Yes We Can! Accommodations to Support Access and Success ...
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6/26/17 1 Y Y e es s W We e C Ca an n! ! Accommodations to Support Access and Success of Students with Intellectual Disability in Higher Education Clare Papay and Cate Weir A Ag ge en nd da a • National picture of students with intellectual disability going to college • Implications for Disability Services professionals • Strategies for building capacity on campus
Transcript of Yes We Can! Accommodations to Support Access and Success ...
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YYeessWWeeCCaann!!AccommodationstoSupportAccess
andSuccessofStudentswithIntellectualDisabilityinHigher
EducationClarePapay andCateWeir
AAggeennddaa
•Nationalpictureofstudentswithintellectual
disabilitygoingtocollege
• ImplicationsforDisabilityServicesprofessionals
•Strategiesforbuildingcapacityoncampus
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AAcccceessssttoohhiigghheerreedduuccaattiioonnffoorrssttuuddeennttsswwiitthhiinntteelllleeccttuuaallddiissaabbiilliittyy((IIDD))
Openadmissions
• Accesssupportsavailabletoallstudentswithdisabilities
Specializedprograms
• AccesssupportsavailabletoallstudentswithdisabilitiesANDadditionalspecializedsupport
• SomemaybeComprehensiveTransitionPrograms(CTP)
• SomemaybeTPSIDs
CCaatteeggoorriieessooffCCoolllleeggeePPrrooggrraammssffoorrSSttuuddeennttsswwiitthhIInntteelllleeccttuuaallDDiissaabbiilliittyy
TransitionandPostsecondaryProgramsforStudentswithIntellectualDisabilities(TPSID)
nModelDemonstrationprojectsfundedbytheUSDepartmentofEducation,OfficeofPostsecondaryEducation
ComprehensiveTransitionandPostsecondary(CTP)Programs
nProgramsthathavebeenthroughanapprovalprocessandcanofferaccesstofederalfinancialaid
*Someprogramsareboth
Mostprogramstodayareneither
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Dual only
14%
Adult only
58%
Both
28%
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AAnn iinncclluussiivvee ccoouurrssee::
• Isofferedbythecollege/university• Isopenforstudentstoregisterthroughthetypicalcourseregistration
process• Canbefoundinthecollege/universitycoursecatalog• Enrolls studentswithoutdisabilities(orotherthanintellectual
disability) inthesameroleasstudentswithID(e.g.,theirroleintheclassisasastudentfollowingthesamesyllabus,notasapeermentororinstructor)• Enrolls studentswithoutdisabilities(orotherthanintellectual
disability) inthesamesection(e.g.,notaspecialsectiononlyforstudentswithID)withoutadisproportionatenumberofstudentswithID (e.g.,notareverseinclusionclassorgroupinstructionforallstudentsintheTPSIDprogram)
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NATIONAL COORDINATING CENTERThinkCollege
ImplicationsforDisabilityServicesProfessionals
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QQ::AArreessttuuddeennttsswwiitthhIIDDeelliiggiibblleettoorreecceeiivveeaaccccoommmmooddaattiioonnssoorraacccceessss??
A:Ifastudentwithanintellectualdisabilityisadmittedforenrollmentorisinvolvedinacollegeprogram,course,oreventoncampus,theanswerisyes.Sinceaccommodationsarenotgiventoensuresuccessbutareforaccess,studentswithIDonceadmittedorparticipatingoncampusshouldbeabletorequestandreceiveaccommodationsthataddresstheirknownstrengthsandweaknesses.
FromtheAHEADWhitePaper(Thompson,Weir,&Ashmore,2011)https://www.ahead.org/uploads/docs/resources/AHEAD%20White%20Paper%20on%20Students%20with%20ID%20and%20Campus%20DS.pdf
QQ::DDoossttuuddeennttsswwiitthhIIDDnneeeeddttoopprroovviiddeeddooccuummeennttaattiioonnttootthheeDDiissaabbiilliittyySSeerrvviicceessooffffiicceeaannddggootthhrroouugghhaanniinntteerraaccttiivveepprroocceessss,,ii..ee..iinntteerrvviieeww,,ttoooobbttaaiinnaaccccoommmmooddaattiioonnss??
