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Program Divided into 3 Parts. Part I: Recognition (Dr. Penny Cox, PhD)Part II: Assessment (Dr. Duane Dede, PhD)Part III: Accommodation (Dr. Ken Osfield, EdD). Recognizing Students with LD. Part IPenny Cox, PhDCollege of EducationSpecial Education. Definitions of LD. Disorder of one or more of the basic psychological processes involved in understanding or in using language, spoken, or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell31367
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2. Program Divided into 3 Parts Part I: Recognition
(Dr. Penny Cox, PhD)
Part II: Assessment
(Dr. Duane Dede, PhD)
Part III: Accommodation
(Dr. Ken Osfield, EdD)
3. Recognizing Students with LD Part I
Penny Cox, PhD
College of Education
Special Education
4. Definitions of LD
5. Definitions of LD
6. Definitions of LD
7. Common Elements of Definitions of LD Using language
Spoken or written
Doing mathematical calculations
Operations and concepts
Reasoning
Integrating thoughts
Organization Directing attention
Focusing on appropriate stimuli
Maintaining attention
Self-regulation
Social perception and interaction
8. Learning Style and LD Learning style accounts for ways individuals
Concentrate
Process information
Retain what is learned
Elements of learning styles include
Environment
Emotionality
Sociological preferences
Physiological preferences
Cognitive processing inclinations
9. Recognizing LD in the Classroom Common profile of students with LD
Unexpected underachievement
Ability and achievement are discrepant
Reading difficulties
Speed and fluency
Comprehension
Mathematics difficulties
Problem solving
Resistance to treatment
Non-respondent to typical instruction
10. Recognizing LD in the Classroom(cont) Other characteristics
Non-strategic
Inefficient / incorrect processing
Difficulty generalizing and transferring
Poor social skills
Negative attributions
11. Other Characteristics of Medical Students with LD High intelligence
Lower reading comprehension
Poor spelling and handwriting
Reluctant to disclose LD or seek assistance
Loss of self-confidence; feelings of isolation
History of difficulty with standardized tests
Learning problems increase with increased demands of medical curriculum
Previously adequate strategies no longer effective
12. Facilitating Appropriate Educational Experiences for Students with LD Achieved through accommodations designed to meet specific student needs
Coordinated through the Disability Resource Office
Role of Learning Specialists
Help identify appropriate accommodations for identified students
Coach students in learning strategies
13. Assessment Part II
Duane Dede, Ph.D.
Clinical Professor
Clinical & Health Psychology
University of Florida
Health Science Center
14. Why Neuropsychological Testing? Assess the cause of academic underachievement
Rule out neurodegenerative disorder
Diagnoses psychiatric disorder
Develop specific recommendations that capitalize on the individuals strengths and develop weaknesses
15. Attention Deficit Hyperactivity Disorder 3 Types (DSM-IV; 1994)
Hyperactivity-Impulsivity
Higher in boys; Symptoms decrease with age;
Inattentive
Most common adult manifestation
Combined
ADHD is very often comorbid with LD
(10 to 32%-Biderman et al, 1991; Riccio et al., 1994)
16. Diagnosis and treatment of ADHD (NIH Consensus Conference 11/98) Impact on individuals, families and society
academic difficulties, peer rejection, disruptive behaviors, marital discord, divorce, disproportionate share of resources and attention from the health care system, criminal justice system, schools and social service agencies
17. Diagnosis and treatment of ADHD (NIH Consensus Conference 11/98) Effective treatments
Medication plus behavioral therapy is the best.
Mediation alone produces little improvement in social skills
Social skills and associated comorbid LD symptoms need to be the target of treatment
18. Executive Dysfunction in ADHD Ability to attend (Mirsky, 1989)
Ability to sustain and shift attention
Ability to regulate behavior
Ability to plan & organize
Ability to solve problems/adjust (flexible)
19. Example of ADHD problems Individual may appear inattentive, but actually have difficulty inhibiting ongoing behaviors or to delay responding (manifests as poor organization). A failure to shift attention appropriately results from failure to interrupt an ongoing response.
