Partners in Learning: Supporting Students with Disabilities in Post-Secondary Programs 2008

Partners in Learning:

Supporting Students with Disabilities

in in Post-Secondary ProgramsPost-Secondary Programs

20082008

Eunice Lund Lucas Trent University

Peterborough, Ontario

Donna Grau Lakehead University

Thunder Bay, Ontario

Presenters

Disabilities Office Mandate

The mandate of the Disability Services Office is to facilitate and/or provide academic support for students with disabilities in accordance with obligations under the Ontario Human Rights Code (OHRC) and the Accessibility for Ontarians with Disabilities Act (AODA)

A Snapshot of Students With Disabilities in Ontario Institutions

0

1000

2000

3000

4000

5000

6000 LearningDisability/ADHDChronic Medical/PsychMobility Disability

Blind/Low Vision

Deaf/Hard ofHearingMultiple

Other

2911 6728 7967 12729

DISABILITY GROUPS 2003/2004

373776419

450

1393

3862

5456

LearningDisability/ADHDChronic Medical(incl. MH and TBI)Mobility

Blind

Deaf /HH

Multiple

Other

5456

3862

1393

450

419

776

373

The Current Picture – 2006-07

University 16,040 students

College 17,662 students ______________

33,702 students

Process for Accessing Services

Students wishing to access support based on disability self-identify to the Disability Services Office (DSO) and provide documentation of their disability.

Meeting with a case manager to review documentation and assess specific needs.

Implementation of academic accommodation plan.

Structure and Who to Contact

Manager Policy and procedure development questions over process general inquiries / concerns requests for departmental supportAccommodations/Exams Coordinator exams questions in regards to classroom support (e.g.

notetaking) Academic Coaching for students with psyc

disabilitiesReceptionist General inquiries about our services

Structure – cont’d

Learning Strategist Reviewing and reframing assessment information for

students with LD/ ADHD Recommending strategies to students and Academic

Coaches Recommending technologies which would work for

specific learning problems Screening and Facilitation for on-site LD assessmentsAdaptive Technologist Demonstrating and Instructing students on the use of

adaptive technologies for learning Assisting students with sourcing adaptive

software/hardware through OBSWD Development and management of DSO database Assisting staff in DSO with computer support

Classroom Supports

notetakers classroom aides (as needed and per

documentation) alternative text formats recording of lectures access to overheads Computerized Notetaking ASL Interpreters, etc

Test and Exam Supports

Test/Exam support is based on documented need and type of exam

extended time reader scribe use of a computer with or without adaptive

technology adapted exam (where warranted by

documentation and with professor’s agreement)

distraction-reduced environment

Support

Transition Programs

Set up originally for students with LD/ADHD

Expanded in the past two years to include all disability groups

Lakehead & Trent Examples

The Importance of Transition Planning

LOTF research about what supports success for LD students

Need for student to be engaged with the process

Support for the changing role of the parent

Issues for the students - and their support team – to consider

Research program of study and supports available

Know their learning strengths and specific learning needs

Consider what, if any, flexibility they may need from their chosen program/institution

Become self-advocates

Consider funding for accommodation – OBSWD and Canada Study Grant

What Guides Us?

Is there a disability that results in a gap between ability and performance/achievement? a. The mere presence of a condition doesn't necessarily

require accommodation- chronic illness that doesn't interfere with participation (diabetes)- ADHD or epilepsy that is effectively medicated, without side effects (rare)

Relate the accommodation requirements to the disability a. Learning Disability accommodations depend on the

interaction between the precise type of LD and the curriculum requirements

b. Consideration of previous educational accommodations (guided, not driven by this in post-secondary)

Accommodation Decision Making Process

Striking the Balance

- Dignity of the person and the integrity of the academic program

- Accommodation not modification

- Preventative investments and imposed measures

- Needs vs. wants of persons with disabilities

Where to seek Supports/ Information

Check out the websites of the variousDisability Support Offices (DSO)

www.idia.ca www.ccdi.on.cawww.cacuss.ca/cadsppe

- a listing of all of the DSOs - Resource for generally accepted

practices/guidelines on - Accommodation for various disabilities- Documentation Guidelines- Determining Essential Criteria

Other Resources

Guidelines on Accessible Education www.OHRC.on.ca

So, who are the partners ???

Students with disabilities Parents of these students Teachers of these students Guidance Counsellors Admissions personnel DSO staff Faculty Advisors

Contact Info

Donna Grau - Lakehead University Thunder Bay, ON donna.grau@lakeheadu.ca

Eunice Lund-Lucas – Trent University Peterborough, ONelundlucas@Trentu.ca

Dialogue