Title: Project EXCEL-UO Summer Institute 2011
1 Project EXCEL-UO Summer Institute2011
Expanding Cultural Awareness of Exceptional
Learners at the University of Oregon
1
2Project EXCEL-UO Overview
CULTURE CHANGE
2
3Training Activities
Day Theme
1 AwarenessDefining and Understanding
2 History, Laws, Accommodations, University Supports
3 Universal Design, Planning, Delivering, Evaluating Instruction
4 Developing Goals and Spreading Information
3
4Day 1 Agenda
- Concept of Normality
- Terminology/Communication
- Children and Youth
- College Students and Disability Types
- LUNCH
- Universal/Inclusive Design
- Student Panel
5Concept of Normality
- Brief Overview of Normal Distribution
- Defining normality and abnormality (Testing)
- Social Construction of Disability
- Why categories exist?
5
6(No Transcript)
7Constructs of Disability (based on the work of
Carol Gill, Chicago Institute of Disability
Research)
- Disability is a deficiency or abnormality
- Disability resides in the individual
- The remedy for disability-related problems is
cure or normalization of the individual - The agent of remedy is the professional who
affects the arrangements between the individual
and society
- Disability is a difference
- Disability derives from interaction between
individual and society - The remedy for disability-related problems is a
change in the interaction between the individual
and society - The agent of remedy can be the individual, an
advocate, or anyone who affects the arrangements
between the individual and society
7
8Terminology
- People first language students with
disabilities - Ask, dont make assumptions
- Talk directly
- Speak normally
- Be aware of personal space
- Avoid offensive terms, such as restricted to a
wheelchair, victim of, suffers from, retarded,
deformed, crippled. - If you are unsure, ask the person with a
disability what terminology is preferred.
8
9Facts About Children Youth
- Approximately 10-12 of students aged 6-21 are
receiving special education services in public
elementary, middle, and high schools - (U.S. Department of Education, 2005)
9
10Range of Disabilities Among Children Youth
- High Incidence Categories
- Learning Disabilities (LD)
- Attention Deficit Hyperactivity Disorder (ADHD)
- Speech Language Disorders (SLD)
- Emotional Behavioral (EBD)/Psychological
- Mild Mental Retardation (MMR)
- Low Incidence Categories
- Visual/Blind
- Hearing Impair/Deaf
- Physical/Orthopedic Disabilities
- Traumatic Brain Injured
- Autism
- Moderate Severe Mental Retardation
- Multiple Disabilities
10
10
1111
12Major Differences between K-12 and University
Settings
- K-12
- IDEA Mandates Free Appropriate Public Ed
- Child Find
- Zero Reject
- 15 federally defined
- Categories
- Mandated Supports and Services including major
modifications as needed - Funding
- College/University
- Civil rights law (to prevent discrimination)
- Self-Disclosure
- Qualify for admission
- Broad definition, (record of impairment or
substantial limitations in major life activity - Reasonable Accommodations that do NOT
fundamentally alter program requirements - Limited Funding
13Basic facts about College University
- Approximately 60 of students without
disabilities attend some form of postsecondary
school following high school (NCES, 2006) - Approximately 42 of students with disabilities
report having been enrolled (2 years prior to
interview, NLTS2) - Students with disabilities that do attend are
approximately 5X more likely to be attending
2-year community colleges or vocational/technical
schools rather than 4-year universities. - In contrast, students without disabilities are
most likely to attend 4 year colleges (3 xs)
rather than 2-year or vocational.
13
14Percentage of Students With Disabilities in
Universities
- Approximately 9 of students at 4-year doctorate
degree granting (public private) institutions
report having some form of a disability (NCES,
2006). - Definition in university context is broader than
in K-12 - At the University of Oregon, approximately 4 of
students report having a disability. - Disclosure in university context vs. disclosure
in a survey.
14
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16(No Transcript)
17(No Transcript)
18Disabilities In The University Context
- Were going to talk about disabilities by
providing an overview with medical labels, common
characteristics, and typical college student
experiences. - Attention Deficit Hyperactivity Disorder (ADHD)
- Learning Disabilities (LD)
- Brain Injury
- Health Conditions
- Psychological/ Mental Health
- Aspergers Syndrome
- Mobility
- Hearing/Deafness
- Vision/Blindness
18
19Attention Deficit Hyperactivity Disorder (ADHD)
Defining
- Inattention
- Hyperactivity
- Impulsivity
- Age of OnsetExplicit age-of-onset requirement
evidence of impairment before 7 years of age. - Impairment present in two or more settings
- Clear evidence of clinically significant
impairment from symptoms in social, academic or
occupational functioning -
(DSM-IV TR )
19
20ADHD Challenges in College
- Taking notes
- Maintaining attention and focus
- Meeting deadlines
- Organization (study strategies, writing)
- Time Management
- Processing speed (especially reading)
- Interpersonal relationships (roommate issues)
20
21ADHD Activity
- http//www.pbs.org/wgbh/misunderstoodminds/experie
nces/attexp1a.html - Question/Discussion on ADHD?
