OWENS COMMUNITY COLLEGE DISABILITY SERVICES Volunteer Notetaker Training 5/11/20151Disability Services Volunteer Notetaker Training

OWENS COMMUNITY COLLEGEDISABILITY SERVICES

Volunteer Volunteer Notetaker Notetaker TrainingTraining

04/18/23 1Disability Services Volunteer Notetaker Training

Congratulations on being selected as a Volunteer Notetaker for Disability Services!

• Read the guidelines located on the back of the Volunteer Notetaker Card, fill-out the back side of the card, and return it to Disability Services (Alumni Hall 103 on the Toledo Campus or Enrollment Services, room 112 on the Findlay Campus. )

• Review this PowerPoint presentation and send an email to [email protected] to let us know that you completed the training.

Here are a few items you need to complete:


Why does Disability Services provide notetaking accommodations?

• The Government has established laws to protect the civil rights of citizens/students with disabilities.

• For further information, click on the following links.

– Americans with Disabilities Act (ADA) 1990.

• www.ada.gov

– Section 504 of the Rehabilitation Act of 1973.

• http://www.hhs.gov/ocr/504.html

04/18/23 Disability Services Volunteer Notetaker Training

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Students eligible for notetaking services

There are many different reasons why

students registered with Disability Services

may be requesting a volunteer notetaker.

Examples include:

• Students who are hard of hearing or deaf.

• Students with low vision or who are blind.

• Students with dexterity/motor skill difficulty.

• Students with learning disabilities.

• Students with ADD/ADHD.


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Academic situations were a notetaker might be needed

• Class or lab lectures• Class discussion• Class guest speakers• Class videos or films• Class field trips or

experiential learning


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What are the benefits for the student receiving notes?

• Allows student to focus on the instructor.

• Provides student with accurate information.

• Increases student’s confidence-

– Student knows that he/she is receiving accurate information.

• Gives student access to classroom information that may have otherwise been missed.

• Gives student the opportunity to participate in classroom discussion.

• Supplements the student’s notes and provides a tool for notetaking improvement .


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What are the benefits for the volunteer notetaker?

• Volunteers will receive a stipend at the end of the semester.

• Volunteering is a valuable experience that students can include on their resumes.


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Volunteer Notetaking Guidelines

1. Be on time. 2. Take notes for assigned student only.3. Give notes to student after each class, or drop off notes (labeled with course

and section number) at Disability Services (Alumni Hall, room 103 on the Toledo campus; Enrollment Services, room 112 on the Findlay campus.)

4. If unable to attend class, attempt to arrange for a replacement notetaker. 5. If replacement is not available, contact Disability Services at 567-661-7007.6. Amount of stipend will be prorated if student drops course. 7. Volunteers who do not fulfill notetaking commitments for semester may be

not eligible for a stipend. 8. Students who have a volunteer notetaker understand that receiving notes is

not a substitute for class attendance.

When you sign and return the Volunteer Notetaker card, you are agreeing to the following guidelines:

Other important items to consider

• Volunteers must practice confidentiality and not share any information regarding the student that they are providing notes for.

• Volunteers must provide notes in a timely manner.• Notes could be provided to a student after each class, or could be emailed to

a student. • Volunteers may also leave notes at Disability Services or Enrollment

Services on the Findlay campus. Students and volunteers should work out a method that is suitable for each party.

• Volunteers should do their best to provide the instructor’s information, views and opinions and should refrain from interjecting their own opinions in this information.

• Volunteers are not be expected to tutor, and are not obligated to provide notes to a student who is not attending class.

• Volunteers should follow up with Disability Services, if there are any questions/concerns.


Volunteer Notetaking Materials

Volunteers may use free notetaking

paper available at Disability Services

or at Enrollment Services, room 112

on the Findlay campus.

Volunteers may also use their own paper and make free copies of their notes at Disability Services or at the Mail/Copy Center, room 115CC on the Findlay Campus.


Strategies to assist you in taking more accurate, complete, and organized notes

• Use a ball point pen for notetaking. If using carbonless paper, do not stack paper on top of each other.

• Put a heading and a date on your notes for each class session.

