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Guidelines for Advisors of Post-secondary Students with Disabilities

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Presenters

Sylvain Le May President of the AQICESH and Cordinator Service for students with disabilites, UQAM

Anne-Louise Fournier

Administrator of the AQICESH and Cordinator Service for students with disabilites, University Laval

Dolores Otero Director of Socio-Economic Students Service, UQAM

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Topics• Who we are: AQICESH

• Mission of the Association

• The Challenge of the growing number and diversity of students

• Creation of the Guidelines for Advisors of Post-secondary Students with Disabilities

•The advisor’s roles, functions and skills•Need analysis and the action plan•The DCP : Disability Creation Process•Academic Accommodations•Information and awareness-building•Universal Design in Education

• Utility for Students Service manager

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m,Who we are: AQICESH

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Who we are ?

• Association of advisors working in the Quebec university environment, whose role is to assist students with disabilities in accessing university facilities, services and academic accommodations

• French and English’s universities

• 17 etablishments | urbain and regional

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Mission• To provide networking, professional development and

training opportunities for members.• To promote accessible, equitable and inclusive

postsecondary learning environments for students with disabilities.

• To provide a platform where members can demonstrate and share their expertise and participate in opportunities to interact with all stakeholders.

• To act as the mandated representative or spokesperson' for students with disabilities within the post secondary academic community, and with government and para-governmental partners.

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The Challenge of the growing number and diversity of students

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

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Growing Clientele

2008-2009 2009-2010 2010-2011 2011-2012 2013-2013

3093

3538

3971

5194

6905

Années

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10

years

2012-2013

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Growing Clientele diversity

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2008-2009 2009-2010 2010-2011 2011-2012 2012-20130

500

1000

1500

2000

2500

3000

3500

4000

4500

5000

1533

1870

2326

3168

4669

1352 1665 1635

2012

2306

New (emerging) : learning disabilities,

attention-deficit disorder, autism

spectrum disorder,

serious mental health problems or

multiple deficiencies with at least one of

those four disorders

Traditional : motor, organic (medical) or

sensory impairment

Source: Statistiques concernant les étudiants en situation de handicap dans les universités québécoises , 2012-2013, AQICESH.

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Growing Clientele

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2013-2014 growth projection: 35 %

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Interventions step

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Accommodation Plan

Assessment of

Situation

Advisor

STUDENTS WITH MOTOR, ORGANIC (medical) OR SENSORY Impairment

Collaboration with Professors, Faculties and Student Services

Action Plan

Assessment of

Situation

Advisor

STUDENTS WITH LEARNING DISABILITIES, ADHD, ASD

OR SERIOUS MENTAL HEALTH DISORDER

Several Mental Health

Professionals and

Practitioners

Communication

with Professor(if needed)

Accommodation challenges

Learning Support and

Adaptive Technology,

etc.

Accomodations:

Physical

Alternate format

Material

Exams

Communication

Organization

Planning

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Creation of the Guidelines for Advisors of Post-secondary Students with Disabilities

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The principles and values underlying advisors’ workinvolve serving in compliance withlegislation and the obligations of higher learning institutions, with respect to students with disabilities.

Patrick Fougeyrollas, Ph.D.

President,International Network on the Disability Creation Process (INDCP) 

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

Topics of the Guidelines

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The Advisor’s Functions

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Advisor

Needs Analysis

Development of Action Plan

Implementation of Funding and

Action Plan

Awareness-raising and Promotion

Identification of Support

and Accessibility

Measures

Evaluation of the Efficiency of Support and

Accessibility Measures

Follow-up and Psycho-

social Support

Collaboration with Partner

Networks

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The Advisor’s Skills

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Advisor

Identifying Barriers Based

on the DCP Model

Addressing Needs by Recognizing

their Legitimacy and the Principle

of Equity

Offering Support to Foster

Academic Success and Progressive

Autonomy

Assuming a Role of Counselling

Focused on Common and

Shared Responsibility

Ensuring the Implementation and Follow-up of

Non-discriminatory

Accommodations

Exercising Ethical Practice in Full Integrity and

Confidentiality

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Needs Analysis 

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Gathering Information

Using various documents describing the student's

physical and psychological health condition, identify:

the student's strengths, barriers, disabilities, funding, existing support and lifestyle.

UniversityEnvironmentIdentify the student's training plan, including training structures, criteria and academic success requirements.

Evaluation Identify the student's

personal resources and disability barriers.

Identifying an Action, Accommodation or Adaptation Plan

STUDENT

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The DCP: Understanding the Concept of Disability: From a Medical Model to a Social Inclusion Model

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Concrete example of a disabling situationfor a student affected by the Asperger Syndrome

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

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Academic Accommodations: Case study

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Mark, ADHD, predominantly inattentive type

Related Symptoms

Accommodations*Put in Place

Justification/Objective

Executive functioning

Additional time for examsTo account for information processing deficit and slower task execution.

Attention

Isolated room and calm environment for exams

To reduce visual distractions.

Listening to music during exams

To reduce auditory distractions.

MemorySetting up one schedule per semester

To set up a time management plan to meet deadlines.

AnxietyTutor(s), learning strategies

To structure the learning process to frequently review materials to be memorized.

Listening to music To provide a calm environment.

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Academic Accommodations: Case study

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Joan, ADHD, predominantly combined type

Related SymptomsAccommodations

*Put in Place

Justification/Objective

Executive functioningLighter course workload

To alleviate sense of falling behind in work and being overwhelmed.

ConcentrationEarplugs and headphones

To reduce auditory distractions.

AttentionA computer to write essay exams

To help structure texts.

ImpulsivityAdditional time for exams

To allow time to go over answers and reduce errors arising from impulsivity.For the student to devise a planto solve problems.

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Teaching Challenges

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• Respecting differences• The pursuit of autonomy• Acceptance of faillure and right to excellence• The Professor-Student Contact

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

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Universal Design in Education

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Three main principles of Universal

Design for Learning (UDL) are each in turn

subdivided into three sub-principles, with the

goal of providing a learning environment

accessible to all.

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Universal Design in Education

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“The What” RepresentationThe first principle promotes several ways to

illustrate the material to be learned by

varying the modalities of perception,

language and comprehension.

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Universal Design in Education

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“The Why” EngagementThe second principle highlights the

importance of the many approaches to

ensure student engagement, with respect to

student interests, perseverance and self-

regulation options.

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Universal Design in Education

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“The How” ExpressionThe third principle proposes ways to express

acquired knowledge by using executive

functions, or physical and communication

options.

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UDL Guidelines Graphic Organizer http://www.cast.org/

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Information and Awareness-raising for the University Community

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

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Utility for students Service manager

• Framework that establishes the practice

• Cohesion of the team of professionals

• Dissemination of best practices in the university

and inter-network

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www.aqicesh.ca

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