21
22Learning Disability
- Definition
- A disorder in one or more of the basic
psychological processes involved in understanding
or in using language, spoken or written, that may
manifest itself in an imperfect ability to
listen, think, speak, read, write, spell, or do
mathematical calculations, including such
conditions as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and
developmental aphasia. - The term does not include learning problems that
are primarily the result of visual, hearing or
motor disabilities, of mental retardation, of
emotional disturbance, or of environmental,
cultural, or economic disadvantage
22
23Learning Disability--Identification
- Identification
- Traditionally LD has been identified as a
discrepancy between IQ or capacity and
achievement performance in one or more areas,
reading, written language, mathematics. - By far, the largest proportion of students with
LD are identified due to difficulties in
processing written language in the area of
reading. - Increasingly identified by Response to
Intervention (RTI) - Age of Onset-Primarily Childhood
23
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25Learning Disabilities Potential Challenges in
College
- Reading Comprehension
- Reading Speed
- Spelling in class writing
- Quick responses on exams
- Organization of writing
- Comprehending and using spoken language
- Technical vocabulary
- MathematicsLesser extent
- By the time enrolled in college, Students with LD
may have developed compensatory strategies to
deal with challenges. -
25
26Oral Language the embedded curriculum
- Activity
- Tell a round robin story. Each participant add a
sentence. The first sentence isYesterday I
went to the grocery store to buy some vegetables - Now we are going to retell the story (with a
twist). N
26
27Simulations
- Other Simulations
- Perception
- Figure (Perception)
- Color/Word (Processing Conflict)
- Auditory Information
- Decoding (Reading processing)
28Group Activity
- In pairs, discuss what you expect of students
- How might your course design/requirements create
barriers for students with LD or ADHD? - Memory
- Organization or Time Management
- Oral Language
- Reading
- Writing
- Math
- Attention Hyperactivity
28
29Brain Injury and Concussion
- Disturbance in brain function caused by a blow or
jolt to the head - Usually period of altered consciousness (amnesia
or coma) from very brief (minutes) to very long
(months/indefinitely) - May impact visual, aural, neurologic,
perceptive/cognitive, orthopedic, or
mental/emotional areas - Severity ranges from "mild," (a brief change in
mental status or consciousness) to "severe
(extended period of unconsciousness or amnesia)
29
30Brain Injury Some Potential Areas of Difficulty
- Depends on location and severity of injury
- Processing speed
- Reasoning/calculation
- Judgment
- Memory/Concentration
- Speech
- Physical functions/Motor skills
- Personality changes, mood swings
- Organizational abilities may be impacted
- Sleep
30
31Brain Injury What you can do
- Be consistent - helps improve memory, reduce
confusion, promote emotional control - Provide structure - Give step by step
instructions - Allow response time
- Frequent repetition
- Avoid overstimulation
31
32Health Conditions-Defining
- Includes a range of medical conditions that can
have a temporary or chronic impact on academic
performance, i.e. Arthritis, Cancer, Multiple
Sclerosis, Asthma, AIDS, Cerebral Palsy,
Diabetes, Fibromyalgia, and heart disease. - Medication side effects and the secondary effects
of chronic illness can impact memory, attention,
strength, endurance, and energy levels.
32
33HealthPotential College Challenges
- Fatigue
- Pain
- Concentration
- Memory
- Maintaining consistent class attendance due to
fluctuations in health condition and need for
treatments - Limited mobility
- Diminished stamina for long writing or reading
assignments. - Tolerance of stress
33
34Psychological/Mental Health
- Covers a broad range including Bipolar disorder,
depression, anxiety, chronic mental illness - Often functioning can be greatly improved with
medication, therapy, and social support
34
35Bipolar Disorder
- Bipolar Disorder
- Symptoms of bipolar disorder are more severe than
the normal ups and downs that everyone goes
through from time to time. - Age of Onset Adolescence/Early Adulthood - At
least half of all cases start before age 25. Some
people have their first symptoms during
childhood, while others may develop symptoms late
in life. -
- NIMH (2009)
35
36Depression--Definition
- People with depressive illnesses do not all
experience the same symptoms. The severity,
frequency and duration of symptoms will vary
depending on the individual and his or her
particular illness. - Symptoms include
- Persistent sad, anxious or "empty" feelings
- Feelings of hopelessness and/or pessimism
- Feelings of guilt, worthlessness and/or
helplessness - Irritability, restlessness
- Loss of interest in activities or hobbies once
pleasurable, including sex - Fatigue and decreased energy
- Difficulty concentrating, remembering details and
making decisions - Insomnia, earlymorning wakefulness, or excessive
sleeping - Overeating, or appetite loss
- Thoughts of suicide, suicide attempts
- Persistent aches or pains, headaches, cramps or
digestive problems that do not ease even with
treatment - Age of OnsetBetween the ages of 30-40
36
37Bipolar and/or Depression Potential
College Challenges Cont.
- Attendance
- Concentration
- Adjustment to Medications
- Meeting Deadlines
- Tolerance for Stress
- Financial Stresses
- Processing Speed
37
38Anxiety DisorderDefined
- Anxiety is a normal reaction to stress. It helps
one deal with a tense situation in the office,
study harder for an exam, keep focused on an
important speech. In general, it helps one cope.
But when anxiety becomes an excessive, irrational
dread of everyday situations, it has become a
disabling disorder. - Five major types of anxiety disorders are
- Generalized Anxiety Disorder GAD,
- Obsessive-Compulsive Disorder OCD,
- Panic Disorder
- Post-Traumatic Stress Disorder (PTSD)
- Social Phobia (or Social Anxiety Disorder)
- (NIMH, 2009)
38
39Anxiety Disorders Potential College Challenges
Cont.
