disAbled Student Support Services at Kennesaw State University www'kennesaw'edustu_devdsss

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disAbled Student Support ServicesatKennesaw
State Universitywww.kennesaw.edu/stu_dev/dsss
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What do these people have in common?

• Albert Einstein
• Tom Cruise
• Nelson Rockefeller
• Mary Tyler Moore
• Ernest Hemingway
• Agatha Christie

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P.L. 94-142I.D.E.A.

• Every child under the age of 16 is entitled to a
  free, appropriate, public education.
• Mandatory access to education
• Entitlement Law
• Outcome oriented successful learning

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Rehabilitation Act of 1973, Section 504Americans
with Disabilities Act

• No otherwise qualified individual may be denied
  admission or participation solely on the basis of
  a handicap.
• Education is optional
• Civil rights law
• Equal access, not equal outcome

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Qualifications

• No special admissions categories
• S.A.T. scores
• College Preparatory Curriculum
• High School grade point average
• Ability to participate in required courses or
  activities

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Procedures to Receive Special Assistance

• Responsibility of the student
• Register with Disability Services office
• Present certification of disability that meets
  system requirements
• Agree to an individual assistance plan
• (rights and responsibilities)
• Request assistance each semester

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Blind/Visually Impaired

• Access to information
• Recorded textbooks class materials
• Enlarged textbooks class materials
• Brailled textbooks class materials
• E-text textbooks class materials

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This simulates one type of vision loss. Which
size of text can you read?
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• Access to facilities
• Campus escort
• Mobility training
• Dog guide

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• Access to educational outcomes
• Tape recorders or notetakers for class
  lectures
• Testing - oral or electronic

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• Accessible technology
• Enlarged computer display
• (Zoomtext, MAGic,VisAbility)
• Computer screen reader/voice output
• (JAWS, Kurzweil 3000, Open Book)
• Magnifiers (CCTV, hand held)
• Refreshable Braille displays
• Braille translator/printer

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Zoomtext Extra, Version 7.0
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Courtesy Rules of Blindness

• Im an ordinary person, who just happens to be
  blind. You dont need to raise your voice or
  address me as if I were a child. Dont ask my
  companion what I want ask me.
• I may use a white cane or a guide dog or I may
  ask to take your arm. Let me decide. Ill take
  your arm and walk a half-step behind to
  anticipate curbs and steps.
• You dont need to remember some politically
  correct term. Keep it simple and honest just
  say blind.

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• When you speak to me, tell me who you are. Also
  introduce me to others, including children, and
  tell me if theres a pet present.
• A door that is left partially open is a hazard to
  me.
• At dinner I wont have trouble with ordinary
  table skills.
• Dont avoid words like see. I use them too. Im
  always glad to see you.
• In a new location, show me the bathroom, closet,
  windows, other doors and the light switch too.
  I like to know whether the lights are on or off.
• Ill discuss blindness with you if youre
  curious, but its an old story to me. I have as
  many other interests as you do.

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Deaf/Hard of Hearing

• Access to information
• Sign language interpreter
• Oral interpreter
• FM amplification system
• Clear view for lipreading

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• SIGN LANGUAGE INTERPRETERS CODE OF ETHICS
• Interpreters/transliterators shall keep all
  assignment-related information strictly
  confidential.
• Interpreters/transliterators shall render the
  message faithfully, always conveying the content
  and spirit of the speaker using language most
  readily understood by the person(s) whom they
  serve.
• Interpreters/transliterators shall not counsel,
  advise or interject personal opinions.
• Interpreters/transliterators shall accept
  assignments using discretion with regard to
  skill, setting, and the consumers involved.

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• Interpreters/transliterators shall request
  compensation for services in a professional and
  judicious manner.
• Interpreters/transliterators shall function in a
  manner appropriate to the situation.
• Interpreters/transliterators shall strive to
  further knowledge and skills through
  participation in work-shops, professional
  meetings, interaction with professional
  colleagues, and reading of current literature in
  the field.
• Interpreters/transliterators, by virtue of
  membership or certification by the RID, Inc.,
  shall strive to maintain high professional
  standards in compliance with the Code of Ethics.

