigned for the class.

RECOMMENDATION: After class the notetaker could meet me at thesouth entrance to class if we do not meet before class begins.

13 ci

DATE:

PLACE:

SPECIAL NEEDS INCIDENT REPORT

STUDENT:

TIME:

CLASS:

PROBLEM

RECOMMENDED SOLUTION

SPECIAL NEEDS RESPONSE

STUDENT SIGNATURE

STAFF SIGNATURE

DATE FILED

DATE OF RESPONSE

In order to receive classroom accommodations YOU MUST COMPLETE ANACADEMIC ADJUSTMENT WITH THE VRE OR OUTREACH COUNSELOR EACHSEMESTER. This letter will be signed by you and forwarded to theinstructors. On the following page is an example of an AcademicAdjustment form that is used by the Special Needs Office for thestudent.

13

43

ACADEMIC ADJUSTMENTS/AUXILIARY AIDS

As mandated by law, the Special Needs Office has documented thatthis student needs the following academic adjustments and/orauxiliary aids. Any request by the student for services beyondthose listed should be processed through consultation with theSpecial Needs Office.

Student' s Name :

SS=

Class:

Instructor:

Special Needs Contact :

Academic Adjustments required:

Semester:

ONE WEEK ADVANCE NOTICE FOR SPECIAL NEEDS OFFICE TO PROVIDE THESESERVICES:

Scribe to record answers on testsimmgmogimm. Alimmilmiummommw

Reader for Exam1111111111MMINIIIIIII

Extended time on tests and in class assignments(Double Time or Time and One Half)

Sign language Interpreter

Volunteer Notetaker (Please read attached Notetaker Request.)

Taped exams

Needs to stand now and then Homework on word processor

Lipreads (so needs instructor to face class as much aspossible)

An aide (to take notes, assist with doors, books, etc.) willaccompany student. (Aide is employee of student)

Uses Spell Checker Needs to use calculator

Tape record lectures

Other:

PLEASE CALL 672-2254 WITH ANY QUESTIONS OR PROBLEMS.

THIS FORM NEEDS TO BE UPDATED EVERY SEMESTER.

Student Signature: DATE:

16

RECEIPT OF STUDENT POLICIES AND PROCEDURES

I have received a copy of the Policies and Procedures from theSpecial Needs Office. I understand it is my responsibility to readthis handbook. I understand if I have any questions regarding thePolicies and Procedures I can contact the VRE for clarification oradaptation of the policies or procedures.

STUDENT SIGNATURE DATE

Agreement on Adaptations

E am in agreement with the Special Needs Office that the followingadaptations to the policies will be enacted for me starting

and will be reviewed on

STUDENT SIGNATURE

VRE/OUTREACH COUNSELOR

17

5

DATE

DATE

Handout

LONGVIEW COMMUNITY RESOURCES

Independent Living

The WHOLE PERSON Inc.3100 Main, Suite 206Kansas City, MO 64111816-561-0304 & 531-7749 (TDD)

The WHOLE PERSON Inc. provides training on a variety of independent livingissues; Housing assistance and referral; Personal care assistance; Interpreter Service;Peer counseling; Group advocacy and Accessibility information. The fee for servicesvary. There is no fee for independent living assistance; donations are appreciated forhousing assistance. Interpreter costs are based upon ability to pay with a $15 perhour, two hour minimum, for qualified interpreters. Access KC: A Guide forDisabled Kansas Citians is available for a $10.00 donation plus postage (this is a bookproviding information about wheelchair accessibility of major public buildings andlocal establishments includes accommodations made for people with hearing andvisual impairments). To receive services, call or visit at the above address.

National Federation of The Blind6129 Oak StreetKansas City, MO 64113816-444-6448

Services provided by NFB include: advocacy and training of skills of blindness;assistance in finding employment; referrals to community resources; cane traveltraining; aids and appliances; braille information and assistance. There is no fee andno restrictions for becoming eligible for the services. Phone or write for informationabout receiving the services.