21. Emotional & Behavioral Functioning Self Concept
Maturity level
Supportive environment
Impulsivity
Adjustment problems
Personality Disorder
Depression/Anxiety
Primary or secondary
22. What should a good assessment do? ANSWER THE REFERRAL QUESTION!!!!!
23. Neuropsychological Assessment Comprehensive Clinical Interview
Domains
Intelligence
Language
Memory
Executive Functioning
Attention/Concentration, Organization, Problem Solving
Achievement
Personality
FEEDBACK
24. Feedback Meet with student to explain the results and recommendations
Facilitate an understanding to increase the prognosis
Answer questions
“Destigmitize” any diagnoses
25. Famous People with LDs or ADHD Cher
Tom Cruise
Albert Einstein
Danny Glover
Whoopi Goldberg
Charles Schwab
Jay Leno
Greg Louganis James Earl Jones
Nelson Rockefeller
George Washington
Robin Williams
Mark Twain
James Carville
Anderson Cooper
Magic Johnson
26. Accommodations Part III
Kenneth J. Osfield, Ed.D.
ADA Compliance Office
University of Florida
27. UF Students with Disabilities Campus Demographics
Important to know the history of the growing population of students with disabilities
1989-1990 – 202 students with disabilities registered
25 self-indentified as LD
2007-2008 – 1505 students with disabilities registered
770 self-identified as LD
Why the huge increase in the number of registered students with disabilities?
ADA
Better informed K-12 staff (guidance, teachers, parents)
1989 – 1990 ADA not in effect but instead the 1973 Rehabilitation Act (not as well known, though more specific to HE)
28. Numbers Nationally Nationally – approximately 10% of students have some sort of disability and of that number approximately 40-60% have LD
There are many more students at UF with unreported disabilities. Only 3% have registered with disability resource center
Why?
Afraid to tell anyone for fear that they will be treated differently
Others, who do not need to know, will find out
Will impact their references and career in the future
Will not have same options as others in class (scholarships, internships, placement, etc.)
29. Students with Disabilities Rehab Act opened door a crack but with ADA the door opened gradually & steadily until open
With the combination of ADA and 504 students are very well served on the UF campus
2 offices providing specific service
ADA Office (compliance aspect)
Disability Resource Center
Direct classroom support
30. Support Offices ADA Compliance Office
Bldg 179 Newell Drive
www.ada.ufl.edu
392-7056
Ken Osfield
Oversee UF’s Compliance aspect of ADA/504
Disability Resource Office
Reid Hall
http://www.dso.ufl.edu/drc/
392-8565
Jim Gorske
Responsible for “ALL” classroom related accommodations
31. UF Procedures Faculty are encouraged to work with all students, however!
When students are suspected of having a disability we ask that they be referred to the appropriate staff
First to Medical College ADA Office (Amy Jaworski)
Ms. Jaworski would then refer to the Disability Resource Center (DSR) at Reid Hall (392-8565)
Student will work directly with DSR for accommodations
For students with documented disability, if there are questions
Contact the Disability Resource Center directly to discuss the accommodation letter. If you do not contact them it will be assumed that the accommodations are accepted and in place
For those faculty that work with all students without question we ask that when a student requests some sort of accommodation based on disability that you follow either referral step mentioned above. This is for the protection of all parties (student, faculty and university).
32. Referral LD assessments can be very costly
LD assessments are the responsibility of the student, unless as a requirement for readmission or some sort of condition by the academic progress committee.
Many students at UF, with disabilities don’t know they have a disability. Many don’t find out until they hit a road block (e.g. pathology).
To receive accommodations they will need to show proof of disability
33. Referral Continued Evaluations – the Disability Resource Center does provide need based scholarships to fund the cost of Psycho-Educational LD Assessments (completed by staff at the UF college of Ed). The number is limited.
Evaluations – the UF speech and hearing clinic in Dauer Hall will also provide evaluations for students with auditory processing issues. Their evaluations are based on students financial status. DSO will also cover cost for some students based on financial need.
Evaluations – the Disability Resource Center will refer other students to either a local provider (agreement for reduced fee) and the UF Clinical and Health Psychology (Neuropsychology).
34. Referral Learning specialist – the DSO does have learning specialist available to work with students to develop learning strategies as a result of their specific learning issues.
35. Accommodation Process Eligibility for classroom accommodations
Student must formally request academic accommodations as a result of a disability in order to be recognized as a person with a disability under the ADA
Prior to receiving any accommodations students must provide appropriate documentation to show they have a disability.