A:Yes,documentationshouldaddressthestrengthsandweaknessesoftheircognitiveandadaptiveskills.AstudentwithIDisdefinedasapersonwith“significantlimitationsincognitive/intellectualfunctioningandadaptiveskills.”Decisionsshouldbemadeonapersonbypersonbasis.
FromtheAHEADWhitePaper
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QQ::WWhhaattaarreeaapppprroopprriiaatteeaaccccoommmmooddaattiioonnssffoorraassttuuddeennttwwiitthhIIDD??
A:TheprocessfordeterminingaccommodationsforastudentwithIDisthesameasforotherstudentswithdisabilities.Itshouldinvolveacarefulconsiderationofinformationprovidedthroughdocumentationandpersonalcontact.DisabilityServicesstaffshouldconsideranddiscussthefunctionalimpactofastudent’sdisabilityinrelationtothecoursesbeingconsideredandthetypesoftasksrequiredinthecourse.Answeringwhattypesofaccessand/oraccommodationswillfacilitatethisstudent’sinvolvementandlearningisimportant.Somestudentswithintellectualdisabilitiesmayhaveotherdisabilitieswhichalsoneedtobeconsideredwhenplanningaccommodations.
FromtheAHEADWhitePaper
AAccccoommmmooddaattiioonnssttooccoonnssiiddeerrffoorrssttuuddeennttsswwiitthhiinntteelllleeccttuuaallddiissaabbiilliittyy• Provisionofapeermentorand/orpeertutor.• Opportunitiestopracticenewskillsandconceptsbeforeassessment.• Opportunitiestodiscussoutlinesanddraftsofassignmentsandgain
feedbackbeforesubmittingforassessment.• Provisionofreadinglistsbeforethestartofacoursesothatreading
canbeginearly.• Provisionofsimplified,step-by-stepinstructionsforpracticaltasks,
withverbalandwritteninstructionsanddiagramsasappropriate.• Accesstoassistivetechnologyasappropriate• Additionaltimewithatutorordisabilitysupportstafftoexplaintasks
andreinforceexplanationofcoursecontent.• Informationprovidedinarangeofformatsthatbestsuitthelearner.
Adapted from http://www.adcet.edu.au/students-with-disability/reasonable-adjustments-disability-specific/intellectual-disability/
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AAccccoommmmooddaattiioonnssttooccoonnssiiddeerrffoorrssttuuddeennttsswwiitthhiinntteelllleeccttuuaallddiissaabbiilliittyy• Provisionofaglossaryoftechnicalandprofessionaljargonthatstudentswill
needtolearnatthebeginningofthecourse.• Recordingsoflecturessothatmaterialcanbecoveredmorethanonce.• Oralfeedbackonassignmentsinadditiontowrittenfeedback.• Individualorientationtolaboratories,workshops,studiosandcomputers
andsystems.• Extensionstoassignmentdeadlines.• Alternativeassessmentmethodologiessuchasdigitalphotography,and
audioorvideorecordings.• Additionaltimetocompleteexams.• Supportinexamssuchassomeonetoreadquestionsandtoscribeanswers
orprovisionoftext-to-speechandspeechrecognitionsoftware.• Alternativeexamvenuethatisprivateandfreeofdistractions.• Useofawordprocessortocorrectspelling.
QQ::SShhoouullddDDiissaabbiilliittyySSeerrvviicceesspprrooffeessssiioonnaallssaaddvvooccaatteeffoorrccuurrrriiccuullaarrmmooddiiffiiccaattiioonnssffoorrssttuuddeennttsswwiitthhIIDDttaakkiinnggccoouurrsseesstthhaattaarreeddeeggrreeee//cceerrttiiffiiccaatteeffooccuusseedd??
A:No,curricularmodificationsorchangestostandardsarenotrequiredandwouldactuallybeaviolationofSection504andtheADA,ascollegesarenotexpectedtomodifyorwaiveessentialskillsembeddedinacourse’sstructure.However,somespecializedprogramsdoadvocatefornon-matriculatedstudentswithIDtoauditcollegecoursesand,throughanindividualagreementwithaninstructor,arrangeforcurricularchangesinthecoursematerialand/orassessments.
