Serving Students with Special Serving Students with Special Needs—the Why & HowNeeds—the Why & How

Tina Scott, Director of Student Affairs, Tina Scott, Director of Student Affairs, Wilmington UniversityWilmington University

Emily Klein, Adjunct Instructor, Education Emily Klein, Adjunct Instructor, Education Division, Wilmington University; School Division, Wilmington University; School Psychologist, Colonial School District Psychologist, Colonial School District

October 6, 2007

The LawThe Law

Congress enacted the “Rehabilitation Act of Congress enacted the “Rehabilitation Act of 1973" and the “Americans with Disabilities 1973" and the “Americans with Disabilities Act of 1990"(ADA) in order to ensure the Act of 1990"(ADA) in order to ensure the rights of those with disabilities. rights of those with disabilities.

These laws require educational institutions to These laws require educational institutions to reasonably accommodate a qualified reasonably accommodate a qualified individual with a disability when appropriate individual with a disability when appropriate documentation is provided. documentation is provided.

Who Is Protected Under The Law?Who Is Protected Under The Law?

A handicapped person means any person who:A handicapped person means any person who:

1.1. has a physical or mental impairment which has a physical or mental impairment which substantially limits one or more of a person's substantially limits one or more of a person's major life activities;major life activities;

2.2. has a record of such an impairment;has a record of such an impairment;

3.3. is regarded as having such an impairment.is regarded as having such an impairment.

How Do Students Register To How Do Students Register To Receive Accommodations at WU?Receive Accommodations at WU?

SWSN Handbook (p. 5) Procedure/Guidelines:SWSN Handbook (p. 5) Procedure/Guidelines: Students MUST SELF-IDENTIFYStudents MUST SELF-IDENTIFY Students need to furnish documentation:Students need to furnish documentation:

must be current (<3 years old) from a must be current (<3 years old) from a licensed psychologist or physician;licensed psychologist or physician;

must include objective data verifying the must include objective data verifying the diagnosis;diagnosis;

should include a list of recommended should include a list of recommended accommodations. accommodations. 

Procedure/Guidelines Cont.Procedure/Guidelines Cont.

The University contracts with an outside The University contracts with an outside psychologist to review the files.psychologist to review the files.

Students need to notify the OSA each semester Students need to notify the OSA each semester that they are enrolled.that they are enrolled.

At that point, a notification memo will be sent At that point, a notification memo will be sent out to the student’s instructors.out to the student’s instructors.

How Will I Be Notified?How Will I Be Notified?

The memo will be put in confidential envelope The memo will be put in confidential envelope and will be placed in the instructor’s assigned and will be placed in the instructor’s assigned mailbox at the University.mailbox at the University.

In most cases, an instructor will receive the In most cases, an instructor will receive the notification of accommodations the week prior notification of accommodations the week prior to the semester or block beginning.to the semester or block beginning.

Notification Memo WasNotification Memo WasNever ReceivedNever Received

Instructors should NOT accommodate a student Instructors should NOT accommodate a student unless they receive a notification from the OSA. unless they receive a notification from the OSA.

Some reasons for not receiving the notification: Some reasons for not receiving the notification: Instructor name changeInstructor name change Student forgot to notify the OSA that they Student forgot to notify the OSA that they

were enrolled.were enrolled. Student made a change in their schedule.Student made a change in their schedule.

What Do I Do If I Don’t Understand What Do I Do If I Don’t Understand How To Grant An Accommodation?How To Grant An Accommodation?

Instructors are not expected to be experts.Instructors are not expected to be experts. For assistance or clarification contact the For assistance or clarification contact the

Office of Student Affairs. Office of Student Affairs. We CANNOT deny a student an approved We CANNOT deny a student an approved

accommodation. It’s the law. accommodation. It’s the law.

If I suspect that a student has a If I suspect that a student has a disability can I tell them to contact disability can I tell them to contact

the OSA?the OSA? If you have a student in your class that is If you have a student in your class that is

having difficulty, you should speak with them having difficulty, you should speak with them privately regarding the situation.privately regarding the situation.

If the student reveals to you that they have a If the student reveals to you that they have a disability, then you CAN suggest they contact disability, then you CAN suggest they contact the OSA to get help.the OSA to get help.

You CANNOT ask or assume they have a You CANNOT ask or assume they have a disability. Remember, the student must self-disability. Remember, the student must self-identify.identify.

For More Information About For More Information About Disability Services at Disability Services at

Wilmington University visitWilmington University visitwilmu.edu/studentlife/disabilityservices/wilmu.edu/studentlife/disabilityservices/

facultyinfoforspecialneeds.html facultyinfoforspecialneeds.html

Instructing Students with Disabilities: Instructing Students with Disabilities: Key PointsKey Points

Common mythsCommon myths Fair treatment of students with disabilitiesFair treatment of students with disabilities How to set up your classroom for successHow to set up your classroom for success Instructing students with disabilitiesInstructing students with disabilities Fair assessment/grading of students with Fair assessment/grading of students with

disabilitiesdisabilities Q&AQ&A

Common MythsCommon Myths

If I know what the student’s disability is, then If I know what the student’s disability is, then I’ll know exactly what they need to be I’ll know exactly what they need to be successful.successful.