• If possible, use a similar notetaking format throughout the semester.

• Leave margin space on the paper for the student to add his/her own comments later.

• Make sure your handwriting is legible.

• Correct spelling errors and make sure all abbreviations have been properly identified.


Notetaking Formats

• The following slides provide you with examples of notetaking formats you might wish to use. – Two-Column Format– Outline Format– Paragraph Format


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Example of a Notetaking Format


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RCS 6080 02/03/06 Prof. Swett Page 1 (Header info on 1st page) (Date & number each page)

Use this column to emphasize Key Points

J eremy Lott – guest spea k [email protected] Psychi a tr i c Di sorders Note: J ermey’s PowerPoi n t presen ta ti on wi l l be posted on Dr . Swett’s webpa ge Note: There i s Bi pola r I An d Bi pola r I I I n tern shi p Si tes for Psychi a tr i c Di sorders

Use this column for taking notes as usual. Mood Di sorders

Depressi on : Trea tmen t

o Psychothera py o ECT – Electro Con vu lsi ve Thera py o Med i ca ti on s > proza c, Zoloft, wel lbu tr i n

Voca ti on a l Appl i ca ti on s o Mi ss work & lower producti vi ty

Accommoda ti on o Cha n ge work en vi ron men t

Bi bola r Di sorder

Ma n i c-depressi ve Epi sodes of depressi on a n ma n i a Eleva ted mood swi n gs Symptoms

o Gra n d i osi ty, der . Sleep, rushed speech Wi th ma n ia - someti mes ha l luci n a ti on s Fol low a depressi on epi sode Trea tmen t

o I n d i vi dua l psycho-thera py o Med i ca ti on s

Li th i um, depa kote, zyprexa o Cr i si s sta bi l i ta ti on

Recommen da ti on s for i n tern shi p si tes:

1. Meri d i a n 2. Vi sta 3. Meta morphosi s

• Fold paper or use ruler to make dividing line.

• Take notes as usual in larger column.

• Fill in key points column with words or phrases to alert you.

Two-Column Format

Example of a Notetaking Format


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RCS 6080 02/04/06 Prof. Swett Page 1 (Header info on 1st page) (Date & number every page)

I . Person s Wi th Di sa bi l i ti es ( PWD) la bel i n g

A. La n gua ge 1. PWD pla ces person fi rst 2. Helps decrea se la bel i n g & stereotypi n g

B. I f un sure 1. Ask person 2. ma y ha ve a cu l tu ra l preferen ce

a . Dea f I I . Ca tegor i es of Di sa bi l i ti es

A. Physi ca l B. Vi sua l ( sen sory) C. Cogn i ti ve D. Hea r i n g ( sen sory)

I I I . Reha bi l i ta ti on Di sci pl i n es

A. Physi a try 1. n on -surgi ca l ( thera py) a . empha si s i s recon d i ti on i n g

B. Physi ca l Thera py ( PT) 1. mobi l i ty & stren gth C. Occupa ti on a l Thera py ( OT)

1. a cti vi ti es of d a i ly l i vi n g ( ALD) D. Speech La n gua ge Thera py 1. expressi ve & recepti ve ski l l s 2. ea ti n g & swa l lowi n g E. Reha b coun selor 1. ca se ma n a ger a . d i scha rge pla n n i n g

Physi a try: physi s ( n a ture) + i a trei a ( hea l i n g) = reha bi l i ta ti on

• Label outline levels.• Be consistent in your

labeling. • Each level can be one

word or short phrase.• Leave space for editing

later.

Outline Format

Examples of Notetaking Format


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RCS 6080 02/04/06 Prof. Swett Page 1 (Header info on 1st page) (Date & umber every page)

Person s Wi th Di sa bi l i ti es ( PWD) & Reha bi l i ta ti on Di sci pl i n es

Person fi rst la n gua ge pla ces the person before the d i sa bi l i ty. Thi s helps decrea se la bel i n g a n d stereotypi n g.

I f you a re un su re how to a ddress a PWD a sk them for thei r preferen ce. For exa mple some people tha t a re dea f or bl i n d prefer to a ckn owledge thei r d i sa bi l i ty fi rst for cu l tu ra l rea son s.