FromtheAHEADWhitePaper
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Credit
• Nomodificationsaremadetocontentorassessment• Accommodationsmaybe
providedtoensureequalaccess
Audit
• Modificationscanbemadetocontentandassignments/tests• Forexample:• Reducedreadingload• Alternateassignment/testformat• Reducedrequirementsfor
assignments(number,length)
• Accommodationsmaybeprovidedtoensureequalaccess
CCrreeddiitteexxaammppllee::CChhiillddDDeevveellooppmmeenntt
Course requirement Accommodations
Readings foreachclass Bookontape
Observations withsmallchildrentoidentifydevelopmentalstages
Vocational RehabilitationhiredaMaster’slevelChildPsychologistasaprofessionaltutor,sheworkedwiththestudenttocreateachartthatoutlinedthedifferentchilddevelopmentlevelsforthestudenttouse,withconcreteexamples.Everyoneintheclassendedupusingit!
Classparticipation No modifications
Tests Extratime,quietroom,staffreadquestionsandscribedanswers
Finalgradeawarded(A-F) Finalgrade: C
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AAuuddiitteexxaammppllee::FFiirrssttYYeeaarrSSeemmiinnaarrFFYY110033..2299UUnnddeerrssttaannddYYoouurrBBrraaiinn::HHoowwttooWWoorrkk,,LLeeaarrnn,,aannddPPllaayySSmmaarrtt
Course requirement Modifications
Readings foreachclass WatchsummaryvideosonYouTube
Smallgroup presentation:Brainresearchinthemedia
No modifications
Designaresearchstudy Write1paragraphfor eachsection(reducedlength)
Classparticipation No modifications
Finalgradeawarded(A-F) Pass/failgradeawarded
SSuuppppoorrttiinnggssttuuddeennttsswwiitthhIIDDwwiitthhoouuttaaffoorrmmaallpprrooggrraamm
• Utilizethesuggestedaccommodationslisttodetermineeffectiveaccommodationsjustasyouwouldanyotherstudentwithadisability• Offerindividualizedacademiccounselingthroughyouroffice,ifyou
can,toassistthestudentitchoosingthebestclasses• Canyouofferopportunitytoauditratherthantakeforcredittoallow
forflexibilityinassignments,etc.butstilllearnasmuchaspossibleintheclass?• Oftenitisplacementtestsanddevelopmentalcoursesthatprovide
thebiggestbarriertocontinuedlearning– canthosebewaivedforstudentswhowanttoparticipateinacollegeclassforaudit?
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PPaarrttnneerriinnggwwiitthhaapprrooggrraammffoorrssttuuddeennttsswwiitthhIIDD
• Meetwithstudentstodetermineappropriateaccommodationsjustasforanyotherstudentwithadisability• Coordinatewiththeprogramstaffonthedeliveryofadditional
supportsthatareaboveandbeyondreasonableaccommodations.• Keepcommunicationchannelsopen• Participateintheprogram’sadvisorycommittee,iftheyhaveone• Offeryourexpertiseonthebestwaystoassureequalaccessand
supporttostudentsintheprogram.
TThhiinnkkCCoolllleeggeeLLeeaarrnnMMoodduullee
Coverstheroleofdisabilityservices,programstaffroles,strategiesforeffectivecollaborationandpotentialbarriers.
DevelopedbyanAHEADTaskForcein2015
http://www.thinkcollege.net/think-college-learn/accessing-disability-services
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SSttrraatteeggiieessffoorrbbuuiillddiinnggccaappaacciittyyoonnccaammppuuss
• Collaboratewithotherofficesoncampus(e.g.,admissions,studentaffairs,registrar,housing,etc.)toeducateprospectivestudentsandfamiliesandensuresharedinformationoncestudentsareadmitted• AdvocateforandprovidetrainingandsupportsonUniversalDesign
forLearningforfacultytocreatemoreinclusivelearningenvironmentsforallstudents• Considerofferingflexibilityrelatedtocreditandaudittostudents
whojustwanttolearn• Workwithrelevantdepartmentsonyourcampus(i.e.,Special
Education,OccupationalTherapy)torecruitpeertutors• Workwithateamonyourcampustocreateaprogramforstudents
withintellectualdisability!
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