Barrier Busters4001 E. 138th St.Grandview, MO 64030816-763-4467

Barrier Busters will consult, design, construct, and install to provide the right solutionto individual accessibility problems within a home. Examples of modificationsinclude stairway lifts, wheelchair lifts, residential elevators, chair lifts, etc. Pricesvary according to type and size of job.

Jti

Financial Assistance

Rehabilitation Services for the Blind615 Fast 13th StreetKansas City, MO 64106816-889-2677

Rehabilitation Services for the Blind provides diagnosis and evaluation, physicalrestoration, and instruction in daily living (including braille and travel training). Alsoavailable is vocational training and education, provision of tools and equipment,rehabilitation facility services for adjustment to blindness and attainment of blindnessskills, job development, placement assistance/follow-up. There is no fee to receiveservices. However, to be eligible,an individual must be legally blind or have othersevere visual impairments, and must be a resident in the state of Missouri. Theremust be an assessment of the applicant's vocational needs (for some programs), andan assessment of applicant's financial needs (for some programs). Phone for anappointment.

Division of Family Services201 PartridgeIndependence, MO 64055816-325-5800

The Division of Family Services offers public financial assistance programs such asMedical Assistance, food stamps, and energy assistance during the winter months.DFS also offers financial programs for individuals who are blind.

Easter Seal Society1115 Fast 65th St.Kansas City, MO 64121816-333-3223

The Easter Seal Society provides direct financial assistance for transportationassistance and for equipment. There is no service fee, however, to be eligible forassistance one must be 21 years or younger and have a disability.

Vocational Rehabilitation3640 S. Noland Road Suite 240Independence, MO 64055816-325-5850

VR provides diagnosis and evaluation, physical restoration, instruction in daily living(including braille and travel training), vocational training and education, provision oftools and equipment. They also provide rehabilitation facility services for adjustmentto blindness and attainment of blindness skills, job development, placementassistance/follow-up. Call the above number for an appointment.

53

Reading and Referral Services

Recording for the Blind20 Rozel RoadPrinceton, Nri 08540609-452-06C aFor book orders: 1-800-221-4792/4793

Recording for thc Blind lends recorded educational books to persons who cannot readstandard printed material because of visual, physical or specific learning disabilities.Also functions as a recording service for complete, published copyrighted books thatare educational in nature.

Talking BooksWolfner Library for the Blind and Physically HandicappedP.O. Box 387Jefferson City, MO 65102-0387314-751-87201-800-392-2614

Persons who are unable to read standard printed material, because of visual ofphysical limitations are eligible for services offered by the Wolfner Library.Available are magazines and books in the form of cassettes, discs, records, braille andlarge print. Equipment needed to play the discs, records, plus the material itself, aremailed as "Free Matter" (no charge) to and from patrons. They will also loan out thefour track player needed to play their tapes as well as tapes from Recording for theBlind. Kansas City Low Vision Library 311 E. 12th Street Kansas City, Mo 65102(816) 842-7559

*They will tape text books for free but request lots of lead time.

Transportation

The MetroInformation Line:221-0660 & 474-0646 (TDD)

The Metro is operated by the Kansas City Area Transportation Authority (KCATA)generally runs from 4:30am to 12:30am daily, with days and times varying for eachroute. The Metro buses operate on routes within the city limits of Kansas City andon other MO routes including Independence, North Kansas City and Gladstone. Fiftypercent of the buses are wheelchair accessible; the remaining will be replaced bylift-equipped buses by 1998. Riders should call the Information Line (operators areon duty from 6:00am to 6:00pm) to determine accessible service. Reduced bus farefor riders with disabilities is .45 cents for regular routes, .55 cents for express

54

routes,and $17.00 for monthly passes. Individuals should apply for reduced fare bycompleting an application which includes certification of disability from a physicianor qualified agency. Application fee is $1.00. *There are also several types ofparatransit services available: demand response, special reserve and limited reserve.To find out about the paratransit services in your area, consult the "1992 Guide toPublic Transportation Systems and Paratransit Services in the Greater Kansas CityArea" provided by The Whole Person 816-561-0304.

