Serving Students with Special Needs—the Why & How

1. Serving Students with Special Needs—the Why & How Tina Scott, Director of Student Affairs, Wilmington University Emily Klein, Adjunct Instructor, Education Division, Wilmington University; School Psychologist, Colonial School District October 6, 2007

2. The Law • Congress enacted the “Rehabilitation Act of 1973" and the “Americans with Disabilities Act of 1990"(ADA) in order to ensure the rights of those with disabilities. • These laws require educational institutions to reasonably accommodate a qualified individual with a disability when appropriate documentation is provided.

3. Who Is Protected Under The Law? A handicapped person means any person who: • has a physical or mental impairment which substantially limits one or more of a person's major life activities; • has a record of such an impairment; • is regarded as having such an impairment.

4. How Do Students Register To Receive Accommodations at WU? SWSN Handbook (p. 5) Procedure/Guidelines: • Students MUST SELF-IDENTIFY • Students need to furnish documentation: • must be current (<3 years old) from a licensed psychologist or physician; • must include objective data verifying the diagnosis; • should include a list of recommended accommodations. 

5. Procedure/Guidelines Cont. • The University contracts with an outside psychologist to review the files. • Students need to notify the OSA each semester that they are enrolled. • At that point, a notification memo will be sent out to the student’s instructors.

6. How Will I Be Notified? • The memo will be put in confidential envelope and will be placed in the instructor’s assigned mailbox at the University. • In most cases, an instructor will receive the notification of accommodations the week prior to the semester or block beginning.

7. Notification Memo WasNever Received • Instructors should NOT accommodate a student unless they receive a notification from the OSA. • Some reasons for not receiving the notification: • Instructor name change • Student forgot to notify the OSA that they were enrolled. • Student made a change in their schedule.

8. What Do I Do If I Don’t Understand How To Grant An Accommodation? • Instructors are not expected to be experts. • For assistance or clarification contact the Office of Student Affairs. • We CANNOT deny a student an approved accommodation. It’s the law.

9. If I suspect that a student has a disability can I tell them to contact the OSA? • If you have a student in your class that is having difficulty, you should speak with them privately regarding the situation. • If the student reveals to you that they have a disability, then you CAN suggest they contact the OSA to get help. • You CANNOT ask or assume they have a disability. Remember, the student must self-identify.

10. For More Information About Disability Services at Wilmington University visitwilmu.edu/studentlife/disabilityservices/facultyinfoforspecialneeds.html

11. Instructing Students with Disabilities: Key Points • Common myths • Fair treatment of students with disabilities • How to set up your classroom for success • Instructing students with disabilities • Fair assessment/grading of students with disabilities • Q&A

12. Common Myths • If I know what the student’s disability is, then I’ll know exactly what they need to be successful. • I’ll have to lower my standards for my students with disabilities. • I’m going to have to totally change my teaching style! • It’s not fair if some of my students get special treatment.

13. Fair Treatment of Students with Disabilities • “Fair” treatment and “equal” treatment are not the same. • Use person-first language. • Use of accommodations. • Remember the Golden Rule – Treat others as you would like to be treated.

14. Setting Up Your Classroom for Success • Seating • Movement • Instructor • Students • Foster a positive, supportive environment • Let all your students know you are available to help • If you have a student in your class who has a disability and accommodations, start a conversation with them about their needs

15. Facilitating a Conversation About Accommodations • Knowing the specific disability isn’t as important as knowing the student’s needs • Identify the student’s strengths and challenges • Talk about the accommodations • What has worked for the student in the past? • What were some of the less-effective implementations of those accommodations? • Try to identify possible difficulties BEFORE there is a problem!

16. Instructing Students With Disabilities • Begin with the end in mind • Vary your method of presentation • The power of technology • Provide opportunities for feedback • Scaffolding • Use best practices for adult learning

17. Sample Lesson – All About Rubrics • Here’s an example of a lesson involving some of the principles we’ve just discussed. • During this lesson, think about the following: • What instructional strategies did I notice? • How were (or how could) accommodations delivered?

18. Best Practices in Assessment • Remember your goal • Authenticity • Question design • Efficiency of response • Be clear about your expectations of test behavior BEFORE the test

19. Should I Let My Students Redo Work for Credit? • All redone work is at the instructor discretion. • Treat the student as you would like to be treated. • Reserve the right to change the format. • Establish time limits for task completion. • No redos in last week of grading period. • Attach redone task to original task. • Grading questions

20. Resources for Students with Learning Differences at Wilmington University • Tutoring Center • Academic Advising • Office of Student Affairs • Library services

21. Additional Resources for Instructors • Tips for teaching adults with disabilities • http://adulted.about.com/od/disabilities/a/LDadults_3.htm • National Center for Learning Disabilities • www.ncld.org • Adult Learning Theory • http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-3.htm • http://adulted.about.com/cs/learningtheory/a/lrng_patterns.htm • http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm

22. Any Questions?

23. References • http://adulted.about.com/od/disabilities/a/LDadults_3.htm • Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom (Wormeli, 2006) • Strategies for Teaching Students with Learning and Behavior Problems, 5th edition (Bos & Vaughn, 2002) • Alternative Assessment (presentation by NJEA to Penns Grove School District, 2005)