November 17, 2009 Stuart S. Segal, Ph.D. [email protected].
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Transcript of November 17, 2009 Stuart S. Segal, Ph.D. [email protected].
November 17, 2009
Stuart S. Segal, [email protected]
Eight Ways College is Different than High
School
One…Academic Environment
More competitive – In four-year schools especially, the majority of students have taken college preparatory classes in high school.
More work – more reading, writing, and larger assignments. Less extra credit.
Quicker and Less flexible deadlines.
Two…Grading
May be based on tests only.
You may receive a grade in the course with fewer tests and papers (but longer). There may be several chapters of material on each test.
Requires self-monitoring. Often must calculate yourself as the semester progresses.
Three…Knowledge Acquisition
There is more reliance on note taking and reading comprehension.
Text and materials may be assigned but not taught in class.
Test items often includes material not taught or reviewed in class.
There is an expectation that students can “self teach”.
Four…Support
The overall amount is significantly less.
The relationship with instructors is more impersonal and distant.
The student is responsible for contact and requesting the accommodations needed throughout the semester.
Five…Responsibility
The responsibility is on the student.
No other person monitors homework completion.
No one to “check in” and see how you’re doing.
Six…Distractions
College social life—more opportunities to socialize, more adult activities, more appealing activities than the classroom.
Residence halls--more to do, more people, more noise, potentially less rest.
Seven…
The student is responsible for finding the appropriate office on campus for accommodations BEFORE the start of the semester.
The student must make an appointment to register and request accommodations.
The student must have current documentation that supports the accommodation requests.
The student may be responsible for advocating for their academic accommodations.
Eight…Stress
Significantly more stress due to the previous academic factors
Time management issues, such as work, homework, residential living, family obligations, etc…
Prioritizing commitments
Physical Signals: How your Body is FunctioningTension , or migraine headachesUpset stomach; problems retaining foodChange in appetiteTightness in chest, back, shouldersAching jaw, tight foreheadExcessive sweatingSweaty palmsTingling sensation in fingers, toesNervous tension all over; heart palpitationsDiarrhea or constipation
Physical Signals, con’t.Constant low grade feverCold, or sore throatRashes, hives, skin irritationIncreased blood pressureAlways tiredMenstrual problems, missed menstrual
periods
Behavioral Signals: What You Are Doing
Change in eating habitsEating more or lessSleep problemsToo much, too littleDifficulty talking to, holding, loved onesIsolating self from othersStaying at home or staying at workComplaining moreIncreased use of alcohol, drugs, coffee, tobaccoChange in general activity level
Behavioral Signals, con’tChange in sexual activity, either more or lessPacingIncreased nervous habit, such as nail biting or
hair twistingLoss of temper: yelling, throwing, and kickingIncreased recklessness, risk-takingBossiness or inflexiblity with othersGrinding teethStutteringSudden outbursts of cryingLaughing or anger
Emotional Signals: What You Are Feeling
Less interest in hobbies, familiar fun activitiesUpset by the unexpectedSudden shifts in moodFrequent and/or recurring nightmaresVague feelings or uneasiness, restlessnessFeelings of being swamped, overwhelmedFeelings of anger, resentmentIntolerance, irritability with othersMore easily frustratedIncrease fear of failure
Emotional Signals, con’tChanges interest in sex, either more or lessApathy, general dissatisfactionDesire to cryReduced confidenceFear that everyone except you is doing fineWorry that you are asking for too much help
or too much time from others
Intellectual Signals: How Your Mind Is Functioning
Having difficulty remembering recent information or details of recent situations
Less able to make decisionsDifficulty in concentratingAttention span shortensFeeling confused, especially with familiar
tasksRepetitive thoughtsContinually thinking particular thoughtsMisunderstanding what others tells youIncreasingly poor judgment
Intellectual Signals, con’t
Thoughts of escaping, running awayRacing thoughtsUnable to slow down thought processLoss of Objectivity
Keys to Successful Coping1. Eat Regularly2. Sleep Regularly3. Keep Living Space Neat and Organized4. Exercise 5. At Least Initially Take a Lighter Load6. Make and Maintain Friendships7. Connect with Social Groups (Join Clubs,
Social Groups, Intramural Sports, Fraternities and Sororities
8. REMEMBER EVERYTHING IN MODERATION
Federal MandatesIndividuals with Disabilities Education Act
(IDEA), Re-authorized 2005 Entitlement Act
Vocational Rehabilitation Act, 1973 Section 504
Civil Rights Act
Americans with Disabilities Act (ADA), 1990 Civil Rights Act
Entitlement vs. Civil RightsThe institution is
responsible to find, assess and remediate disabling conditions
The implications of an entitlement act result in a broader range of services and equipment
IDEA
The key to Civil Rights is equal access (leveling the playing field)
The responsibility is shifted to the individual
Services are aimed at equal opportunity and access to programs
504 and ADA
Understanding the transition (K-12 vs. College)
School must assess
Once diagnosed the students must receive services (entitlement)
Parents can receive information about their children
Parents can initiate communication with teachers
Students receive assistance with technology
Student must disclose
Student must provide acceptable current documentation before becoming eligible for services
Parents cannot receive information about their children (FERPA)
Students must initiate communication with instructors
Students must know how to use technology
Reasonable
Effective: Producing the intended or
expected effect
reasonable vs. preferential
Reasonable AccommodationAny modification or adjustment that will assure equal opportunity to rights and privileges of all programs and services offered by a post secondary institution.
