Meeting the Challenge

Students with disabilities in Postsecondary Education

My Concerns

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I expect to learn -

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Students with Disabilities in Postsecondary Education

• Approximately 6% of postsecondary population report having a disability– Learning Disability 40%– Visual impairments 16%– Health Impairments 15%– Deaf/HOH 9%– Mobility impairments 7%– Speech impairments 3%– Other 17%

Reasons for Increasing Numbers

• Survival rate

• Technology

• K-12 special education

• Awareness

Persistence/Progress

W/O W

2-years after H.S. 72% 63%

5-year progress 64% 53%

Bachelor’s degree 27% 16%

Associate’s degree 25% 25%

The challenge to educators is –

Legal Guidelines

• What the law says– “otherwise qualified”– “admission or participation”– “reasonable accommodations”– “functional limitations”– “essential functions”

Legal Guidelines

• What the law doesn’t say– What is meant by “qualified”– Specific accommodations/modifications– What are “essential functions”

Students’ Rights Students’ Responsibilities

• equal opportunity to learn/participate

• reasonable modification of tasks precluded by the disability

• fair and equitable treatment

• confidentiality

• self-identify in a timely manner

• provide appropriate documentation of disability

•understand his/her functional limitations

• actively participate in the process of identifying accommodations

•Self-advocate with faculty and administrators

•Meet minimum academic standards

•Seek assistance in a timely manner

Institution’s Rights Institution’s Responsibilities

• maintain academic integrity

• expect reasonable notice of needs

• require equal learning

• enforce appropriate student conduct

• apply fair and equitable standards

• consider all mitigating factors

• make every reasonable effort to accommodate

• maintain current knowledge of best practices

Role of the Disability Services Provider

• Serve as the official institutional contact point for students with disabilities

• Certify student’s need for accommodations

• Identify basic reasonable accommodations

• Assist faculty in making modifications

• Maintain current knowledge of best practices

• Advocate for students with disabilities

Role of the Faculty

• Create a classroom climate that respects and values diversity

• Maintain student confidentiality• Identify specific elements of your course

that will require modification• Assist with providing accommodations to

the greatest extent possible• Be creative!• Plan ahead!!!!

Universal Design

“the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”

Universal Design Principles

• Equitable use

• Flexible use

• Simple & intuitive use

• Perceptible information

• Tolerance for error

• Low physical effort

• Size & space of approach and use area

Learning Styles

• Sensory preferences– Auditory learner– Visual learner

• Tactile preferences

• Kinesthetic preferences

Examples of Disabilities

• Blind/low vision• Deaf/hard of

hearing• Manual impairment• Mobility impairment• Mental Health

/Psychiatric impairment

• Health impairment

• Learning Disabilities

• Attention disorders

• Brain disorders (injury, seizures, stroke, tumor, etc.)

• Cognitive disorders

• Speech impairment

Determining Accessibility Needs

• Physical

• Information

• Experience

• Evaluation

Determining Accessibility Needs

• PHYSICAL– Location– Space– Access– Background– Lighting– Furniture– Fumes

– Other??________________

Determining Accessibility Needs

• INFORMATION– class lectures– class discussions– textbooks– videotapes– handouts– web resources– library materials– Other?? _____________________

Determining Accessibility Needs

• EXPERIENCE– Labs– Field experiences– Practicum– Internships– Study Abroad– Other? ______________________

Determining Accessibility Needs

• EVALUATION– Homework– Tests– Projects– Reports– Presentations– Observations– Participation– Other? ________________________

Determining Appropriate Accommodations

• Effective

• Efficient

• Preferred

Determining Appropriate Accommodations

1) What does the task or assignment require?

2) What physical, sensory, and cognitive skills are needed?

3) What components of the task require accommodation?

4) What accommodation options exist?

Physical Issues

• Access to location• Access to equipment• Availability of

materials• Computer use• Keyboard use• Writing• Lift/carry• Stamina/endurance• Push/pull

• Kneel/squat• Reach• Fine motor:

manipulate/maneuver• Gross motor• Sitting/walking/standing• Balance• Bending/twisting

Sensory Issues• Vision

• Hearing

• Touch

• Smell

• Taste

• Oral communication

• Temperature

• Lighting

• External stimuli

Cognitive Issues

• Short-term memory• Long-term memory• Task complexity• Reading• Writing• Spelling• String of numbers• Paying attention

• Analysis/synthesis• Organization

General Accommodation Strategies

• Add a statement to your syllabus inviting students who have disabilities to discuss their accommodation needs

• Select materials early• Talk with the student about accommodation

needs• Make sure facility is accessible (if needed)• Provide materials in electronic format• Use alternative methods of administering

tests and evaluations

Learning Disabilities

General Deficits

• Remembering newly learned information

• Staying organized

• Understanding what is read

• Getting along with peers/coworkers

• Understanding subtleties of language

• Sense of direction

• Making appropriate remarks

• Expressing thoughts orally or in writing

• Following directions

• Basic skills (reading, writing, spelling, math)

• Using proper grammar in oral or written language

• Remembering and sticking to deadlines

• Self-esteem

Learning Disabilities

Visual Processing Deficit– Seeing differences between things– Remembering visual details– Filling in missing parts in pictures– Remembering general characteristics– Visualization and imagination– Organization of items on desk, workbench,

etc.– Visual-motor coordination– Drawing diagrams, flow charts, etc.