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Rules for good communication   1.Attract the
person's attention before you start speaking
to them, so they won't miss any of what you say.
  2.Make sure the group members can see your
face when you speak.   3.Make sure your
face is in a good light when you speak.
Don't stand with your back to the window, as
light will frame your face and make it
difficult to see.   4.Don't hide your lip
movements when you are speaking, by waving
your hand, or holding a cup in front of your
face etc..   5.Keep your head still while
speaking.
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6. Speak clearly and slowly.   7. Try to make
the subject of the conversation clear.
  8. In the group, repeat what you have said to
both sides, remembering your immediate
neighbours.   9. Try not to speak when someone
else in the group is talking as its
impossible to lipread two people at the same
time.
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For the Lipreader   1. Face the speaker. In
a group, a circular arrangement for chairs is
best, so that you can see all of their faces.
  2. Distance. 4-7 feet from the speaker is
usually best depending upon your eyesight.
  3. Hearing. If you have a good ear then sit
with that nearest to the speaker.   4.
Moving. Don't be afraid to move your seat, or ask
other people to move, so that they are in
the best position for lipreading.  
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5. Background noise. Choose a quiet room for
conversation, or switch off distracting noises
such as the TV and radio.   6. Background. Rooms
with distracting pictures, brightly colored
wallpaper etc. can make lipreading difficult.
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• Access to facilities
• Telephone Device for the Deaf (TTY)
• Georgia Relay Service

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TTY Usage and Etiquette

• Allow at least 10 rings (or more) for the person
  to see the flasher and respond.
• Use common abbreviations and dont type
  punctuation or symbols.
• To correct a typing error, dont backspace.
  Instead type XXX after the error.
• Include expressions that demonstrate feeling such
  as HAHAHA SMILE GREATTT! SIGH etc.

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Common TTY Abbreviations

• abt about
• ans answer
• biz business
• cd could
• CUL see you later
• HAND have a nice day
• HD hold
• ILY I love you
• impt important
• KIT keep in touch
• LK FRWD look forward
• N and
• NP no problem

OIC Oh I see OXOX hugs and kisses pls
please Q question R are rec receive schl
school shd should terp interpreter THX
thanks TY thank you U you UR youre
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When Using the Relay Service

• Talk to the other person, not the operator.
• Speak slowly and distinctly remember the
  operator is typing what you say. Spell any
  unfamiliar words or names.
• Signal when it is the other persons turn to talk
  (G.A.)
• Signal when the conversation is over (S.K.)
• Include the usual social etiquette in your call.

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• Access to educational outcomes
• Interpreter available during tests
• Rephrase test questions

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• Accessible technology
• Closed captioned videos
• Text of audio programs available

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Courtesy Rules of Deafness

• Most deaf people can lipread at least somewhat.
  Face me and speak slowly and clearly, but dont
  exaggerate speech and dont shout.
• Keep a paper and pencil handy in case we need to
  write some things down.
• Talk to me, not to an interpreter or a companion.
• Be patient you might need to repeat or rephrase
  something if I dont understand it the first
  time.
• Remove gum or other objects from your mouth so I
  can see your speech clearly.
• Refer to visual cues whenever possible signs,
  diagrams, drawings, etc.

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Manual/Mobility Impaired

• Access to information
• Lab courses
• Off-campus programs
• Activity courses
• Library

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• Access to facilities
• Handicap parking
• Accessible routes
• Access maps
• Wheelchair desks
• Service animals

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• Accessible technology
• Voice recognition/voice input
• (ViaVoice, Dragon Naturally Speaking)
• Adaptive keyboards
• StickyKeys
• Word prediction software
• (Read Write)

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Learning Disability

• A disorder in one or more of the processes
  involved in learning.
• Language (reading/writing) disorder
• Auditory (receptive/expressive) disorder
• Computation (math) disorder
• Memory disorder
• Executive functions disorder

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Attention Deficit Disorder

• Typical Symptoms
• Inattention/distractibility
• Poor concentration, inability to complete tasks,
  daydreaming, forgetfulness, poor organization
• Impulsivity
• Acts without thinking, talks out of turn,
  impatient
• Hyperactivity
• Restlessness, difficulty remaining seated, fidgety

