Advising Students with Disabilities: What the BLEEP Do We Know

1
Advising Students with DisabilitiesWhat 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
• School of Education and Human Development
• University of Colorado at Denver and Health
  Sciences Center

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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

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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

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Determining Eligibility for Accommodations

• Process Student Role
• Self identify to the Disability Office
• Schedule intake appointment
• Provide appropriate documentation

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7 Categories of Disabilities

• Blind/Low Vision
• Deaf/Hard of Hearing
• Traumatic Brain Injury
• Psychological
• Learning Disabilities, Attention Deficit Disorder
• Physical/Systemic
• Temporary Conditions

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National Trends

• Percentage of students with disabilities
• Fastest growing population of students with
  disabilities
• High school students

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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.

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Debrief Scenarios

• General feelings/feedback
• Questions you asked the student
• Hesitations
• Student responses
• - - - - - - - - - - - - - - - - - - - - - - - - -
  - - -
• Recommendations

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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

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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 havent addressed?
• What is important for me to know to better help
  you?

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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?

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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?

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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

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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

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The Power of Words

• Say Instead of
• person who has.......................afflicted,
  suffers from, victim
• developmentally delayed...slow
• has a physical disabilitycrippled
• person with mental illness.crazy/psycho
• person who is deafdeaf and dumb
• person of short stature.midget or dwarf

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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

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Academic Advising Considerations

• Advising for students with disabilities vs.
  students without disabilities

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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

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Disability and Associated Issues

• Learning Disabilities
• Scheduling classes
• Block scheduling challenges
• Suggestions
• -Reading disabilities
• -Reduce schedule course load

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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

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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

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Disability and Associated Issues

• Psychiatric Disabilities
• Suggestions
• -Medication impact
• -Attendance requirements

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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

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Common Mistakes of Advisors

• Assumptions
• Neglect to ask the right questions
• Attempt to do too much

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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

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Summary

• Admission based on ABILITIES
• Student as a person first
• Ask, use proper etiquette, LISTEN
• Be informed
• Planning
• Realistic goals
• Dont assume!

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Questions ?
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Final Reflections
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Additional Resources

• http//www.ahead.org/
• http//www.myacpa.org/
• http//www.naspa.org/
• http//studyabroad.msu.edu/advisers/disabilities.h
  tml