NATIONAL TOLL-FREE NUMBERS

AT&T Special Needs Center(800) 233-1222TDD (800) 833-3232

AMC Cancer Info. Center(800) 525-3777

American Council for the Blind(800) 424-8666

American Diabetes Association(800) 232-3472

American Paralysis Association(800) 225-0292

Better Hearing Institute(800) 424-8576

Doubleday Large Print Books(800) 34:7. 4300

Epilepsy Foundation(301) 459-3700(800) 332-1000

Higher Education and Training for People with Handicaps(800) 544-3284

IBM Support Center for Persons with Disabilities(800) 426-2133

5ob Accommodation Network(800) 526-4698(800) 526-723

Job Opportunities for the Blind(800) 638-7518

Job Discrimination Hot Line(800) USA-EEOC

Library of Congress Handicapped Hot Line(800) 424-8567Medicare Information Line(800) 392-8667

MO-Advocacy and Protection for the Disabled(800) 392-8667

Multiple Sclerosis 24 Hour Info. Line(800) 624-8236

National AIDS Hot LineEnglish,(800) 324-AIDSSpanish,(800) 344-SIDADeaf,(800) AIDS-TTY

Nat. Cystic Fibrosis Foundation(800) 344-4823

National Deafness Info. Center(8000 672-6720

National Down Syndrome Society(800) 221-4602

National Easter Seal Society(800) 221-6827

National Organization on Disability(800) 248-ABLE

National Rehabilitation Info. Center(800) 34-NARIC

National Spinal Cord Injury Hot Line(800) 526-3456

National Tuberous Sclerosis Assoc.(800) CAL-NTSA

56

Random House Audio Books(800) 638-6460

Recording for the Blind(800) 221-4792Social Security Information Line(800) 772-1213

Spina Bifida Association(800) 621-3141

United Cerebral Palsy(800) V2-1827

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g tim

e w

isel

y.6.

Use

a f

amili

ar s

tudy

are

a.7.

Don

't ge

t too

com

fort

able

!8.

Use

the

libra

ry.

9. P

ay a

ttent

ion

and

conc

entr

ate

whi

le s

tudy

ing.

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ake

thos

e yo

u liv

e w

ith a

war

e of

you

r be

st s

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tim

es.

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void

noi

se d

istr

actio

ns.

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otic

e ho

w o

ther

s m

isus

e yo

ur ti

me.

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et o

ff th

e ph

one!

14. L

earn

to s

ay N

O!

15. H

ang

a "D

O N

OT

DIS

TU

RB

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gn o

n th

e do

or.

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61

S

PRO

JEC

T A

BL

E s

s A

GL

AN

CE

Nla

king

the

tran

sitio

n fr

om h

igh

scho

ol to

col

lege

is a

cha

lleng

ein

the

hest

of c

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stan

ces

Stu

dent

s w

ith le

arni

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isah

ilitie

s or

hea

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jurie

s m

ayen

coun

ter

defe

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ustr

atio

ns.

high

sch

ool,

prog

ress

is c

on-

tinua

llym

onito

red

and

supp

ort

Ser

vice

s O

ffere

d to

thos

e it

hone

ed th

em. B

ut in

col

lege

, stn

dent

s ar

e on

thei

r ow

n. A

BLE

is d

esig

ned

to h

elp

thos

e ii

ith

lear

ning

dis

abili

ties

or h

ead

inju

ries

beco

me

inde

pend

ent

lear

ners

. It i

s a

prog

ram

of

spec

ializ

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ours

es a

nd c

oup

selin

g to

teac

h th

e sk

ills

need

edto

he

succ

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ul.