- Being comfortable in a classroom environment
- Engagement and participation
- High stress situations - Taking examinations,
answering questions, group or individual
presentations. Meeting deadlines. - Course content, such as war or domestic violence
images or discussions can be triggers
39
40Psychological College Challenges
- Poor concentration, fatigue, anxiety,
irritability, apathy, problems with perception,
physical symptoms - Medications can cause undesirable side effects,
ie. disorientation, drowsiness, lack of
creativity - When treatment is effective periods of active
symptoms may be infrequent
40
41Psychological What you can do
- Listen to students needs or concerns
- Engage student in conversation if invited by
student - Invite student to meet with you if you have
concerns about performance, attendance, etc.. - Be aware of campus resources Disability
Services, Counseling Center, Office of Student
Life - Take seriously any reference to suicidal ideation
- Recognize that getting to class and/or engaging
with academic work may be a huge undertaking
41
42Asperger's Syndrome
- Social Interactions challenge understanding
obvious and subtle social cues and rules failure
to develop developmentally appropriate peer
relationships - Communication Skills very literal and concrete,
may blurt out thoughts, limited use of gestures,
precocious speech, may have restricted interests,
repetitive behaviors (especially when stressed) - Change is very hard- inflexible adherence to
non-functional routines or behaviors. Likes
rules! - Needs to find interest or relevance to be
motivated. - Sensory sensitivities smell, textures light,
sound
42
43Aspergers - What you can do
- Provide very concrete and specific instructions
rules to follow - When possible relate to area of interest
- Make any changes as predictable and structured as
possible - Be aware of hypersensitivities to light, noise,
smell etc.
43
44Mobility Impairment--Define
- Orthopedic or neuromuscular conditions can impact
mobility and/or hand functions. - Spinal Cord Injury (paraplegia or quadriplegia),
Cerebral Palsy, Stroke, Multiple Sclerosis,
amputation, Muscular Dystrophy, cardiac
conditions, Arthritis, and respiratory diseases - Movement and function may be facilitated by
canes, walkers, prostheses, or wheelchairs , as
well as splints or braces - Very wide range of experiences, specific
diagnoses, prognoses, and severity
44
45Mobility Possible Challenges and College
- Manipulation of objects grasping, writing, or
typing - Turning pages, retrieving research materials
- Physical access to classrooms, offices, and
programs -Identifying accessible seating - Increased time to travel between classes
- Decreased endurance for extended activity
45
46Mobility - Non-classroom Challenges
- Heavy doors
- Cracks in sidewalks
- Steep ramps/ pathways
- Crowds
- Inaccessible restrooms
- Inattentiveness of others while walking
- Power outages no elevator access
- Slick sidewalks due to rain or ice and snow
- Difficulty transporting books and equipment due
to needing arms and hands free
46
47Hearing Impairments DeafnessDefinition
Frank Bender
- Hearing impairment is a broad term used to
describe the loss of hearing in one or both ears.
There are different levels of hearing impairment
- Hearing impairment refers to complete or partial
loss of the ability to hear from one or both
ears. Can be mild, moderate, severe or profound
- Deafness refers to the complete loss of ability
to hear from one or both ears. - There are two types of hearing impairment
- Conductive hearing impairment - a problem in the
outer or middle ear. This is often medically or
surgically treatable, if there is access to the
necessary services. Childhood middle ear
infection is a common cause - Sensorineural hearing impairment - usually due to
a problem with the inner ear, and occasionally
with the hearing nerve going from there to the
brain. This type of hearing problem is usually
permanent and requires rehabilitation, such as
with a hearing aid. Common causes are excessive
noise, aging and trauma. -
- (World Health Organization, 2009)
47
47
48Degrees of Hearing Loss
48
49College Challenges for Students with Hearing
Impairment and Those Who are Deaf
- Unaware of the degree of their hearing loss
- Following lecture materials, taking effective
notes, working in groups, and physical and
emotional challenges associated with fatigue. - Emotional barriers impeding requests for support,
utilizing campus resources, or open to using
technology supports. - A feeling of both ability level and cultural
isolation frustration.
49
49
50Supports for Students with Hearing Impairments or
those Who are Deaf
- Communication may be enhanced via speech, hearing
aids, lip reading, or use of an interpreter
utilizing sign language. - FM or infrared amplification systems may be used
(amplifies sound from microphone to receiver) - Many people who are Deaf learn American Sign
Language (ASL) as their first language, and
English as their second language. - ASL is a distinct language with unique
characteristics - When utilizing an interpreter speak to the
student. - This could also impact writing skills.
50
50
51Strategies to Support Students with Hearing
Impairments or those Who are DeafWhat You Can Do
- When communicating with student, always face the
student. - Facial expressions, gestures, and body language
will help convey your message. - Use visual aids (PPT, Notes, etc.)
- Try to avoid writing on the white/chalk board and
talking at the same time if so, repeat
paraphrase your message to the class. - Be aware of your speech volume and pace
- Check for comprehension A good strategy for
entire class. - Be open to the use of FM technology
51
51
52Current Hearing Technology
52
52
53Visual Impairments Blindness--Definition
- Three categories
- 1) Restricted Central Visual Acuity
- 2) Visual Field Loss -Restricted Peripheral
Vision - 3) Difficulty with focusing and eye movements
(Focusing or binocular coordination) - "Low vision" a severe visual impairment applied
to individuals with sight who are unable to read
the newspaper at a normal viewing distance, even
with the aid of eyeglasses or contact lenses.