All accommodations are based on documented need.
Reasonable Accommodations Examples
Academic adjustments such as extended time to complete tests, coursework, or graduation
Tape recording of classes
Taped textbooks, e-text, note taking assistance
Alternative testing and evaluation
Academic Adjustments NOT Required
If it would fundamentally alter the nature of the program
When the academic requirements are essential to a program of study or to meet licensing requirements
If it would be an undue burdensignificant difficulty or expense
Auxiliary Aids and Services Examples
qualified interpreters, note takers, real time transcription services, written materials, assistive listening systems, closed captioned decoders, open and closed captioning, TTY
NON Examples Attendants, individually prescribed devices
(glasses, canes, wheelchairs, hearing aids, computers, etc.),
readers for personal use or study other devices of a personal nature.
Documentation Guidelines Best Practices
Documentation must be currentName, titles & professional credentials at the
evaluationReport must be on letterhead, typed, date & have
original signatures of the evaluationA list of all the tests given & all of the standard
percentile scores based on age or grade normsThere must be a clear diagnosis “suggest”, “seems to
be similar” “is indicative”, Needs to ruled out are NOT diagnosis.
The report must describe the impact of the disability and on specific major life activities and provide a rational on how specific accommodation will allow equal access to the curriculum
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Reasons for ineligibility
Can result from one or more of the following:
Out-dated documentationInsufficient informationDocumentation developed by a relativeInappropriate professional making the diagnosisNo diagnosis givenFor a learning Disability or Attention Deficit
Disorder, no IQ test data or no achievement test battery (with score) administered to support the diagnosis
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Reasons for ineligibility, con’t.Average test scores (no scores
representing a significant limitation)Unsigned reportsReport not written on evaluator’s
letterheadNo functional limitations given (for
instance, how the diagnosis affects the individual related to the accommodation request)
Diagnosis based upon subtest score with no additional support
In the case of a head injury no assessment conducted after trauma or the recovery period
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Best Practices in the Accommodation Process
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1. Student makes contact withDisability Student ServicesAnd asks for accommodation 2. Student may have to
provide the Disability Student Services with recent professional documentation of disability
3. Disability Student Services and student determine accommodations and instructor(s) will be consulted when necessary
4. Disability Student Services prepares form or letter stating approved accommodations
5. Letter from Disability Support Services is provided to instructor
6. Accommodations are provided
7. Student and Disability Student Service evaluate accommodations with input from instructor
Accommodation ResponsibilitiesDisability Student Services
Publicize how to request accommodations Maintain written procedures for handling accommodations Verify student’s disabilities Implements individual Accommodations Model in
consultation with student instructor Approve accommodations Lead role in arranging and providing accommodations in a
timely manner Respect and maintain a student’s right to privacy about
disability information and accommodations Maintain the academic and conduct standards of the
college
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Accommodation Responsibilities
StudentsRegister with DSSProvide professional documentation of disabilityRequest accommodationsWork cooperatively with DSS to determine and
implement accommodationsBe prepared! Request accommodations as far in
advance as possibleMaintain the academic and conduct standards of
the college
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Accommodation ResponsibilitiesInstructor
Comply with the college's policies and procedures for providing accommodations
Notify students that accommodations are available, This is achieved by putting accommodation information on the class syllabus and/or by announcing it during class
Set and enforce academic and course conduct standards Determine essential elements of the course or program Collaborate with student and DSS in arranging and
providing accommodations Permit the use of approved accommodations Respect and maintain a student’s right to privacy about his
or her disability
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Issues to Consider When Choosing a College
Are there people on campus who have experience with your type of disability?Disability services office Financial aidAcademic advising Health centerAcademic support services
Is there a separate admissions process?
Choosing a college, cont.Are there separate programs and are there
additional charges?
How sensitive are faculty?
Are there specialized tutoring programs and what are the costs?
Issues Learning Disabilities and Attention Deficit
DisordersCan a student take a
reduced course load and still be considered full time?
Can a student obtain a substitution or a waiver for a course?
Does the school have guidelines or criteria for documentation of LD/ADD?
Classroom accommodations such as extended time, note takers, quiet room, books on tape.
Assistive technology
Goal: Equal Access Benefits, aids and services, to be equally
effective, are not required to produce the identical result or level of achievement.
Accommodations must afford equal opportunity to obtain the same result or to reach the same level of achievement.
Questions??