Ca tegor i es of Di sa bi l i ti es i n clude:

Physi ca l Vi sua l ( sen sory) Cogn i ti ve Hea r i n g ( sen sory)

There a re va r i ous types of d i sci pl i n es wi thi n reha bi l i ta ti on . These d i sci pl i n es ma y i n clude:

Physi a try whi ch ta kes a n on -surgi ca l a pproa ch ( thera py) to reha bi l i ta ti on . The empha si s i s on recon d i ti on i n g.

Physi ca l thera py works d i rectly wi th mobi l i ty. Occupa ti on a l thera py works speci fi ca l ly wi th a cti vi ti es of da i ly

l i vi n g. Speech la n gua ge thera py i n crea se expressi ve a n d recepti ve

la n gua ge ski l l s a n d a lso a ssi sts i n developi n g chewi n g a n d swa l lowi n g ski l l s.

Reha b coun selors often referred to a s ca se ma n a gers a re mostly i n volved i n outpa ti en t d i scha rge pla n n i n g.

Physi a try: physi s ( n a ture) + i a trei a ( hea l i n g) = reha bi l i ta ti on

• Each sentence should express a complete thought.

• Keep paragraphs short.

• Make sure important info is not buried in the text.

• Leave plenty of white space for editing notes.

Paragraph Format


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Other Strategies

“Teacher Clues”

•Lecture Cues

•Right before a teacher presents important lecture points he/she may say something like, “it is really important to remember that…” or “you should remember that…”

•Teachers say these statements to let students know that the information that follows is really important stuff. Of course, the obvious lecture cue is “this will be on the test.”


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Other Strategies

“Teacher Clues”

•Notes of the Board (Or Overhead)

•If the teacher writes or spells words, write them down along with detailed information about the word. Usually, a teacher will spell new vocabulary or really important words. If the teacher places information on the board or overhead, it should be in your notes.


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What to know if you are taking notes for a student who has a hearing loss.

•Get the student’s feedback on the quality of the notes.

•Face student and speak directly to him/her.

•Obtain the student’s attention by waving your hand or lightly tapping on student’s shoulder.

•Visit www.ntid.rit.edu/elearning. The National Technical Institute for the Deaf for further information on training of notetakers for a student with hearing loss.


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Completing Volunteer Notetaker Training

•Verify completion of your volunteer notetaker training by clicking on this email address [email protected] and place the following information exactly as stated in the subject line of the email:

“Volunteer Notetaker Training Completed ________________________” (insert your first & last name here)

•Please leave the body of your email blank


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•Boyle, Joseph R. PhD. (2001). Enhancing the Note-Taking Skills of Students with Mild Disabilities. 1-7. Learning Disabilities

OnLine. Retrieved September 8, 2003, from www.ldonline.com•Boyle, Joseph R. (2001). Helping Students to Become Better Note-Takers

Through Better Lectures. 1-7. Learning Disabilities OnLine. Retrieved September 8, 2003, from www.ldonline.org

•Boyle, Joseph R. & Weishaar, Mary Konya. (n.d.) Note-Taking for Students with Mild Disabilities: The Art of Note-Taking. 1-2. Family

Education Network. Retrieved September 8, 2003, from www.familyeducation.com•University of Colorado at Boulder. (n.d.) Online Notetaker Training.

Retrieved 04/17/2008, fromwww.colorado.edu/disabilityservices/notetaking/mod01/html•University of Florida. (n.d.) Note-taker Training Disability Resource Center

Retrieved 04/17/2008, from http://www.dso.ufl.edu/drc/

References


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Disability Services Contact Information:

Contact Information

ToledoDisability Services, Alumni Hall 103 Phone: (567) 661-7007 or 1-800-GO OWENS, Ext. 7007Fax: (567) 661-7010Email:[email protected]

Findlay

Phone: (567) 661-7007Email:[email protected]

Documents

OWENS COMMUNITY COLLEGE DISABILITY SERVICES Volunteer Notetaker Training 5/11/20151Disability Services Volunteer Notetaker Training