Len Aron, M.Ed.Disabilities Support Service Coordinator

Review 3 pieces of Disabilities Legislation:

1.Section 504 – Rehabilitation Act2.I.D.E.A.3.A.D.A.

WHAT DO THE STATISTICS TELL US

NATIONALLY 15% OF THE POPULATION HAS A DISABILITY. NATIONAL FIGURE FOR UNEMPLOYMENT FOR PEOPLE

WITH DISABILITIES IS 70% WHICH OFTEN MEANS THEY ARE LIVING ON SOCIAL SECURITY OF SOME FORM.

WASHINGTON STATE HAS APPROXIMATELY 1 MILLION PEOPLE WITH A DISABILITY.

SUBTRACT 150,000 CHILDREN (AGES 0-21 YEARS) SERVED BY THE PUBLIC SCHOOLS LEAVES 850,000 PEOPLE WITH DISABILITIES IN THE STATE.

ABOUT 700,000 PEOPLE WITH DISABILTIES ARE UNEMPLOYED IN THE STATE.

REGIONAL DATA FOR AGES 16-64 YEARS

KING COUNTY HAS 131,000 INDIVIDUALS WITH DISABILITIES.

36% EMPLOYED. 64% UNEMPLOYED (83,840 PEOPLE). IN GENERAL INDIVIDUALS WITH DISABILITIES WHO WORK

HAVE 25% LESS INCOME THAN THOSE WHO DO NOT HAVE DISABILTIES.

20-30% HIGHER DEGREE OF POVERTY AMONGST THE DISABLED POPULATION.

1. Under IDEA, children with disabilities are absolutely entitled to a “Free and Appropriate Public Education.”

1. Equal access to education is the order of the day - no one is entitled to anything, but rather students have civil rights and they must advocate for themselves in order to enjoy those rights.

2. Section 504 in the public schools includes “Free and Appropriate Public Education” language, and accommodations may include a shortening of assignments, or the use of notes on tests, when other students cannot use them.

2. Section 504 is the first civil rights legislation that applied to colleges. It upholds the institution’s right to maintain the academic standards, and no accommodations may be permitted to reduce that standard for any student. Thus there is no “free” education, and shortening assignments and using notes when other students do not are not considered “reasonable accommodations”.

3. Plans, either the IEP of a 054 Plan, drive all services and accommodations, and involve the teachers, counselors, and absolutely require a parent’s signature.

3. There is no plan, and instructors are not contacted, except by the student. In fact, parents may not receive even a student’s grades without the student giving written permission.

4. “Placement” is determined by the child’s “team”, and outlined in the plan, and must, by law, be in the least restrictive environment.

4. Placement integration is assumed. Colleges adjust the environment through accommodations, but they don’t deliberate and select the environment for the student in advance.

5. Students are qualified for public education simply by being of the appropriate age, and because they have a disability.

5. “Otherwise qualified,” in college, means that the student must meet all entrance and academic requirements, whether they receive accommodations or not.

6. Everybody knows about a student’s placement, and practically everybody signs the plan. Each teacher knows about a student even before he or she enters the classroom, and has a good idea what the student’s needs are.

6. The college will not contact a professor without express permission from the student. Thus, the student must initiate all actions regarding accommodation with each professor, for each course, every semester. In addition, students have the civil right to refuse accommodations they don’t need or want; and if they do not request an accommodation, it is assumed they do not want it.

7. Public schools, for the most part, are responsible for appropriate assessment of a student’s disability.

7. Higher education does not have to assess the student, but can expect that the student will provide proof of their disability within accepted guidelines.

8. Some subjects may be waived for a student before graduation, if they are specifically related to the student’s disability.

8. Substitutions for specific graduation requirements may be requested by following a rigorous petition process, but “waivers” for requirements are never granted. Substitutions are also granted typically after the student has both provided adequate verification to the college of their disability and unsuccessfully attempted the courses in question with the appropriate accommodations recommended by the college.

9. Labels are a way to categorize people. 9. Student has a right to disclose to whom and when they choose, but must own their disability in order to enjoy a level playing field.

10. Assessment, physical or other therapy, or personal care provided by school while in school.

10. Student is responsible for personal services – personal care, medical and related requirements, just as if they would if they were living independently and not attending school.

11. Students often receive “Un-timed tests” if they have a disability.

11. “Un-timed tests” are not reasonable, but time extensions may be reasonable, typically time-and-a- half but no more than double time.

General Strategies for Students with Learning Disabilities

o Being sensitive, caring, and having a positive attitude will get you started. o Students with disabilities are more like non-disabled students than not. They have

the same worries, daily activities, and interests we all do. o If the student is deaf, look and talk directly to the student and not to the

interpreter. o Keep the tone and volume of your voice within the normal range, unless you are

specifically requested by your tutee to raise your voice. o If you suspect your tutee needs basic assistance with activities such as standing,

sitting, locating materials, etc. please offer to help; wait to see if your offer is accepted before taking action. If your assistance is wanted, and you are uncertain how to proceed, by all means ask what to do and how to do it.

o Do not get hung up on the fear of being politically incorrect; for example, it is okay to use the word “see” in conversation with a visually impaired student.

o If a tutee uses a chair, scooter, crutches, cane, or other device, remember that these should be treated as part of the student’s body. Do not lean on a chair, or move crutches or cane away from where the student has placed them unless specifically requested to do so.

o Most importantly, relax. Keep in mind that you are dealing first and foremost with a person—who just happens to have a disability.

Tips for Tutoring Students with Specific Learning Disabilities

1. Give instructions in many ways (written, spoken, illustrated, demonstrated). 2. Be clear and concise in oral and written directions; ask tutee to repeat. 3. Break assignments into steps. Make sure steps are in sequence. Clarify and build

one step upon another. 4. Encourage student to stand close in a demonstration and sit in the front of the

classroom during lectures. 5. Tutor these students in a quiet environment with as few distractions as possible. 6. Go over the syllabus and clearly explain what is expected of the student and

when. 7. Show students how to make flash cards of new terms and their meanings. 8. Review at the beginning of the session. Summarize at the end; have the student

summarize. 9. Use visuals, auditory, demonstrations, and as many modalities as possible during

the session. 10. Relate abstract ideas to concrete examples. 11. Suggest students wear earplugs when studying or testing to reduce noise

distractions. 12. For students who have difficulty getting thoughts on paper, move to a computer;

change the background color and font; use grammar and spell checkers. 13. Copy the questions at the end of chapters. Read to find the answers to each

question; check each off as it is completed.

YOU MAY HAVE A DISABILITY

YOU MIGHT DEVELOP A DISABILITY

YOU MAY WORK WITH SOMEONE WHO HAS A DISABILITY