Assisting Students with Disabilities in the Classroom C E N T E R F O R T E A C H I N G E X C E L L E N C E F A L L 2 0 1 6 L E A R N I N G S P E C I A L I S T S J O D Y H A S E R O D T, K E L L Y G R U S C I N S K I
Goal for this session Risk factors, challenges Brief overview of different disabilities Common classroom accommodations Resources and tools Q&A time
Disabilities covered in this session Psychiatric disabilities including anxiety, depression, PTSD, ADHD and Autism Learning differences Sensory
Overall Risk factors Transitioning from high school to college Multiple role stressors(school, work, family) Relationship issues Transportation concerns Childcare barriers Career change Major life changes (loss of a loved one, separation) Financial concerns Veteran Final exam/midterm week Legal obligations Other??
Overall Personal Challenges Personal Challenges Family General Age Roommates Physical health issues Mental/emotional health concerns Adjustment to college life Personal safety on and around campus Other personal concerns Financial and Work Challenges Paying for tuition, books, and other supplies Paying for child care Lack of employment Stress from work demands Housing Reliable transportation/travel expenses Other financial or work concerns College Academic Life Challenges Keeping up with reading, papers, exams, etc. Motivation/staying focused * Learning disabilities Other disabilities Lack of or poor advising Faculty attitudes and support Other academic concerns College Social Life Challenges Maintaining a work/play balance Campus activities, clubs, or friends Feeling like I don't fit in Other social concerns Other Challenges Time management Stress management * * Speaking in public English as a second language * 0 50 100 150 200 15 27 29 46 33 41 86 33 37 36 42 42 42 42 52 64 62 69 78 85 93 90 98 103 139 129 138 157 153 165
Reasons why some students do not seek help Students may not seek help due to stigma Symptoms not present before college and unsure how to reach out Negative expectations Privacy concerns Past experiences
Common Psychiatric Disabilities Anxiety--fear or nervousness about what might happen: a feeling of wanting to do something very much NAMI Depression--a state of feeling sad, a psychoneurotic or psychotic disorder marked especially by sadness, inactivity, difficulty in thinking and concentration, a significant increase or decrease in appetite and time spent sleeping, feelings of dejection and hopelessness, and sometimes suicidal tendencies NAMI
PTSD (Post Traumatic Stress Disorder) is a mental health condition that can occur after a traumatic event like war, assault, or disaster. Afterward may feel stressed or frightened though danger is not present. http://www.ptsd.va.gov/ (Provides free online counseling assistance) Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. Autism Speaks
Attention-deficit/hyperactivity disorder (ADHD)--is marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. http://www.nimh.nih.gov Additional info at www.chadd.org
According to the American College Health Association (ACHA): Depression has doubled among college students Suicidal ideation has tripled 45.3% respondents experienced emotional or stress-related problems significantly affecting well being and academic success
Some Symptoms of Psychiatric Disabilities in the Classroom Inability to sit for long periods of time Easily distracted Limited involvement with peers Unengaged in discussions or classroom activities Lethargic Low Class Attendance May sit in back of class May appear to be daydreaming or gazing Trigger events Tics or repetitive behavior Off topic comments
Common accommodations 1. Extended Time on Exams/Quizzes 2.Separate Room Testing 3.Breaks throughout class 4.Unscheduled Absence Plan* 5. Service/Support Animals 6.Special Seating Arrangements 7. Emergency Plan* 8.Hand signal 9.Taping of lectures or technologies
Accommodation List-Heading
Classroom considerations Well laid out syllabus Universal Design-especially a logical connection between lecture, assigned reading and test material Estimates of time to complete One failure is not final Constructive feedback loop Whole to part and part to whole overview and break it down (chunking)
Resources Women s/men s Link BU 113 ext.4035 Crisis Counselor Quentin Kuntz ext. 4776 Pathways Counseling 440-323-5707 Veterans Services CC 202 ext.7685 CARE unit BU 113D ext.4848 Mental Health Crisis Line 800-888-6161 (24 hours/day, 7 days a week) Nord Crisis Unit NAMI 440-282-3204
Common Learning Differences Dyslexia -students see words and shapes differently than other students, which can make learning to read and write nearly impossible without intervention Dysgraphia -the inability to write legibly, produce letters consistently and even to remember how to make letters Dyscalculia -students may be unable to memorize multiplication tables, or even master basic addition or subtraction Learning Disabilities Association of America
Common accommodations Learning Differences Technologies text-to-speech, speech-to-text, Smartpen, ipad Computer for notetaking (or ipad for taking a picture of notes) Extended time for tests and quizzes Test reading Scribe Distraction-free testing Additional tutoring supports
Resource tools for class Learning Style-VARK Academic Support Center also has time management and study skills support Success Coach Peer Advocate in classroom
Common Sensory Disabilities Blindness and low vision-result of a number of different diseases, conditions or accidents-national Federation of the Blind Hearing loss-damage to any part of the ear causing hearing loss ranging from being mild to profound- National Association of the Deaf Sensory processing disorder-a condition causing difficulties receiving and responding to information from the senses- vision, hearing, touch, smell and taste http://www.sensory-processingdisorder.com/
Accommodations for Sensory FM amplification system Interpreter Seating at front of class Lighting in the classroom Computer Zoomtext and other tech like screen reader Scribe or aide Enlarged print, accessible content Magnifier Amplified stethoscope Extended time with access to DS technology
Interpreting considerations Forward facing Group discussion talk to student, not interpreter, one speaks at a time Notify the student ASAP of any classroom time, location, or date changes May be 2 interpreters alternate Materials available to the student and interpreter prior to class for review
How can you help? Universal Design Empathy Ask the question What has helped you learn the most? Know what some of classroom behavior patterns might mean Make referrals where appropriate Seek guidance when unsure Provide list of support services in syllabus. Reiterate these services during Midterm and Final exam weeks. Periodically remind students of your office hours and encourage students to stop by with questions or concerns. Ask for clarification of Accommodations when needed Students are instructed to provide instructors with Accommodation List to initiate this dialogue. Contact our office if you need clarification of any accommodations.
Q&A?