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Advising Students with Disabilities: What the BLEEP Do We Know?! Danielle Archunde, LCSW Coordinator, Disability Resources and Services University of Colorado at Denver and Health Sciences Center Nimol Hen, Academic Advisor Academic Success and Advising Center

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advising students with disabilities what the bleep do we know

Advising Students with Disabilities:What the BLEEPDo We Know?!

Danielle Archunde, LCSW

Coordinator, Disability Resources and Services

University of Colorado at Denver and Health Sciences Center

Nimol Hen, Academic Advisor

Academic Success and Advising Center

School of Education and Human Development

University of Colorado at Denver and Health Sciences Center

introduction
Introduction
  • University of Colorado at Denver and Health Sciences Center
    • Type of Institution
    • Decentralized Model
  • Academic Success and Advising Center (ASAC)
    • Role of ASAC
    • Collaboration with Disability Resources and Services
introduction3
Introduction
  • Disability Resources and Services (DRS)
    • Role of DRS

-Accommodations/typical accommodations

-Accommodations vs. personal services

-Access vs. success

    • What is a disability?

-Physical or mental impairment that substantially limits one or more major life activities

determining eligibility for accommodations
Determining Eligibility for Accommodations
  • Process: Student Role
    • Self identify to the Disability Office
    • Schedule intake appointment
    • Provide appropriate documentation
7 categories of disabilities
7 Categories of Disabilities
  • Blind/Low Vision
  • Deaf/Hard of Hearing
  • Traumatic Brain Injury
  • Psychological
  • Learning Disabilities, Attention Deficit Disorder
  • Physical/Systemic
  • Temporary Conditions
national trends
National Trends
  • Percentage of students with disabilities
  • Fastest growing population of students with disabilities
  • High school students
scenarios
Scenarios
  • Student with an “obvious” or visible disability meeting with their advisor for the first time to schedule classes. Student does not know about the Disability Office.
  • Student comes to see their advisor, reports has been feeling more irritable and anxious. Has not been able to concentrate in school, grades are falling, thinks he/she may need to withdraw.
  • Student on academic probation, has problems finishing tests on time and with completing homework assignments because of slow reading.
  • Student meeting with advisor to ask about taking online classes. Has ADD, not aware of Disability Services.
debrief scenarios
Debrief Scenarios
  • General feelings/feedback
  • Questions you asked the student
  • Hesitations
  • Student responses

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  • Recommendations
transitioning from high school to college
Transitioning from High School to College
  • Impact on Students with Learning Disabilities
  • Expectations of Parents/Students
  • Importance of understanding the differences in access and processes
questions to ask
Questions to Ask
  • Is there anything you can identify that would be helpful for me to know in working with you?
  • Are there things that are negatively impacting you in school?
  • Possible reasons you are struggling?
  • Are there other needs we haven’t addressed?
  • What is important for me to know to better help you?
questions to ask11
Questions to Ask
  • Are you aware of the resources and services available to you on this campus?
  • Is math an area of difficulty for you?
  • How do you handle a lot of reading?
  • Do you have any special needs we should consider when working on your schedule?
questions not to ask
Questions NOT to Ask
  • Do you have a disability?
  • Are you disabled/learning disabled?
  • Do you have psychological problems?
  • Were you a special education student in high school?
  • Did you attend a school for special students?
slide13
Disability EtiquetteAdapted from The Ten Commandments of Communication with People with Disabilities
  • Offer to shake hands when introduced
  • Addressing people with disabilities
  • Offering assistance
  • Writing or speaking about people with disabilities
  • Students who use interpreters
  • Hearing impairments
disability etiquette
Disability Etiquette
  • Visual impairments
  • Guide dogs/companion animals
  • People who use wheelchairs
  • People who have difficulty speaking
  • People of short stature
  • “Handicapped” vs. “Accessible”
  • Relax
the power of words
The Power of Words
  • Say: Instead of:

person who has.......................afflicted, suffers from, victim

developmentally delayed………...slow

has a physical disability……………crippled

person with mental illness……….crazy/psycho

person who is deaf……………………deaf and dumb

person of short stature…………….midget ordwarf

the power of words16
The Power of Words
  • Say: Instead of:

condition………………………………..…….disease

seizure……………………………….…….…..fits

medically involved………………….……sickly

person who uses a wheelchair…….wheelchair-bound

person with a disability…………….…handicapped

academic advising considerations
Academic AdvisingConsiderations
  • Advising for students with disabilities vs. students without disabilities
disability and associated issues
Disability and Associated Issues
  • Attention Deficit Disorder
    • Consecutive hours of class/constant focus on material
    • Block scheduling challenges
    • Suggestions

-Classes that are shorter in length and meet more frequently

disability and associated issues19
Disability and Associated Issues
  • Learning Disabilities
    • Scheduling classes
    • Block scheduling challenges
    • Suggestions

-Reading disabilities

-Reduce schedule course load

disability and associated issues20
Disability and Associated Issues
  • Deaf/Hard of Hearing
    • Suggestions

-Remember proper etiquette

-Know policies at your institution re: scheduling interpreters

-Different forms of communication

-English language skills

-Scheduling needs

disability and associated issues21
Disability and Associated Issues
  • Physical Disabilities
    • Suggestions

-Schedule enough time between classes to allow for transportation and personal needs.

-Special furniture and/or equipment needs

-Discuss block scheduling pros and cons

disability and associated issues22
Disability and Associated Issues
  • Psychiatric Disabilities
    • Suggestions

-Medication impact

-Attendance requirements

disability and associated issues23
Disability and Associated Issues
  • Blind/ Vision Impairment
    • Materials in alternative format
    • Suggestions

-Web access to the class schedule, phone reg, etc.

-Registration

-Summarize the appointment in writing and sent to them via e-mail

-Advise them to meet with their instructors

common mistakes of advisors
Common Mistakes of Advisors
  • Assumptions
  • Neglect to ask the “right” questions
  • Attempt to do too much
common mistakes of students
Common Mistakes of Students
  • Modified curriculum
  • Course waivers vs. substitution
  • Assistive technology
  • Understanding of disability
  • Timing/self-identify
  • Block scheduling
  • Online courses
  • Finances
  • Study time
summary
Summary
  • Admission based on ABILITIES
  • Student as a person first
  • Ask, use proper etiquette, LISTEN
  • Be informed
  • Planning
  • Realistic goals
  • Don’t assume!
additional resources
Additional Resources
  • http://www.ahead.org/
  • http://www.myacpa.org/
  • http://www.naspa.org/
  • http://studyabroad.msu.edu/advisers/disabilities.html