They use a combination of vision and other senses
to learn, although they may require adaptations
in lighting or the size of print, and, sometimes,
Braille. - Legally blind" person has less than 20/200
vision in the better eye or a very limited field
of vision (20 degrees at its widest point) - Totally blind students have no vision and often
learn via Braille and/or auditory
53
54Blindness or Low Vision Potential College
Challenges
- Reading Course material
- Following visual information presented in class
- Becoming oriented to campus, and traveling
throughout campus - Taking notes during class
- Writing papers
- Responding to written exams
- Lack of accessibility of some web pages, pdfs,
and other electronic resources - Technology failures
- Effectively studying visually based concepts
54
55VisionWhat You Can Do
- Determine reading materials far in advance (when
possible make available in electronic format) - Describe visually presented information, be aware
of print size in lectures - Minimize non-text content in exam/quizzes
- Advance copies of lecture notes, slides, etc..
56 Student Veterans
- Wounded Warriors
- Head injury (different than past wars higher
survival rate, head trauma often resulting from
reverberations of loud blasts, as opposed to
direct impact to the head) - Mobility
- Hearing
- Psychological
-
56
57Universal and Inclusive Design
-
- Molly Sirois
- Advisor, Disability Services
- 164 Oregon Hall
- 541-346-1073
- sirois_at_uoregon.edu
57
57
58Constructs of Disability (based on the work of
Carol Gill, Chicago Institute of Disability
Research)
- Disability is a deficiency or abnormality
- Disability resides in the individual
- The remedy for disability-related problems is
cure or normalization of the individual - The agent of remedy is the professional who
affects the arrangements between the individual
and society
- Disability is a difference
- Disability derives from interaction between
individual and society - The remedy for disability-related problems is a
change in the interaction between the individual
and society - The agent of remedy can be the individual, an
advocate, or anyone who affects the arrangements
between the individual and society
58
58
59Human Variation Model
- Disability defined as a mismatch between physical
and mental attributes and the ability of social
institutions to incorporate those attributes
Shriner Scotch, 2001
59
59
60Universal Design (UD)
- The design of products and environments to be
usable by as many people as possible regardless
of age, ability, or situation without the need
for adaptation or accommodation
60
60
61Universal Design in Education
- The design of instructional materials and
activities that makes learning goals achievable
by individuals with wide differences in their
abilities to see, hear, speak, move, read, write,
understand English, attend, organize, engage, and
remember. - continued
61
61
62Universal Design in Education
- Universal design for learning is achieved by
means of flexible curricular materials and
activities that provide alternatives for students
with differing abilities. - These alternatives are built into the
instructional design and operating systems of
educational materials. They are not added on
after-the-fact.
(Research Connections, Number 5,
Fall 1999, p. 2)
62
62
63Student Panel
- Undergraduate and Graduate students with
disabilities share their experiences as college
students. -
63
64Final Activity
- Take a few minutes to write
- Three things you learned and
- One thing you would like to know.
- Things to REMEMBER!! Please bring one of your
course syllabi on Day 3!!!
64
65Day 2 Agenda
- History and Laws
- Special Education
- Federal Legislation
- Law and Universities
- How it Works on College Campuses
- General Resources
- Documentation and Notification
- Accommodations and Other Strategies
66History and Laws
- History of Special Education
- IQ testing
- Civil rights movement
- State initiatives
- University of Oregon
66
67Historical Current Outcomes
- Employment
- Earnings
- Independent Living
- Post-Secondary
- Training, 2 Year, 4 year
- Attendance vs. graduation
- Increasing numbers
- Potential causes of poor outcomes
67
68 Legal Issues
- Heidi von Ravensberg, JD, MBA
- Adjunct Instructor
- School of Law
- University of Oregon
- (541) 346-2472
- hvr_at_uoregon.edu
69Federal Legislation Overview
- 1973 Vocational Rehabilitation Act (Sec. 504)
- 1974 Educational Amendments Act
- 1974 Family Educational Rights and Privacy Act
(FERPA) - 1975 Education for All Handicapped Children Act
(EAHCA) - 1986 Education of the Handicapped Act Amendments
- 1990 and 2008 Americans with Disabilities Act
(ADA) - 1990 1997 Individuals with Disabilities
Education Act (IDEA)
69
70Law and Universities
- Non-Discrimination
- Section 504 (1973 Voc. Rehab. Act) mandates that
any public institution of higher education that
receives federal funding including financial aid
can not discriminate against otherwise qualified
students with disabilities. - The Americans with Disabilities Act (1990 ADA)
mandates that any public or private institution
with 15 or more employees can not discriminate
against otherwise qualified individuals with
disabilities. - Admissions
- Education
- Exit Requirements
70
71Admissions
- Students must be qualified - meet academic and
technical standards required for admission - No quotas on admission
- Confidentiality - Cannot inquire about a
disability
71
72The Enrolled Student
- Reasonable accommodations
- Modifications to policies, practices and
procedures - Architectural barrier removal
- Provision of auxiliary aids and services
- The institution must make only reasonable
accommodations or modifications - To students who have disclosed and documented
their disability - No undue financial or administrative burden
- Does not fundamentally or substantially alter
major program or degree requirements - Is not a direct threat to health or safety
72
73Appropriate educational adjustments INCLUDE
- Accommodations must be made to allow meaningful
access to education. - Requires one to distinguish between thinking and
learning processes that are affected by LD or
ADHD and thinking or learning processes that are
essential to the academic integrity of a program.