Learning Disabilities

Auditory Processing Deficit

• Hearing differences between sounds/ voices

• Remembering specific words or numbers

• Remembering general sound patterns

• Blending parts of words together

• Understanding information received orally

Learning DisabilitiesSequencing Deficit• Short-term memory for details• Long-term retrieval of facts• Fine-motor coordination• Finding the right word to say or write• Organization of thoughts/materials• Writing mechanics• Reading/sounding out new words• Putting words/thoughts in order• Attention to details

Conceptual/Holistic Processing Deficit• Memory for general themes or ideas• Reasoning• Spatial awareness• General knowledge• Inferential thinking• Estimation/approximation• Conceptual understanding

Learning Disabilities

• Creativity/inventivenesws

• Reading comprehension

• Use of context

Learning Disabilities

Processing Speed Deficit• Short-term memory (with time pressure)• Long-term retrieval (with time pressure)• Reasoning (with time pressure)• Talking speed/word finding• Reading/writing speed• General response speed• Attention

Learning Disability Strategies

Reading disorder

• Allow student to tape record lectures

• Repeat important concepts orally

• Review written instructions orally

• Provide written material in alternate format

• Allow extra time on tests

• Develop a word list

Learning Disability Strategies

Writing disorder• Provide a checklist of required steps in

writing• Allow student to compose into a tape

recorder or draw pictures first• Allow wide-line paper • Allow use of spell check and grammar

check• Allow extra time for written work

Learning Disability Strategies

Mathematical disorder

• Read problems aloud and explain the concepts

• Describe the steps in solving a problem

• Allow student to write on graph paper

• Allow student to check work with a calculator

• Provide a formula list

Learning Disability Strategies

Memory disorder

• Provide outline of lecture

• Allow student to tape record lectures

• Relate new information to already-known information

• Use mnemonic memory devices

• Provide a word list or formula list

• Allow extra time for tests

• Test in smaller increments

Attention Disorder Strategies

• Allow preferential seating• Allow student to tape record lectures• Provide an outline of due dates for

assignments, readings, projects, etc. for the quarter

• Assign projects in stages with due dates for each stage

• Repeat important information• Allow extra time and a quiet room for

testing

Low Vision Strategies

• Seat near the front

• Orient to classroom, lab, or work site

• Provide good lighting

• Read blackboard aloud

• Describe visual aids

• Arrange for printed materials in large print, recorded, or Brailled ahead of time

• Provide assignments in electronic format

• Make adaptive technology available

• Allow tape recording of lectures

• Arrange notetakers to share notes

• Allow additional time for tests

• Accept projects in alternate formats

• Work in groups

Blind Strategies

• Same as low vision, plus –– Provide raised-line drawings of graphics– Provide tactile models – Braille labels for equipment– Assure auditory equipment warning signals

Deaf/HOH Strategies

• Arrange interpreter, real-time captioning, FM system, notetaker

• Use captioned videos or provide text of video script• Provide written copy of lecture outline,

assignments, instructions, demonstrations, summaries, etc.

• Use visual aids• Assure visual warning signals• Face the class when talking• Repeat questions from other students

Manual Impairment Strategies

• Allow tape recording of lectures

• Arrange notetakers to share notes

• Assure lab assistance or lab groups

• Provide adaptive technology

• Provide alternative to in-class writing

• Provide lecture outline, summary, etc.

Mobility Impairment Stategies

• Check location(s) for accessibility

• Provide adjustable-height tables, equipment, labs, work space

• Provide research materials, handouts, tests, instructions, etc. in electronic format

Mental Health Strategies

• Allow tape recording of lectures• Arrange notetakers to share notes• Allow preferential seating• Extended time and private room for testing• Allow some flexibility in attendance/

deadlines• Review academic and behavior

expectations in detail • Meet with student regularly to review

progress

Health Impairment Strategies

• Be flexible with attendance requirements as much as possible

• Provide alternate testing arrangements when needed

• Arrange tape recording of lectures when student is absent

Speech Impairment Strategies

• Listen carefully to what is said. If you don’t understand, ask student to repeat

• Take your time and allow the student to communicate

• Ask questions that require short answers or nod whenever possible

• Use written communication when understanding is critical

• Allow oral projects in alternate format

Evaluation

• Did the presentation respond to my concerns?

• Did I learn what I expected to learn?

• I would like more information about --

• I would suggest --