AB

LE a

lso

will

ass

ist s

tude

nts

with

reg

ular

col

lege

cou

rses

lead

ing

to a

cer

tific

ate

orde

gree

and

/or

tran

sitio

nin

to e

mpl

oym

ent.

An

educ

atio

nal p

lan

will

he

deve

lope

d fo

r al

l AB

LE p

artic

ipa

nts

whi

ch w

ill s

tren

gthe

n ac

ade

mic

, soc

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omm

unic

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nan

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e sk

ills.

L

Res

earc

h ha

s sh

own

that

key

sto

aca

dem

ic s

ucce

ss in

clud

e:

Ade

quat

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lf es

teem

Sel

f-ad

voca

cy s

kills

Hav

ing

a su

ppor

t sys

tem

Kno

win

g ho

w to

lear

n

Ade

quat

e ba

sic

skill

s

Pro

ject

AB

LE in

clud

es:

Str

uctu

red

curr

icul

um (

to b

uild

lite

skill

s yo

u ne

ed to

suc

ceed

in c

olle

ge)

Bas

ic a

cade

mic

ski

lls c

ours

es.

(;ni

danc

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urse

s (s

elf

awar

enes

s, s

elf-

advo

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reer

pla

nnin

g).

Stu

dy s

kills

cou

rses

, pai

red

with

reg

ular

col

lege

cou

rses

.

Sup

port

gro

ups

to s

hare

succ

essf

ul te

chni

ques

as

wel

las

frus

uat1

ons

and

solu

tions

to p

robl

ems.

Lear

ning

Ass

ista

nce

prov

ided

by tr

aine

d sp

ecia

lists

Who

is e

ligib

le fo

r A

BLE

?

Ain

stu

dent

with

a le

arni

ngdi

sabi

lity

or h

ead

inju

ry th

at c

anhe

eril

ied

by d

iagn

ostic

test

ing

isel

igib

le to

app

ly.

A p

ee,o

n w

ith a

t lea

rnin

gdi

sabi

lity

is d

efin

ed a

s ha

ying

:

m e

iage

or

abov

e av

erag

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telli

genc

e

no o

ther

prim

ary

disa

bilit

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:1 s

et e

re d

iscr

epan

cyhe

t wre

n ac

hiev

emen

t and

aptit

ude

and/

or s

eyet

epr

oces

sing

def

icits

a pe

t man

ent (

incu

rahl

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sabi

lity

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do n

ot h

ave

to p

ursu

e a

colle

ge d

egre

e to

he

elig

ible

1.01

AB

LE, a

lthou

gh a

ll A

BLE

pat t

icip

ants

will

he

enro

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ngvi

ev C

omom

nity

Col

lege

.

How

to a

pply

:T

he a

pplic

atio

n pr

oces

s w

ill ta

kese

vera

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ks a

nd s

houl

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star

ted

at le

ast o

ne m

onth

prio

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reg

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Req

uest

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plet

e an

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bmit

appl

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roje

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BLE

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gvie

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omm

unity

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fter

appl

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ions

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sub

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itted

, pla

cem

ent t

ests

sho

uld

he s

ched

uled

and

an

initi

alin

ters

iew

will

he

arra

nged

to o

btai

n m

ore

back

grou

ndin

fitrin

atio

n. E

ach

appl

ican

tw

ill n

eed

to p

rovi

de a

cade

mie

reco

rds,

incl

udin

g di

agno

stic

repo

rts

and

fam

ily a

nd m

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ical

his

tory

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ccep

ted

for

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ject

AB

LE, w

ill b

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ase

cond

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dev

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n an

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need

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sses

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limite

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aine

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ABLE FACT SHEET

Project ABLE" is a_ structured curriculum, designed to htalpindividuals with learning disabilities or head injuries bec3meindependent learners.