- Sec. 504 provides examples -- taped texts,
substitution of required courses, adapting the
manner in which something is taught or assessed
-- but provides no guidance on how to apply these
accommodations.
73
74Academic Standards
- Institutions are not required to make
accommodations that would lower academic
standards or compromise integrity of programs or
schools. - However, important to be able to justify how an
alteration would lower the academic standards.
74
75Legal Decisions
- Determining Reasonableness of the Requested
Accommodation - Courts will defer to the institutions
determination where the facts add up to a
professional academic judgment - Courts want to make sure institution goes through
specific process (did relevant officials consider
the range of accommodations, feasibility, cost
and effect on the academic program and come to a
rationally justifiable conclusion that the
available alternatives would result either in
lowering academic standards or requiring
substantial program alteration.) - Wynne v. Tufts University School of medicine, 932
F.2d 19 (1st Cir. 1991).
75
76Types of Accommodations
- Auxiliary aids and services
- Assistance animals
- Barrier removal
- Reduced course loads
- Incompletes
- Refrain from academic suspension or termination
- Substitution of courses
- Waiver of courses
- Exam accommodations
- Excuse or accommodate behavior or conduct
76
77Legal Decisions
- Requested accommodations were ordered or found
reasonable - Extra time to take exam or complete course of
study - Retake examinations or courses
- Modified curriculum or course substitutions
- Receive incomplete in course
- Refrain from suspending from academic program
77
78How it Works on College Campuses
- Typically one office is responsible for
determining eligibility and coordinating the
provision of accommodations - The entire institution is responsible for making
sure the campus is inclusive and welcoming to all
students
78
79University of Oregon Disability Services
- 164 Oregon Hall
- (541) 346-1155
- disabsrv_at_uoregon.edu
-
79
80College Disability Resource Offices
- Determine eligibility for accommodations, and
coordinate as needed - Facilitate removal of barriers architectural,
curricular, attitudinal - Empower students to articulate their needs and
self-advocate - Provide guidance on academic issues/decisions
- Work with faculty and others to increase access
for all students, and to provide individual
student accommodations when needed - Serve as a resource to university community
- Develop disability related institutional policies
and procedures
80
81Other Support
- Time management/organizational skills
- Specific study strategies
- Academic Planning
- Teaching self-advocacy/ self-determination
- Conferencing
81
82Other UO Resources
- University Counseling Center
- Academic Advising
- Teaching and Learning Center
- Office of Dean of Students
- Career Center
- University Health Center
83Sample Syllabus Statement
- The University of Oregon is working to create
inclusive learning environments. Please notify
me if there are aspects of the instruction or
design of this course that result in barriers to
your participation. You may also wish to contact
Disability Services in 164 Oregon Hall at
346-1155 or disabsrv_at_uoregon.edu
83
84Course Syllabi
- Procedural Considerations
- Adding a disability statement
- Working in pairs develop a statement for students
with disabilities that could be included in your
course outline. - Report Out
84
84
85How you Invite Students to Discuss
Barriers/Needs
- In pairs, think about the first day of class.
- Do you think you could say or do something that
would make students with disabilities more
comfortable disclosing and talking with you? - Write a brief example.
85
85
86Documentation
- Students identify disability and provide
documentation. - Meet with student and review all info, including
history, report of experience, other sources
(parent/teacher reports) - Substantial limitation in a major life activity
- Diagnosis, Functional Limitations
- Impact in academic environment
86
87Confidentiality of Documentation
- Disability related information is confidential.
The DS office is charged with maintaining this
confidentiality. - Typically students will want to discuss
accommodation needs directly with instructors,
and often will share specific relevant
information. - However, it is the students choice whether or
not to disclose information, such as the type of
disability.
87
88Determination of Accommodations
- One of the ways that we meet our legal
obligations and support students is through the
accommodation process. - Enable an otherwise qualified individual to
have an equal opportunity to participate. - Focus of all accommodations is to mitigate the
effects of disability - Designed on an individual basis, may vary from
class to class for the same person, i.e.
notetaker in one setting, lab assistant in
another.
88
89Proactive Considerations for Determining
Appropriate Accommodations
- Is the individual Otherwise Qualified?
- Is the requested accommodation an appropriate or
reasonable academic adjustment? - Would the accommodation require a substantial
modification to an essential element of a
program?
89
90Other Accommodation Considerations
- Reasonable accommodations should not result in
the lowering of academic standards or alteration
of the fundamental nature of a course or program. -
- Denying an accommodation must only be done after
careful consideration by qualified professionals
who are knowledgeable about disability and legal
implications. It is never appropriate for faculty
or staff to deny a requested accommodation
without documented consultation.
90
91Discussion Are These Reasonable Accommodations?
