Presentation Transcript

1. Students with Disabilities:Striving for Universal Success

   Mary Lee Vance, Ph.D. LaDonna Bridges, M.Ed. AHEAD Audioconference March 18, 2010
2. Outline Intersection between academic advising and disability service providers Disability Services Primer Universal Design in higher education and advising Advising Students with Disabilities Monograph 2009 Highlights Q/A
3. Intersection of Roles Intersection of disability services and academic advising: Qualities and Roles of Disability Resource Providers Qualities and Roles of Academic Advisors
4. Academic Advising Defined •  Academic advising is a planning process that helps students to approach their education in an organized and meaningful way.   Advising brings together all of the major dynamics in a student's life.   Edward "Chip" Anderson . (Noel-Levitz, 1997, p. 1 & 3.) •  Academic advising is a process of teaching students how to become responsible consumers of their own educations.   It's also a process that involves teaching students how to make viable academic decisions.    Juliet Kaufmann (Noel-Levitz, 1997, p. 1 & 3.) •  Advising is a process of giving students guidance, support and encouragement. (Noel-Levitz, 1997, p. 3.) •  Advising is a process of helping students diminish the confusion that comes with a new environment, clarify their goals and get the most out of their education. (Noel-Levitz, 1997, p. 3.) Excerpts from the Noel-Levitz Participant Book/Resource Guide(1997). Introduction and Foundation, Academic Advising for Student Success and Retention. Iowa City, Iowa : USA Group Noel-Levitz.
5. Primer for Advisors: What do they need to know? Disability service providers need to take the lead in educating professional and faculty advisors: Laws that apply Range of disabilities in higher education Documentation guidelines Reasonable accommodations Resources and tools available
6. Laws that Apply Section 504, Rehabilitation Act of 1973 ADA, 1990; ADA Amendments Act, 2008 Family Educational Rights and Privacy Act (FERPA) Individuals with Disabilities Education Act (IDEA), 1997 No Child Left Behind Act (NCLB), 2001
7. Americans with Disabilities Act, 1990 ADA defined disability as: Individuals with a physical or mental impairment that substantially limits them in one or more major life activities Individuals who have a record of disability Individuals who are regarded as having a disability
8. ADA Amendments Act, 2008 ADAAA is intended to broaden the definition of disability and to enhance protections. Federal courts interpreted the words “a physical or mental impairment that substantially limits one or more major life activity” very narrowly Measures that mitigated the effects of a disability were considered, and if adaptive measures were successful, the individual was not protected People whose symptoms were evolving or episodic were not protected from discrimination
9. Major Life Activities Caring for one’s self Performing manual tasks Seeing Hearing Eating Sleeping Walking Standing Lifting Bending Speaking Learning Reading Concentrating Thinking Communicating Working **Items in bold added with ADAAA
10. Major Life Activities Also Include … Functions of the immune system Normal cell growth Digestive functions Bladder functions Neurological functions Brain functions Respiratory functions Circulatory functions Endocrine functions Reproductive functions
11. Range of Disabilities in Higher Education Students with disabilities represent 11 percent of all postsecondary students. Learning disabilities Dyslexia, NVLD, Auditory Processing, etc. ADHD Psychiatric impairments Depression, anxiety, bipolar, Asperger’s Syndrome, etc. Physical disabilities Chronic medical conditions
12. Importance of Documentation and Guidelines Documentation determines accommodations, not DSS! Learning Disabilities Wechsler Adult Intelligence III Wechsler Individual Achievement Woodcock Johnson Psycho-educational evaluation ADD/ADHD Onset, longevity, severity and impact of major life activities In-depth evaluation by psychiatrist, psychologist or physician Specific recommendations based on functional limitations Psychiatric Disorders Evaluation by psychiatrist or psychologist within 6 months DSM-IV diagnosis code Impact on major life activities Specific recommendations based on functional limitations
13. Reasonable Accommodations in Classrooms Modifications or academic adjustments Extended time for tests Reduced distraction Alternative format tests Course substitutions/waivers Auxiliary aids and services Interpreters, note takers, readers Text in alternative format Note: Accommodations should not fundamentally alter the nature of the course or program.