2. Only students with diagnosed learning disabilities or headinjuries are admitted to the program.

3. Courses reauired in ABLE include the following:

=DED STUD --7S 3LoCX (first semester in program)

GUID 100 Personal Development(Social skills, coping skills,sexuality, assertiveness,decision-making, networking)

GU.i.D 113 Orientation(Adaptation to college,college resources, interestdiscovery, life roles,significance of program)

GUID 114 Educational Options(LearnincT styles, negotiation,accommodations, self- advocacy)

S' Dv sx:I:s aLoCX

READ 108 College Success Skills(Time management, organi-zational and study skills)

Regular College Course(selected from Composition andReading-, American History,Intermediate Algebra, GeneralPsychology, College Reading,Fundamentals of Speech, Logic,Sociology)

..Q-RER PLANNING COMPONENT

Gull.) 150 Human Values in Career Planning(Exploration of various careers interms of abilities and interests)

2 credit hours

1 credit hour

1 credit hour

3 credit hours

3 credit hours

All of the above courses may be applied toward the Associate inArts Degree.

NO

ABLE students also take a keyboarding course, if needed, aswell as basic skills courses appropriate for them.

All ABLE" students are required to attend one support. groupsession per week, as well as study sessions to reinforce newskills.

6. ABLE classes contain no more than twelve students each.

:n-state Protect ABLE students pay a tuition fee of S80 percredit hour as long as they are in the program. Out-c)f-szatetuition is $121 per credit hour. A S15 lab fee is assessedfor Personal Development.

3. Enrollment takes place through the ABLE office only.

9. Support group sessions for parents and significant otters ofPrOject ABLE students are- held monthly.

10. The application process should begin at least one month beforeclasses start, two months if the student also is applying forfinancial aid.

P° me C=> =Et 0 -71aozr. j ec ABA.C.A.11..2. 6-7 2-2 3 6 6Merry 11er s

Missouri 1992 Learning DisabilitiesAssociation Professional of the Year

e cow- ths.2.0 0 LorYc jjeTa I cl.azanirLit_ o Imo - 0 a 2.

Academic Advising672-2077

Lois AveryJan WeltermanBlanche Wright

Counseling672-2077

Bruce AppelTom GarrettBarbara MehnertElna MorrowJerry OmmenJudy PrattTheda Sorenson

Special Needs672-2254

Connie Flick-HruskaMary Sturdivant

Alana Timora

Resource Library672-2255

Placern(mt372-2155

Joe PerezLyn Hammond

Counseling. Advising_andCareer ServicesLongview Community College

Assists students in curriculum and degree planning andprovides information concerning Longview and transfer schoolrequirements.

Counseling services by professional counselors, assistance inmaking realistic decisions in educational and personalachievement, career planning, interpersonal relationships,conflict resolutions, and stress management.

Services to special populations: Intervention and/oraccommodation for students who are physically disabled orlearning disabled.

Counseling and resource referrals to single parents, displacedhomemakers, and/or students experiencing academicdifficulties.

Vocational evaluation and/or diagnostic evaluation.

Printed materials and self-assessment inventories as well asinteractive computer programs.

Assistance in finding full and part-time employment Linkageto the computerized job bank "Project Hire" which lists jobs forthe entire Metro area.

t P.

Now, a new program forstudents with disabilities that

makes careers more accessible.Get invaluable career-related experience! Takeadvantage of a new internship program, calledWORK ABILITY, which can help you overcome yourunique employment barriers.

internships are available for MetropolitanCommunity Colleges students who have completedone semester of study. Career counseling and othersupport is provided if necessary.

PENN VALLEYJoanie Friend 759-4153 (TDD) 759-4383

MAPLE WOODSJanet Weaver 437-3095 *. (TDD) 437-3318

LONGVIEWConnie Flick-Hruska 672-2254

(TDD) 672-2144

POSITIONS ARE LIMITED. CALL FOR AN APPOINTMENT TODAY!

WORKABIL77Y is Federally Funded through U.S. Dept. of Education Equal 01.portunity/Ajfirmative Action Employer:

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