- A student with visual processing challenges
requests to not have to write a required paper - Student with a learning disability in writing
asks to spell check quiz - Student with a serious documented illness misses
four weeks of your class - Elevator malfunctions and as a result a student
misses a midterm
92Notification Letters
- Outlines recommended accommodations
- May be individualized for a specific class or
situation, or may be very generic and stable over
time (i.e. extra time on all exams) - Appropriate to have a private discussion with
student about their needs and perceptions of any
barriers in a particular course - The student chooses how much personal information
to share
92
93Notification Activity
- Imagine that Kevin comes to you at the beginning
of the first class, hands you his notification
letter and then goes back to his seat. - OR Kevin sends you an email letting you know that
he has a notification letter. - In pairs, discuss how this process of
notification could be improved
93
94Typical Accommodations
- Electronic Formats of Readings
- Class Relocation
- Tests and Quizzes
- Separate Testing Environment
- Additional Time On Exams
- Modified Exam Format
- Assistive Technology
- Notetaking
- Sign Language Interpreters
- Flexible Attendance Policies
- Course Substitutions
- Decelerated program
94
95Alternate Print Formats
- Most appropriate for students
- who are unable to or have difficulty with reading
standard print (blindness low vision visual
focusing/tracking attention problems) - Who have difficulty with reading speed and/or
reading comprehension - Most commonly electronic formats are prepared for
access to speech output, enlarged font, and
Braille formats.
95
96Alternate Print Formats What you can do
- Order textbooks or course packets early
- Ask publishers if they have an accessible
electronic version available before you commit to
a particular text - Identify the order of readings early, especially
if using excerpts or partial textbooks. - Be aware of access when posting online
96
97Class Relocation
- Necessary in cases where
- a student is unable to physically get into the
building or classroom - The distance or terrain between classes is not
able to be navigated, so they may need to be
clustered closer together
97
98Class Relocation and Mobility Challenges what
you can do
- Be sensitive to the fact that some students may
have difficulty traveling between classes
quickly. - If a class or class related activity is held in
an alternate location, ie. Library, Museum, be
aware of possible transportation challenges - Be aware of the layout of the classroom and any
need for adjustable desks, etc.. - Report unsafe or hazardous conditions
98
99Tests/Quizzes
- When test accommodations cannot be provided by
the instructor, students may request that
Disability Services coordinate this process - The student submits an online request AFTER the
student has met with the instructor, and
discussed accommodations and test parameters - The request should be made early, but no later
than 5 working days before the test. Disability
Services works in collaboration with the Testing
Center to facilitate this process.
99
100Separate Testing Environment
- Most appropriate for students
- who have difficulty with
- Visual distractions
- Any type of noise
- Extreme anxiety around performance
- Perceptions that others are watching them
- Need to verbalize questions or move around
100
101Testing Environments- What you can do
- Discuss accommodation needs privately with
student - Respond in a timely manner if tests are being
proctored by Disability Services and information
or confirmation is requested - Minimize test scheduling changes whenever
possible - Consider whether you or your department has
access to an appropriate quiet place for students
to take exams/quizzes - For larger classes, consider offering an
alternate administration in a smaller room with a
proctor, ie. GTF who can respond to questions
101
102Additional Time on Exams
- Most appropriate for students who
- Experience slower processing speed (i.e. ability
at 97, processing speed 3) - Experience memory/retention problems
- Need more time to write and organize thoughts
- Experience slow reading speed
- Need a scribe, reader, computer assisted, or
modified format - Experience panic or an inability to think through
problems when under intense time pressure
103Additional Time on Exams What you can do
- Some students prefer to take exams with their
class, but need additional time. Consider
allowing such a student to start the exam
earlier, or move to an alternate location at the
end of the exam for additional time. - Consider designing tests so that there is
additional time built in to the structure for all
students
103
104Modified Exam Format
- Most appropriate for students who have difficulty
or are unable to demonstrate their knowledge in
certain formats. - For example
- A student may need a Braille version of an exam,
a reader, or to utilize speech technology. - A student who is not able to accurately fill in
the bubbles on a scantron sheet may need to mark
off answers . - A student unable to write may need to respond to
questions on a computer or to a scribe - For performance or studio based courses, an
alternate format may be reasonable, i.e.
videotaped presentation, oral in front of
instructor instead of entire class
104
105Modified Exam Format What you can do
- Consider the feasibility of offering more than
one exam format for all students, ie. take home
version or in class version. - Prepare exams in Word with simple text (limited
graphics). This format is the easiest for
creating other formats, ie. Braille.
105
106Modifications to Course Requirements
- In many cases small adjustments to existing
course requirements may be appropriate. For
example, a student who experiences panic attacks,
or stutters, or has great difficulty with speech
fluency, may be allowed to write a paper in place
of giving a presentation. Alternatives to group
work may be appropriate in some classes.
106
107Discussion Question
- What are some strategies to minimize the need for
individualized test format accommodations or
modifications to course requirements in your
course?
108Assistive Technology
- Scanned materials to speech. Most commonly used
by students who either are unable to read
standard print (low vision, or blind) or have
significant difficulty with reading speed or
comprehension, and learn more effectively through
auditory input - Voice recognition
- Enlarged text
- Alternate formats
- Range of different inputs (puff switch,
alternative keyboards, etc) - .
