1 / 36

Supporting Students with Disabilities

Supporting Students with Disabilities. for Academic Staff and Managers. Debbie Jones Humanitas July 2008. General knowledge considerations. Supporting students with disabilities. What Must I Know?. Basic facts about the disability – general knowledge

neil
Download Presentation

Supporting Students with Disabilities

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Supporting Students with Disabilities for Academic Staff and Managers Debbie Jones Humanitas July 2008

  2. General knowledge considerations Supporting students with disabilities

  3. What Must I Know? • Basic facts about the disability – general knowledge • Basic facts about how the disability impacts the particular student – how the disability “manifests” itself. • Awareness of types of accommodations that may assist the student including considerations of the use of technology

  4. What Must I Know? • An awareness of your own perceptions and misperceptions about disability

  5. Familiarize yourself with disability-related terminology.

  6. Person First Language • What is person first language? • Person first language puts the person before the disability and describes what a person has, not who a person is. • A “person with a disability” and not a “disabled” person

  7. Why Person First? • Group designations such as "the blind," "the retarded" or "the disabled" are inappropriate because they do not reflect the individuality, equality or dignity of people with disabilities. • Further, words like "normal person" imply that the person with a disability isn't normal, whereas "person without a disability" is descriptive but not negative. http://www.dol.gov/odep/pubs/fact/comucate.htm

  8. Review of who is a person with a disability and legal requirements. Legal

  9. Who is a Qualified Person witha Disability? • A physical or mental impairment that substantially limits one or more of a person’s major life activities • Whether a particular person has an impairment that satisfies this definition, and whether a specific accommodation is appropriate for a particular person, must be determined on a case-by-case basis

  10. Legal Issues and Requirements • Why Accommodate? • It’s the Law! • Rehabilitation Act of 1973, Section 504… “No program receiving federal funds may deny or exclude…” • Individuals with Disabilities Education Improvement Act of 2004 • Americans with Disabilities Act of 1990 - Title III

  11. What to do when you suspect a disability exists? Suspicion of disability

  12. Referral for Suspicion of Disability • Referral Forms • Orientation • Student/staff • Disability Coordinator • Documentation • Observations/other • Requirements • Are you obligated to assess for disability?

  13. Accommodation plans and process. Reasonable Accommodation Considerations

  14. Reasonable Accommodation Process • The interdisciplinary/ reasonable accommodation team (IDT) meeting must be an interactive process [involving the applicant/student] • Collect/review documentation • Develop plan • Distribute plan • Who has a need to know? • Monitor for effectiveness • Review 45-60 days • Modify if needed

  15. Accommodation PlansIDT works with applicant or student to determine accommodation needs • Consider: • Physical • Medical • Emotional or Psychological • Educational • Accessibility • classrooms, career technical work areas, dorms • ALL areas on center • Impact of meds • Schedule adjustments • TABE, GED, career technical certification…

  16. Accommodation Plan Development • What accommodations has the individual received in the past? • IEP/504 Plans • Vocational Rehabilitation Documentation • What are the student’s strengths and weaknesses, learning styles, etc.? • Do the accommodations under consideration make use of the student’s strengths and preferred learning style(s)?

  17. Accommodation Plan Development • Are they sufficient to provide the student access to all areas of the program? • If not, what additional accommodations are necessary (e.g., in vocations, residential, other common areas)? • Do those accommodations remain relevant to the current situation?

  18. Examples of assistive technology and other types of accommodation options Accommodations

  19. Technology Considerations • Hi-tech • Text to speech • Voice dictation • Talking calculators/thermometers/tape measures • Digital/variable speed tape recorders • “Live-Scribe” pen

  20. “Paper Replay.” • Notes and audio can also be uploaded to a PC where they can be replayed, saved, searched and sent. • Additional applications available • math problems • definitions, voice output • preprinted materials • handwritten messages as emails • spoken messages/written notes

  21. Scan single words or full lines of text in seconds • See dictionary and thesaurus entries • Hear scanned words (including spelling), lines of text, definitions and thesaurus entries • Test Mode allows blocking of access to the dictionary and thesaurus during tests • Ergonomic and lightweight weighing only 3 ozs • Optical Character Recognition at 97% (based on standard font)

  22. Technology Considerations • Lo-tech • Specialty paper (e.g., graph, colored, textured) • Writing utensils & accessories (e.g., pencils, highlighters, grips, etc.) • Organizers (e.g., planners, calendars, etc.) • Positioning tools (e.g., clipboards, slant boards, velcro, etc.)

  23. Lo-tech examples • Pencil grips • Margin tape • Highlighters • Highlighter tape

  24. Other Accommodation Examples • Reducing number of items on assignment • Chunking materials into segments • Extended time • Study guides • Writing answers on same page as questions • Masking/line guides

  25. What works for one student with a disability may not work for another. Determine individualized needs. If an accommodation is not working, try something else.

  26. Instructional and learning strategies Strategies

  27. Memory Strategy Example • 5 • 8 • 0 • 2 • 9 • 0 • 6 • 1 • 0 • 3 • What strategy or strategies could we use to help us remember this series of numbers?

  28. Memory Strategy Suggestions • Chunking • Phone number format • (580) 290-6103 • Patterns • Repeating numbers • “0” every third number

  29. Memory Strategies • Repetition • Grouping • Mental Picture • Rhyming • Acronym • Abbreviation

  30. Teaching Learning Strategies • Assess the student’s awareness of the strategy to be used. • Provide opportunities for students to discuss, reflect upon, and practice the strategies with classroom materials and authentic tasks. • Provide feedback.

  31. Teaching Learning Strategies • Gradually have the student select the learning strategy to use for a particular activity or assignment. • Provide instruction, review, and provide feedback until the student is able to self-select and apply learning strategies effectively.

  32. Disability-related websites Resources

  33. Resource Organizations • Division of Vocational Rehabilitation (DVR) • JC Program Instruction 99-03 • Job Accommodation Network (JAN) • One-Stops – Disability Navigators • Centers for Independent Living • Other State Disability Service Agencies

  34. Job Corps Disability Website http://jcdisability.jobcorps.gov

  35. Supporting Students with Learning Disabilities Website http://jccdrc.jobcorps.gov/ld

  36. Supporting Students with Mental Health Disabilities Website http://jchealth.jobcorps.gov/health-topics/mhd

More Related