Documentation is kept on file at “only” the disability resource center.
36. Accommodation Process Once documentation is presented, reviewed and authenticated a letter of accommodation will be written for the student.
The letter will address the fact that the student is registered, what accommodations are appropriate, but will not state what the specific disability is.
Students are not required to show their individual documentation to anyone outside of disability resources.
The information is confidential and protected (FERPA, HIPAA)
37. Accommodation Process Once student has accommodation letter they should do the following:
They should inform the department so the department is aware of the situation and can act on behalf of the student when necessary
Share the letter with each faculty member they are requesting accommodations from
At this point if there are any questions about the accommodation the faculty member should contact the author of the letter to discuss
e.g. - the faculty member believes that one of the accommodations will not work but has a suggestion for something more appropriate.
38. Disclosure in the Accommodation Process FERPA (Federal Family Educational Rights and Privacy Act of 1974) or the common name “The Buckley Amendment”.
Purpose to protect the privacy of students’ records
Allow students access to their educational records
HIPAA applies as well (student records but also medical)
39. Disclosure in the Accommodation Process All records with regard to a student’s disability are kept in one central location (disability resources office).
Those records are not shared with anyone. The only thing disclosed is that the student is registered with the office and documentation has been validated.
Need to know – strict standard – only thing a provider needs to know is that the student has a disability and is registered and has been approved for specific accommodations.
40. Disabled Info is not Disclosed? Why such a strict standard?
To protect the student at all costs.
The student comes first.
UF does not reveal the specific disability, but at times early in the accommodation process on campus, when the powers that be thought it was a need to know basis, some disclosure was made (most cases revolved around students with hidden disabilities – LD, ADHD, TBI, etc.). Since 1991 we haven’t disclosed any medical or disability related information to anyone on campus.
Disclosure does take place only when a serious threat or health safety issue arises.
41. Disabled Info is Not Disclosed Example of why – student with a documented disability presents accommodation letter to faculty member. The faculty member proceeds to inquire as to the nature of the disability to a point where the faculty member tells the student that he doesn’t look disabled. After considerable browbeating the student gives in and reveals the disability. In this case the student had HIV. After a couple of hours I received a call from the Dean of the College’s office letting me know that faculty were talking about this student and his condition. The faculty member began to mention it to other faculty and they in turn spread the information (pre – HIPAA). Within a couple of hours the entire college knew of the student and his health related condition.
42. Accommodations Some common accommodations
Note takers
Extended time on exams
Access to power point slides used in classroom
Permission to tape record lectures
Large print copies of handouts, exams and other written materials
Priority seating
Adaptive equipment
Reduced course load
Captioning, interpreters
Alternate format exams
Approval to use scribe for writing assignments
Reduced course load (difficult with med students but available)
43. Advocacy On the UF campus there are many advocates to assist both the student and the faculty member.
The accommodation process has worked on the UF campus since 1975. Over time it has developed and improved.
Though the Disability Resource Center has the final say in what is a reasonable accommodation they are open to discussion.
Complaints related to disability go to the ADA compliance office.
44. Advocacy Advocates
ADA Compliance office
Work with students, faculty, staff and the general public on disability compliance related issues
Oversees all UF policies, procedures that impact students, faculty and staff with disabilities
With the exception of classroom related accommodations all disability related issues should be referred to the ADA Office
All complaints (student, faculty, staff and public)
45. Advocacy Disability Resource Center
Work with students, faculty and staff on all classroom related accommodations
LD specialist on staff to assist students with learning strategies and available to explain what is available to them and how the disability may impact learning
Will assist student in cutting through the red tape associated with classroom related accommodation issues
46. Advocacy University Ombudsman
Available to work on issues between:
Student – student
Student - faculty
47. Treating the Whole Person
48. Reference Material www.ada.ufl.edu
Resources on web
UF publication on “Providing service and access to students and employees with disabilities in higher education: Effective and reasonable accommodations
Document provides information on issues specific to disability: UF policies, procedures, services, state and SUS rules and regulations, suggestions on working with students with various types of disabilities (LD, hearing, visual, physical, other)
Also available on website
Resource material on what services are available at all Florida State 4 year institutions and 2 year institutions.