-
108
109Notetaking
- Most appropriate for students who have difficulty
- Writing (fine motor movement, paralysis, pain in
hand, fingers, or wrist) - Processing auditory information
- With focus and concentration trouble listening
and writing at the same time - Hearing clearly enough to accurately take notes
- Seeing visual material presented, or seeing well
enough to write or type notes, switching eye
focus from paper to screen or instructor
109
110Notetaking What you can do
- Consider making outlines and/or notes available
to all students (rotate volunteers) - Allow students to record lectures to supplement
notes - Allow students to use laptops
- Present new or technical vocabulary visually, use
in context - Prepare lecture outline and make available in
advance - Respond quickly to requests to help identify a
volunteer notetaker
110
111Sign Language Interpreters
- Provided when American Sign Language is the most
effective form of communication - Classes, meetings with instructors, study groups,
any class related activity - When requested, campus events and programs
111
112Sign Language Interpreters What you can do
- Make sure that any video clips, movies, etc. are
captioned, provide scripts when available - Provide an additional copy of the textbook or
other materials to the sign language interpreter - Be aware that lighting can be a challenge
especially in darker rooms
112
113Flexible Attendance Policies
- It may be appropriate to be more flexible with
strict attendance criteria in cases where a
student is experiencing significant medical
challenges, and unavoidably misses classes, i.e.
surgery, chronic illness flare up, manic episode,
chemotherapy treatment, serious depression, or
blood transfusions
113
114Activity
- Sierra is going through chemotherapy treatments
and misses 3 consecutive weeks of class. - Working in pairs, think about one of your
classes. - Describe two or three accommodations that might
be reasonable for this student.
114
115Decelerated Program
- Some students need to complete their
undergraduate or graduate degrees over a longer
than typical period of time. - A student may need to reduce their per term
course load because of medical conditions. - There can be financial aid and scholarship
implications.
115
116Course Substitutions
- May be considered for students who are unable to
meet specific academic requirements due to the
impact of a disability. These may occur at the
departmental level with academic major
requirements, or at the institutional level with
general education. - For example, a student who is deaf may be allowed
to meet reading competency requirements and have
a cultural component substitute for an oral
component of meeting the BA language requirement.
A student with a severe math disability may be
allowed to substitute computer based, or logic
courses.
116
117Many Accommodations Occur Outside of
Classroom/Lab Settings
- Housing
- Recreational
- Programs/events
- Student Union
- Libraries
- Museums
- Student Employment
- Tutoring/Support Programs
117
118 Scenario Activity
- Sarah contacts you by email to report that she
has just been released from two days in the
hospital due to stress, and has been unable to
attend class for the past 5 days. She has a
midterm exam tomorrow. - How might you respond, what other information
would you want to have? What would you do?
118
119Scenario Considerations
- Separate the immediate issue of the exam tomorrow
from the medical situation that may or may not be
an ongoing concern.
119
120What if you found out that
- She is a freshman who just broke up with her
boyfriend of 2 years - OR
- She has Bipolar Disorder and stopped taking her
medications last week - OR
- She is a returning veteran and a tire blow out
(like a bomb blast) on the freeway triggered a
full panic attack she felt safer at the VA
hospital
120
121Final Activity
- If you wanted to tell other faculty members in
your department two important things about
accommodating students with disabilities what
would they be? - Please bring a syllabus tomorrow
121
122Day 3 Practice - Agenda
- Universal Design an Overview
- Adaptive Technology Center
- Creating an Accessible PDF and Syllabus
Considerations - Demonstration of Kurzweil 3000
- Universal Design and Blackboard
- Universal Design Designing, Delivering and
Evaluating Instruction
123Day 3 Practice
- Today we want to focus on Instruction. In doing
so, we want to spend time thinking about the
following - Designing InstructionSyllabi, Course
Planningcontinuation of yesterday afternoon - Delivering Instruction-Teaching strategies
- Evaluating Students
- Rather than thinking about these issues as
pertaining ONLY to students with disabilities, we
want to think about strategies that are good for
students with disabilities but also good for all
students.
123
124Universal Design An Overview
- What is Universal Design?
- The philosophy comes from the disciplines of
engineering and urban planning based upon the
premise of universal access for all individuals. -
- In terms of developing and building a community,
the core value would be to permit the optimal
accessibility for all individuals without having
to make special accommodations by the nature of
the pre-planned design. - The following factors would be considered
Safety, engineering options, environmental
issues, aesthetics, and cost (North Carolina
Center for Universal Design). -
-
124
124
125Whats UDs Connection to Education and the UO?
- Principles of UD are now being incorporated
within the educational continuum. - Why? With such student diversity, using a UD
preplanned approach will provide access to
learning to a greater number of students and will
potentially reduce the need for individual
accommodations. - A pre-planned UD approach to learning and
instruction will benefit both the student and the
professor/instructor.
125
125
126Universal Design for Learning and Instruction
- Universal Design for Learning (UDL) Developed by
Center for Applied Technology (CAST). UDL is a
student-focused method that provides strategies
and advocacy skills to students to help improve
their access and understanding of the course
material. - Universal Design for Instruction (UDI) Developed
by researchers from University of Connecticut.
