Non-apparent Disabilities What Every Administrator, Teacher & Tutor Should Know Nancie Payne, Ph.D. Payne & Associates, Inc. Nancie@payneandassociates.com www.payneandassociates.com 360-491-7600
Welcome Goal & Objective Understand Learning & Other Non-apparent Disabilities Instruction & Learner Recognize Characteristics & Behaviors Behavioral Questions - Pathway to Self-disclosure Modifications & Accommodations Effective Instructional Strategies Resources & Referrals 2
Getting on the Same Page What does the term Learning & Nonapparent Disabilities mean to you? What encourages us to use that term? 3
Sharing What We Know Brainstorm a list of learning & nonapparent disabilities Provide short definitions where known 4
Recognize Characteristics & Behaviors On your card a learning or non-apparent disability is printed Identify characteristics & behaviors that might be observed if a learner had this non-apparent disability Be prepared to report out 5
Observations Difficulty focusing, concentrating & attending; fidgety & restless Limited or excessive oral conversation Inability to recall information from various past & present times Low self-esteem; hunched over shoulders Less than acceptable appearance Attitudes & behaviors different than what learner is saying/sharing Reasoning/processing very concrete; difficulty associating/generalizing Conversations about learning indicate years of difficulties Appears to be some trouble with small/large motor coordination Social competences/emotional maturity generally appear different Higher order thinking skills appear to be remedial in nature and not at a level commensurate with age or experience Cries easily or is easily upset Easily irritated, frustrated or angry Somewhat jumpy; seems stressed Body-language markedly different from what observed in others 6
Why Pay Attention to This? What is the relevance in your environment? Does it matter whether you recognize these & other behaviors or not? Education Adult Education Community College Tutoring Services Career Centers Industries & Community Rehabilitation Programs Employment & Training Apprenticeship Training Family Social Services Shelter & Housing Teen & Single Parenting Life Skills Development 7
Prevalence: Now & Future NOW Disabilities 50 million Learning Disabilities 1 in 5 Anxiety Disorders 19 million Mental Health Disorders 54 million PTSD 8 % Diabetes 8 % Autism 1 in 50 Developmental Disorders 1 in 6 Physical & Mental 11 million AD/HD 1 in 10 (1/2 outgrow) FUTURE Unemployed people with disabilities 78% Aging population 50% or more will acquire disabilities before exiting the workplace Adverse Childhood Experiences (ACE) 36 million or 12%) Increases over 5 year periods approximately 2 million Co-occurrence likely (2 or more disabilities or disorders) 8
Behavioral Questions = Pathway to Self-disclosure What are behavioral questions? Why would we use them? Who would we ask? When might we ask? What difference does it make? What should we do if someone self-discloses? Validate their trust in us Ask what would work best in learning Learn if there is any current documentation 9
Sample Behavioral Questions When asking behavioral questions listen for the following in learner s responses: A specific Situation is described The Tasks needed to be done are expressed The Action taken is shared The Results - such as what happened, how the learner felt, etc. S T A R 10
What s Next? Next steps Scenario You have used your EXPERT OBSERVATION skills You are noticing things that lead you to ponder Learner is not moving forward Recognizing this is a learner with AVERAGE or ABOVE capacity to learn, achieve, & produce outcomes What s the next step? 11
Modify & Accommodate! Accommodation is an Umbrella term Having Difficulties Has not Disclosed Disclosed Diagnosed Disability Adaptations Modifications Strategies Techniques Methods Approaches Reasonable Accommodations Reasonable Alternatives to Accommodations Request What do these words & phrases mean? 12
Accommodations Formal Change to existing Environments Structures Protocols Allows Alternatives Compensates for functional limitations Created by learner's disability Does not compromise Integrity or Standards Does not create Undue Hardship or Safety Hazards Meets specific Needs of learner with the disability 13
Accommodations Assists to create Equal playing field Does not replace Knowledge, Skills, Abilities or Competencies Usually Removes Barriers Increases learner s effectiveness Reduces emotional behaviors Should result in Learner Motivation Promotes higher success levels 14
Accommodations Reasonableness Cost & Capacity Alternatives to Request Accomplishes same end result Does not impair more Fits within system/process better 15
Accommodations What if no Disclosure or Diagnosis? What if learner does not tell you? Protections & Laws Rights of Learners Prenatal Early Childhood Youth (K-12 to age 21 in/out of school) Teen Parent Learners Adult Learners IDEA Civil Rights Adult Basic Education/High School Equivalency Postsecondary Work/Training/Apprenticeship 16
Difficulties Has Not Disclosed Adjustment to Standard Setting Structure of a Process or Procedure Protocol within a Learning/Training Environment Uses Strengths to Compensate for Limitation Matches Strengths to characteristics & needs Allows informal compensations What does this mean? 17
Now What? How do we address requests & needs? How do we help? Well STRENGTH-BASED Process COMPENSATE Limitations ASK! 18
Asking the Right Things Gather Information Hobbies & Interests What Learner is Proud of or does Well Find Out How would you teach me something I knew nothing about? If you did know what do you think your answer would be? Leave out the WHY questions Ask questions about life skills & interests instead of school & training Say Tell me more about that 19
YouTube Smart Phones Smart Pens Tablets itouch 20
Tools High & Low Tech Make a list of tools you have access to in your program Computer Colored overlays Software Calculator Tape Recorder Calendar Journal/Notebook Magnifier Which tools might require formal request & which would be informal? Colored Paper Touch Screen Monitor Ergonomic Keyboard Pencil/Pen Grip Specific Ergonomic Chair Colored Sharpies Sticky Notes Quiet Space Laminated Checklist 21
Group Interactive Work I have a person who Describe outcome desired (short-term) of person Describe observed troubles or difficulties Rest of the group Give ideas & input Accommodations Adaptations 22
General Strategies to Live By Recognize limitations may be result of disability Co-investigate Remove stigma & reframe limitations using accommodations or adaptations Work in areas of strength Provide supports needed for success Move away from actions that continue a disability type dialogue 23
Check Expectations 24
Resources & Referrals Center for Disease Control Job Accommodation Network (JAN) Office of Disability Employment Policy (ODEP) LD Online Learning Disabilities Association of America National Institute of Mental Health Children & Adults with ADHD (CHADD) National Autism Association National Alliance for the Mentally Ill (NAMI) ADD Resources Brain Injury Association of America National Resource Center for Brain Injury National Center for PTSD PTSD Alliance American Diabetes Association Attention Deficit Disorder Association 25
Questions & Potential Answers 26
Thank You!! For More Information or Training Contact: Nancie Payne, Ph.D. Payne & Associates, Inc. 205 Lilly Road NE, Bldg. B, Ste A Olympia, WA 98506 360-491-7600 Office / 360-491-0196 Fax www.payneandassociates.com Mission Competent, effective disability-related services designed to Maximize Human Potential & Create Productive Environments 27
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