partners in learning: supporting students with disabilities in post-secondary programs 2008
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Partners in Learning: Supporting Students with Disabilities in Post-Secondary Programs 2008. Presenters. Eunice Lund Lucas Trent University Peterborough, Ontario Donna Grau Lakehead University Thunder Bay, Ontario. Disabilities Office Mandate. - PowerPoint PPT PresentationTRANSCRIPT
Partners in Learning:
Supporting Students with Disabilities
in in Post-Secondary ProgramsPost-Secondary Programs
20082008
Eunice Lund Lucas Trent University
Peterborough, Ontario
Donna Grau Lakehead University
Thunder Bay, Ontario
Presenters
Disabilities Office Mandate
The mandate of the Disability Services Office is to facilitate and/or provide academic support for students with disabilities in accordance with obligations under the Ontario Human Rights Code (OHRC) and the Accessibility for Ontarians with Disabilities Act (AODA)
A Snapshot of Students With Disabilities in Ontario Institutions
0
1000
2000
3000
4000
5000
6000 LearningDisability/ADHDChronic Medical/PsychMobility Disability
Blind/Low Vision
Deaf/Hard ofHearingMultiple
Other
2911 6728 7967 12729
DISABILITY GROUPS 2003/2004
373776419
450
1393
3862
5456
LearningDisability/ADHDChronic Medical(incl. MH and TBI)Mobility
Blind
Deaf /HH
Multiple
Other
5456
3862
1393
450
419
776
373
The Current Picture – 2006-07
University 16,040 students
College 17,662 students ______________
33,702 students
Process for Accessing Services
Students wishing to access support based on disability self-identify to the Disability Services Office (DSO) and provide documentation of their disability.
Meeting with a case manager to review documentation and assess specific needs.
Implementation of academic accommodation plan.
Structure and Who to Contact
Manager Policy and procedure development questions over process general inquiries / concerns requests for departmental supportAccommodations/Exams Coordinator exams questions in regards to classroom support (e.g.
notetaking) Academic Coaching for students with psyc
disabilitiesReceptionist General inquiries about our services
Structure – cont’d
Learning Strategist Reviewing and reframing assessment information for
students with LD/ ADHD Recommending strategies to students and Academic
Coaches Recommending technologies which would work for
specific learning problems Screening and Facilitation for on-site LD assessmentsAdaptive Technologist Demonstrating and Instructing students on the use of
adaptive technologies for learning Assisting students with sourcing adaptive
software/hardware through OBSWD Development and management of DSO database Assisting staff in DSO with computer support
Classroom Supports
notetakers classroom aides (as needed and per
documentation) alternative text formats recording of lectures access to overheads Computerized Notetaking ASL Interpreters, etc
Test and Exam Supports
Test/Exam support is based on documented need and type of exam
extended time reader scribe use of a computer with or without adaptive
technology adapted exam (where warranted by
documentation and with professor’s agreement)
distraction-reduced environment
Support
Transition Programs
Set up originally for students with LD/ADHD
Expanded in the past two years to include all disability groups
Lakehead & Trent Examples
The Importance of Transition Planning
LOTF research about what supports success for LD students
Need for student to be engaged with the process
Support for the changing role of the parent
Issues for the students - and their support team – to consider
Research program of study and supports available
Know their learning strengths and specific learning needs
Consider what, if any, flexibility they may need from their chosen program/institution
Become self-advocates
Consider funding for accommodation – OBSWD and Canada Study Grant
What Guides Us?
Is there a disability that results in a gap between ability and performance/achievement? a. The mere presence of a condition doesn't necessarily
require accommodation- chronic illness that doesn't interfere with participation (diabetes)- ADHD or epilepsy that is effectively medicated, without side effects (rare)
Relate the accommodation requirements to the disability a. Learning Disability accommodations depend on the
interaction between the precise type of LD and the curriculum requirements
b. Consideration of previous educational accommodations (guided, not driven by this in post-secondary)
Accommodation Decision Making Process
Striking the Balance
- Dignity of the person and the integrity of the academic program
- Accommodation not modification
- Preventative investments and imposed measures
- Needs vs. wants of persons with disabilities
Where to seek Supports/ Information
Check out the websites of the variousDisability Support Offices (DSO)
www.idia.ca www.ccdi.on.cawww.cacuss.ca/cadsppe
- a listing of all of the DSOs - Resource for generally accepted
practices/guidelines on - Accommodation for various disabilities- Documentation Guidelines- Determining Essential Criteria
Other Resources
Guidelines on Accessible Education www.OHRC.on.ca
So, who are the partners ???
Students with disabilities Parents of these students Teachers of these students Guidance Counsellors Admissions personnel DSO staff Faculty Advisors
Contact Info
Donna Grau - Lakehead University Thunder Bay, ON [email protected]
Eunice Lund-Lucas – Trent University Peterborough, [email protected]
Dialogue