UDI is an approach to college instruction that
anticipates diversity of learners and provides a
framework for university faculty to incorporate
inclusive strategies into their teaching. - Websites
- CAST www.cast.org
- University of Connecticut www.facultyware.uconn.e
du
126
126
127Examples of UDI
- Planning for Instruction
- Physical Characteristics of Class Room Setting
- Syllabi
- Delivery Instruction Curriculum
- Interaction
- Material/Information Delivery
- Informational Resources and technology
- Environment Class Climate
- Evaluating Instruction Assessment
- Feedback Mechanisms
- Clear Communication and Expectations
- Assessment Administration and Rubrics
127
127
128Adaptive Technology CenterJames Bailey,
Adaptive Technology Access Adviser 140 Knight
Library1299 University of Oregon Eugene, OR
97403-1299541-346-1076 jbailey_at_uoregon.edu
129Adaptive Technology Center Purpose
- Support adaptive technology across campus
- Support students using adaptive technology
- Provide alt-text conversion to students
- Advise on accessible electronic documents
- Advise on accessible web
130Alternative Texts
- A very critical area for student success
- Required by students who are blind or low-vision
- Required by students with reading LD
- Faculty have great impact on this area
131Alternative Texts - 2
- Texts that can be read by assistive technology
- Paper text requires conversion
- Electronic texts may be accessible
132What is an Accessible Alternative Text?
- Braille
- Large print
- Electronic files gt text files audio files
133Focus On Accessible PDF Files
134Rationale
- PDF is the most common document file on Moodle or
Blackboard - May be structured for accessibility
- This helps students with low vision, blindness
and reading learning disabilities
135Tools
136Types of PDF Files
- Picture only
- Searchable text
- Tagged
137Ways to Create PDF Files
- Scan a document into PDFthe least accessible
product - Convert from a picture filesimilar to a
scanned document - Create from word processing file more accessible
138Examples of Poor PDF files
- Very poor initial copy
- Poor copy and a marked original
139Poor Scanning Example One
140Poor Scanning Example Two
141Identifying a Picture Only PDF
142Identifying an Editable PDF
143The Select Button
144Converting image-only to text
- Convert within Acrobat pro
145Reading converted text
- Recheck with select and try to read it
146Creating an Accessible PDF with MS Word
- Using correct document structure in Word
makes for a very accessible PDF. - It essentially takes no more time than ignoring
document structure.
147Sample Syllabus
148Sample Syllabus
149Sample Syllabus page two
150Exercises2. Creating PDF from MS word
- Software
- MS Office 2000 (or later) on Windows platform
- Adobe Acrobat 5.x, 6.x, 7.x, or 8
- Office 2007 requires Acrobat 8.1 (may also use
Save as PDF plug-in from Microsoft)
151Creating PDF from MS word
- Sample Workflow
- Create your content in MS Word
- Use "Styles" to provide document structure and
modify content presentation - Use the Column tool in MS Word to display
multi-column layout - Add appropriate descriptions for any images
152Creating PDF from MS word - headers
- Use Headers instead of just Bold
153(No Transcript)
154Creating PDF from MS word columns Use
Columns instead of just tabs
155(No Transcript)
156Note Ruler
157Creating PDF from MS word - tables
- Use headers in tables
- Expand abbreviationsi.e. Tuesday instead of Tue
158(No Transcript)
159Exercises2. Creating PDF from MS word - images
- Use alternative text descriptions
160(No Transcript)
161Creating PDF from MS word - conversion
162Check Reading Order One
163Check Reading Order Two
164Summary Accessible PDF
- Start with clean well copied original matter
- Create text-based or editable text
- Create new documents in Word
- Use header styles rather than BOLD
- Create true columns
- Put in Table headers
- Use alt-text for images
165- Demonstration of Kurzweil 3000
166UNIVERSAL DESIGN BLACKBOARD
- Robert Voelker-Morris
- Teaching Effectiveness Program (TEP)
- Teaching and Learning Center
- 68 PLC (The Teaching and Learning Center)
- 541-346-1934
- rmorris1_at_uoregon.edu
167Blackboard
- Create File Name Conventions
- Provide File Extensions
- Construct Navigational Consistency
- Designate Essential Content
- Provide Support Resources
- Consider Multiple Media Types
168I. Planning for Instruction
- Designing Your Course
- Working in groups, create a list of important
issues to consider when designing your course.
These issues should be relevant to students with
disabilities but might also be important for all
learners. - Try to incorporate issues into your own course
planning (examples, list of assignments, choices,
timing of reading, strategies for instruction,
calendar of topics, due dates, homework,
assessment, grading options, etc.)
168
168
169II. Delivering InstructionInstructional
Techniques
- Multi-sensory or multi-format instructional
approaches (Visual, verbal, auditory,
practice/hands on) - Auditory output redundant with info on visual
displays - Visual output redundant with auditory displays
- Opportunities for group work to verbalize and
apply understanding - Challenge!!
- Balancing the need to cover a lot of content
while delivering it in a variety of instructional
formats!
169
170Delivering InstructionInstructional Techniques
continued
- Grouping Strategies (Peer-tutoring, Cooperative
learning). - The importance of clearly defined roles
- Individual Group Accountability
- Can be implemented for projects or classroom
activities
170
171Delivering Instruction
- Individually, think of a commonly taught lesson/
activity in your area. Write down the topic and
the typical approach you use to deliver
instruction. - Working in pairs, discuss each approach and
generate a list of strategies that might enhance
the instruction for students with disabilities
AND all students--REPORT
171
172III. Evaluating Students/ Assessment
- Providing options and choice
- Rubrics
- Curriculum-based Assessment
172
173Providing Options Choice
- Different assessments for different content
throughout the course. - Choice of assessment using alternatives for each
content area (multiple choice, or essay). - Pr