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• Executive Functions
• Organization and planning over time
• Inhibition of impulsive action
• Problem solving skills
• Mental manipulation of information
• Use of self-directed speech
• Ability to absorb new information in an
  organized, coherent manner
• Ability to draw on previously learned information
  to perform goal-directed activities

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Learning DisabilityAttention Deficit Disorder

• Access to information
• Recorded textbooks
• Tape recorder/notetaker for lectures

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• Access to educational outcomes
• Extended time tests
• Testing in quiet room
• Read test aloud
• Use of computer w/spell check for writing
• Frequent breaks
• Reformat test, rephrase questions

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• Technology assistance
• TextHELP
• Write Outloud
• CoWriter
• Inspiration
• ThinkSheet
• Wordswork
• WYNN
• Franklin Speller

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www.loriens.com
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www.wynn.arkenstone.org/
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http//www.dyslexic.com/brainpower.htm
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Additional Support Services

• Workshops
• Test taking strategies
• Notetaking strategies
• Study skills
• Time management
• Organization
• Anxiety control

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• Support Groups
• Individual tutoring sessions
• Advocacy with faculty
• Training in computer support software
• Referral to other resources

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Suggested Teaching Accommodations

• Make the syllabus available four to six weeks
  before class begins.
• Ask the student (in private) how to facilitate
  his/her learning.
• Allow tape recording of lectures.
• Begin lectures with review of previous lecture
  and overview of topics for the day.

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• Outline and summarize lecture materials.
• Read aloud what is written on the board.
• Explain technical language, specific terms, or
  foreign words.
• Emphasize important points in lectures and
  handouts.
• Speak distinctly and at a relaxed pace.

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• Stop occasionally and invite questions or allow
  catch-up note taking.
• Notice and respond to non-verbal signals of
  confusion or frustration.
• Diminish or eliminate classroom distractions.
• Give assignments in writing a well as orally.
• Break large assignments into steps and require
  periodic checkpoints.

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• Help students find study partners/ study groups.
• Call only on students who volunteer to read aloud
  or answer questions.
• Provide study questions for exams in the same
  format that will be used for the exam.
• Explain what comprises a good test response.

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Suggested Testing Accommodations

• Allow extended time on tests.
• Provide an oral reader or taped version.
• Offer an alternate format exam (essay instead of
  objective, etc.)
• Provide testing in a separate, distraction-free
  environment.
• Allow student to respond in different formats
  (answer orally, tape record, type)

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• Allow student to clarify or rephrase a question
  in his/her own words as a comprehension check.
• Analyze the students process as well as the
  final solutions.
• Consider alternative methods of demonstrating
  mastery of course objectives.
• Allow computational aids such as multiplication
  tables, simple calculator, spelling aids, terms
  list, etc.

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• Avoid double negatives, unduly complex sentence
  structure, and embedding questions within
  questions.
• Allow scratch paper, lined paper, or word
  processor to aid students with difficult
  handwriting.
• Provide alternatives to computer scored answer
  sheets.
• Discount spelling errors for written work done
  without spelling aids.

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Technology Assistance

• Dyslexic.com
• Software
• Reading, writing, math, organizing, typing,
  reference
• Books
• Computers
• Add-ons
• Microphones, scanners
• Gadgets
• Organizers, dictation programs, electronic
  dictionaries, mini-scanners

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www.dyslexic.com
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• Tools for Life
• Assistive Technology Resource Center
• Located at Roosevent Warm Springs Institute
• Residential training
• Four technology resource centers in Georgia
• Touch the Future Technology Conference
• Computer recycling

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www.gatfl.org
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Other Resources

• LD Online
• LD Adults of Georgia
• Learning Disabilities Association (LDA)
• National Center for Learning Disabilities
• National Attention Deficit Disorder Assoc.
• Children and Adults with Attention
  Deficit/Hyperactivity Disorder (CHADD)

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www.ldonline.org
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http//www.gatfl.org/ld/
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http//www.ldanatl.org/lda/
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http//www.ncld.org/
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http//www.add.org/
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http//www.chadd.org/
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Some look at opportunities and see problems I
look at problems and see opportunities.