Ballotti Learning Center All Staff Meeting, November

2012

Engaging Students with Disabilities

Presented by

Kirsten Behling - Director, Disability Services

Andrew Cioffi - Assistant Director, Disability Services

Quick Ice Breaker

Talk about a movie that features an individual with a disability

Quick Ice Breaker

Talk about a time that you felt bad for someone with a disability

Quick Ice Breaker

Talk about a time when someone with a disability did something to impress you

Overview

Overview of the Office of Disability Services

The expanding world of disability services

Person first language

Engaging students with disabilities

Case study activity

Office of Disability Services

73 Tremont, 7th floor

Student intakes, grant accommodations

Referral service for diagnostic evaluation

Alt Text Center

Assistive Tech Lab

Exam proctoring

Peer note taking

What is a Disability?

Disability, defined

A physical or mental impairment that substantially limits a major life activity

What is a Disability?

Major life activities - walking, seeing, hearing, eating, breathing, reading, writing, thinking, communicating, interacting with others, etc

Expanded to include bodily functions

The Expanding World of Disability Services

Broader definition means more individuals qualifying for services

Increase in mental health disorders and comorbidity

Increase in access to higher ed for veterans with disabilities

Person First Language

Engaging students

With Disabilities

Some Background

Unless the student has a visible disability, it is highly unlikely that you will know

Do NOT ask a student if they have a disability - if they disclose, it is 'ok' to ask questions

Students with disabilities are typically very bright, however, they may learn differently

Treat each student with a disability as you would anyone else

The Basics

Ask before you help

Be sensitive about physical contact and communication

Don't make assumptions

Students that are blind/low vision

Identify yourself (name/role) before making physical contact.

Materials should be written or printed in large print (depending on the student's need)

Labels and signs should be clearly letter in contrasting colors (white letters on black background)

If student works with a guide dog, walk on opposite side

As you are walking, describe the setting and note obstacles

Students that are Deaf/Hard of HearingFollow the student's cues on how to best communicate

Rephrase rather than repeat sentences that the student does not understand

When talking, speak clearly and face the student

There is no need to shout. If the student uses a hearing aid, it will be calibrated for normal voice levels

Students with learning disabilities

People with dyslexia or other reading disabilities have trouble reading or decoding written information. Give them verbal explanations and allow extra time.

Ask the student how you can best relay information. Be direct in communication.

It may be easier for the person to function in a quiet environment with less distractions

Students with attention disabilities

Help the student get organized

Studying and coaching should be done in a distraction reduced environment

Limit choices of what to focus on during your meeting

Help students to recognize what they are good at

Students with psychiatric disabilities

Stress can affect the person's ability to function. Try to keep the pressure of a situation to a minimum

Treat each person as an individual. Ask what will make the person most comfortable

In a crisis, stay calm and be supportive as you would with anyone. Ask how you can help, and find out if there is a support person that can be sent for

Case Study Activity

Break into four groups

Questions???