14. Reasonable Accommodations in Residence Life Housing assignments – single rooms Documentation supports request Timing of request Feasibility and Availability Personal Care Attendants (PCAs) Student with psychiatric conditions sharing spaces with others Building codes and access Evacuation plans
15. Tools for Advisors Office of Civil Rights publications: Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities Transition of Students with Disabilities to Postsecondary Education: A Guide for High School Educators “Dear Colleague” and “Dear Parent” letters http://www2.ed.gov/about/offices/list/ocr/publications.html
16. Other Considerations for Advisors Course selection and requirements Early enrollment/registration Attendance policies Reduced course loads and full-time status Course waivers and substitutions Refusal of academic accommodations Parental involvement may be greater! Expanding role of Universal Design
17. Universal Design Universal design is the design of products and environments to be usableby all people, to the greatest extent possible, without the need for adaptation or specialized design. Ron Mace
18. Intent of Universal Design The intent of universal design is to simplify life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost. Universal design benefits people of all ages and abilities.  NC State University The Center for Universal Design: Environments and Products for All People
19. Universal Design in Higher Education Growing in popularity among disability service providers in higher education because of advantages: Serves all individuals simultaneously; the need for multiple accommodations and/or retrofitting is minimized. Accessibility problems become the responsibility of the campus community, not disability service providers. Students with disabilities don’t have to advocate for access; disability is viewed as a naturally occurring human difference. Accessibility is built in and does not need to be readdressed for each new individual; designed into course vs. retrofitted into course.
20. Disability Models : What Advisors Need to Know Individual as Object/Partial Citizen Moral: Shunning vs Pity Medical: Require medical documentation to verify Individual as Full Citizen Social: Systemic barriers are the disablers UD: Environment usable and effective for everyone (including those with disabilities) Advising is Teaching. How do we teach outside the classroom Where is our comfort level? When we work with students with disabilities, which model are we modeling?
21. Principles of Universal Design Equitable use: does not disadvantage or stigmatize any group of users. Flexibility in use: accommodates a wide range of individual preferences and abilities. Simple, intuitive use: easy to understand, regardless of user’s experience, knowledge, language skills, or concentration level. Perceptible information: communicates necessary information effectively to the user, regardless of ambient conditions or user’s sensory abilities. Tolerance for error: minimizes hazards and the adverse consequences of accidental or unintended actions.
22. Principles of Universal Design (cont.) Low physical effort: can be used efficiently and comfortably, and with minimum fatigue. Size and space for approach and use: appropriate size and space is provided for approach, reach, manipulation, and use, regardless of user’s body size, posture, or mobility. A community of learners: promotes interaction and communication among students and between students and faculty. Instructional climate: designed to be welcoming and inclusive. (www.facultyware.uconn.edu)
23. UD Principles Applied in Three HE Domains Physical Equitable Use: Curb cuts benefit users of wheelchairs, baby strollers, delivery carts, walkers, and bicycles. Flexibility in Use: Water fountains that can be approached from all sides and offer options for turning on the water. Curricular Equitable Use: Take-home tests, copies of notes posted on a website. Flexibility in Use: Options for preparing a project individually or working in a group. Technological Equitable Use: Websites that incorporate alt tags on all graphic images. Flexibility in Use: Electronic files that can be read online (with or without a screen reader) or printed out in text, Braille or large print.
24. Application of Universal Design in the Classroom Not “one size fits all” instruction. Identify essential components of a lecture or presentation: What do I want my students to know? What do I want my students to be able to do? What lasting impact do I want to have? Present information without compromising essential components: What challenges to inclusion might my presentation style create? How can I plan my presentation to provide meaningful access to all members of my audience and minimize the need for individual accommodation?
25. Application of Universal Design in Advising Asynchronous advising may be helpful for a student who has a psychological or health disability. Advisor offices should be physically accessible for students in a wheelchair or with a visual impairment; free of clutter and easy to navigate. Self-advocacy skills can be encouraged, especially tips for working with faculty.
