Opening the Door: Communication with Students with Disabilities

1. Opening the Door: Communication with Students with Disabilities Disability Services May 2011 Lana Caldwell and Amber Skoog

2. Presentation Outline • Perceptions Activity • Attitude/Perceptions • Facilitate Partnership • Encouragement • Video – Professional Ethics in the Classroom • Can not's and Can do’s • Video Segment – Faculty/Student Meeting • Hints and Tips • Discussion and Feedback

3. Perceptions Activity

4. Attitude/Perceptions • Recognition/awareness of potential biases • Biases are normal –don’t let them dictate perceptions • Same disability don’t face the same issues • Seek information about types of disabilities • Disabilities can ‘invisible’ • Be open to possibilities and creative solutions • Good faculty relationships - key to student success

5. Facilitate Partnership • Treat students with disabilities the same as any student • Recognize diverse backgrounds, abilities and academic skills • Revise perceptions/attitudes – most important accommodation • Present and maintain opportunities for open and confidential communication • Willingness to meet may encourage early disclosure thus increasing potential academic success

6. Facilitate Partnership cont’d • Students own suggestions are invaluable • Accommodation and advocacy is a student’s responsibility, but they may be inexperienced and require support • Students fear discrimination

7. Video – Class Room Professional Ethics • http://www.youtube.com/watch?v=49Y7oXx-2K4

8. Etiquette • Address the student first (not parents, interpreters or others) • Ask before you help even if you mean well • Be sensitive about appropriate time and place • Think before you speak • Respond professionally to requests • Do not make assumptions • Use common courtesy

9. Cannot’s (Legally) • Cannot ask for student’s documentation and/or related information about specific disability • Cannot ask if a person has a disability, even if it is suspected • Cannot discourage students from specific fields of study if student meets admission requirements and maintains appropriate grades • Cannot refuse accommodations • Cannot discuss students disability, diagnosis or accommodations with other faculty/staff

10. Can Do’s • Can approach a student who is struggling about ways to assist them by referring to support services: • Counselling Services, Learning Café, Testing Services and Disability Services • Can invite students requesting accommodations to discuss them once the request has been made • Can ask what you can do to facilitate their learning • Can ask about academic impact areas • Can discuss alternative accommodations with student and Disability Services

11. Video – Faculty/Student Meeting • VHS video Transitions to Postsecondary Learning

12. Hints and Tips • Handout • Use Disability Services as a resource

13. Discussion and Feedback

14. Contact Information • Lana Caldwell, Disability Services Coordinator 320-3202 ext 5483 lana.caldwell@lethbridgecollege.ca • Amber Skoog, Learning Strategist/Alternate Format Editor 320-3202 ext 5450 amber.skoog@lethbridgecollege.ca