26. Advising Students with Disabilities Monograph Collaborative effort between AHEAD and NACADA Purpose of the publication Tool for DS providers Tool for academic advisors Running themes Advising strategies for students with disabilities Building self-advocacy skills Coordinating services with other campus entities Recognizing multicultural issues and multiple perspectives Incorporating universal design in advising activities
27. Chapters and Highlights 1- Transition: From Chrysalis to Butterfly Leslie L. Hemphill 2- Intrusive Advising Dick Vallandingham 3- Students with Intellectual Disabilities in Postsecondary Education: The Question of “Otherwise Qualified” Debra Hart and Meg Grigal 4- Choosing Appropriate Majors, Minors, Cooperative Education Experiences, and Internships Paul Harrington, Alan Muir, and Veronica Porter 5- Getting in the Game: Advising Student-Athletes with Disabilities Larry Markle and Karen Spangler 6- Advising the 18%: Best Practices When Advising Students with Psychological Disorders Julie Preece, Norman Roberts, Michael Brooks, Ronald Chapman, Mark Beecher, Edward Martinelli and Phillip Rash
28. Chapters and Highlights 7- The Growing Number of Veterans Returning to Campus Thomas Church 8- Access to Higher Education: Spirit and Letter of the Law L. Scott Lissner 9- Extending Universal Access for Technology into the Advising Process Ronald Stewart 10- Reasonable Accommodations, Course Substitutions and Universal Design Christopher Lanterman and Mike Shuttic 11- Reframing Disability and Redesigning Campus Environments Sue Kroeger
29. Voices of Experience Highlights VOE contributors add personal perspective to a chapter topic. On Intersectionality: Advising Students with Multiple Identities Chris Bell The Journey Home is Not Over Scott Bay Memory Lane Mary Lee Vance
30. Voices from the Field Highlights VFF contributors share experiences working with specific populations. Invisible Disabilities: The Dual Spotlight Effect Kristina Knoll Advising the Wounded Warriors and New Millennium Tiana Meek Informed Consent Sherri Rings and MikaelSnitker-Magin
31. Exemplary Practices Highlights EPs are selected for their universal appeal and applicability to several settings. Ball State University Larry Markle, Jacqueline Harris and Taiping Ho Ithaca College Leslie Schettino University of Missouri-Columbia Darren Gabbert Texas Tech University Rebecca Daly Cofer
32. Helpful Websites for UD Center for Applied Special Technology (CAST) www.cast.org The Universal Course Design website www.communityinclusion.org/udl/udl The Center for Universal Design http://www.design.ncsu.edu:8120/cud/resources/resources.htm
33. AHEAD UD Toolkit The AHEAD Universal Design Initiative is established to: - promote the concepts of universal design in higher education- explore strategies that can be used by AHEAD members in promoting universal design concepts in their institutions- identify readily achievable strategies to promote access to the curriculum for diverse populations promote new conceptualizations of disability- provide resources and training in these emerging philosophies to the AHEAD members Links: Annotated bibliography on UD resourcesUniversal Design resourcesBibliography on Disability History, Culture, and ActivismSample DS Mission Statemen http://www.ahead.org/resources/universal-design
34. Valuable Resource: New NACADA Monograph M19: Advising Students with Disabilities: Striving for Universal Success, 2nd ed. Editors:  Mary Lee Vance and LaDonna Bridges. ISBN No. 978-1-935140-19-1 Publication Date:  2009 Order Number:  M19 Member Price: $35 Nonmember Price: $60 http://www.nacada.ksu.edu/
35. Valuable Resource: New AHEAD Brochure Advising Students with DisabilitiesA brand new addition to the extensive library of resource publications available from AHEAD, this brochure is a must-have for any professional who advises students with disabilities. It is a well-written publication and is an easy read with a lot of useful information including: Tips for advising students with specific needs (psychological disabilities, physical disabilities, etc.) Accommodations (how to get them, who to contact, and where to go) Collaborating with other professionals on campus Description of Universal Design ...and more! This publication is one to keep on your desk and share widely with your colleagues across campus; you'll find yourself using it on a regular basis! 1 - 49 brochures: $ .45 each50 - 99 brochures: $ .40 each100+ brochures: $ .35 each http://www.ahead.org/
36. Discussion Questions In what ways do intersections between DSS and academic advisement functions exist at your campus? What are the benefits from such intersections? What might be strategies to increase/build on the intersections? How might Universal Design fit into advising practice?