I’ll have to lower my standards for my I’ll have to lower my standards for my students with disabilities.students with disabilities.

I’m going to have to totally change my I’m going to have to totally change my teaching style!teaching style!

It’s not fair if some of my students get special It’s not fair if some of my students get special treatment.treatment.

Fair Treatment of Students with Fair Treatment of Students with DisabilitiesDisabilities

““Fair” treatment and “equal” treatment are not Fair” treatment and “equal” treatment are not the same.the same.

Use person-first language.Use person-first language. Use of accommodations.Use of accommodations. Remember the Golden Rule – Treat others as Remember the Golden Rule – Treat others as

you would like to be treated.you would like to be treated.

Setting Up Your Classroom for Setting Up Your Classroom for SuccessSuccess

SeatingSeating MovementMovement

InstructorInstructor StudentsStudents

Foster a positive, supportive environmentFoster a positive, supportive environment Let all your students know you are available to helpLet all your students know you are available to help If you have a student in your class who has a disability and If you have a student in your class who has a disability and

accommodations, start a conversation with them about their accommodations, start a conversation with them about their needsneeds

Facilitating a Conversation Facilitating a Conversation About AccommodationsAbout Accommodations

Knowing the specific disability isn’t as Knowing the specific disability isn’t as important as knowing the student’s needsimportant as knowing the student’s needs

Identify the student’s strengths and challengesIdentify the student’s strengths and challenges Talk about the accommodationsTalk about the accommodations

What has worked for the student in the past?What has worked for the student in the past? What were some of the less-effective What were some of the less-effective

implementations of those accommodations?implementations of those accommodations? Try to identify possible difficulties BEFORE Try to identify possible difficulties BEFORE

there is a problem!there is a problem!

Instructing Students With Instructing Students With DisabilitiesDisabilities

Begin with the end in mindBegin with the end in mind Vary your method of presentationVary your method of presentation The power of technologyThe power of technology Provide opportunities for feedbackProvide opportunities for feedback ScaffoldingScaffolding Use best practices for adult learningUse best practices for adult learning

Sample Lesson – All About Sample Lesson – All About RubricsRubrics

Here’s an example of a lesson involving some Here’s an example of a lesson involving some of the principles we’ve just discussed.of the principles we’ve just discussed.

During this lesson, think about the following:During this lesson, think about the following: What instructional strategies did I notice?What instructional strategies did I notice? How were (or how could) accommodations How were (or how could) accommodations

delivered?delivered?

Best Practices in AssessmentBest Practices in Assessment

Remember your goalRemember your goal AuthenticityAuthenticity Question designQuestion design Efficiency of responseEfficiency of response Be clear about your expectations of test Be clear about your expectations of test

behavior BEFORE the testbehavior BEFORE the test

Should I Let My Students Redo Should I Let My Students Redo Work for Credit?Work for Credit?

All redone work is at the instructor discretion.All redone work is at the instructor discretion. Treat the student as you would like to be Treat the student as you would like to be

treated.treated. Reserve the right to change the format.Reserve the right to change the format. Establish time limits for task completion.Establish time limits for task completion. No redos in last week of grading period.No redos in last week of grading period. Attach redone task to original task.Attach redone task to original task. Grading questionsGrading questions

Resources for Students with Learning Resources for Students with Learning Differences at Wilmington UniversityDifferences at Wilmington University

Tutoring CenterTutoring Center Academic AdvisingAcademic Advising Office of Student AffairsOffice of Student Affairs Library servicesLibrary services

Additional Resources for InstructorsAdditional Resources for Instructors

Tips for teaching adults with disabilitiesTips for teaching adults with disabilities http://adulted.about.com/od/disabilities/a/LDadults_3.htmhttp://adulted.about.com/od/disabilities/a/LDadults_3.htm

National Center for Learning DisabilitiesNational Center for Learning Disabilities www.ncld.orgwww.ncld.org

Adult Learning TheoryAdult Learning Theory http://honolulu.hawaii.edu/intranet/committees/FacDevCohttp://honolulu.hawaii.edu/intranet/committees/FacDevCo

m/guidebk/teachtip/adults-3.htmm/guidebk/teachtip/adults-3.htm http://adulted.about.com/cs/learningtheory/a/lrng_patterns.http://adulted.about.com/cs/learningtheory/a/lrng_patterns.

htmhtm http://honolulu.hawaii.edu/intranet/committees/FacDevCohttp://honolulu.hawaii.edu/intranet/committees/FacDevCo

m/guidebk/teachtip/adults-2.htmm/guidebk/teachtip/adults-2.htm

Any Questions?Any Questions?

ReferencesReferences

http://adulted.about.com/od/disabilities/a/LDadults_3.http://adulted.about.com/od/disabilities/a/LDadults_3.htmhtm

Fair Isn’t Always Equal: Assessing and Grading in Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom (Wormeli, 2006)the Differentiated Classroom (Wormeli, 2006)

Strategies for Teaching Students with Learning and Strategies for Teaching Students with Learning and Behavior Problems, 5Behavior Problems, 5thth edition (Bos & Vaughn, 2002) edition (Bos & Vaughn, 2002)

Alternative Assessment (presentation by NJEA to Alternative Assessment (presentation by NJEA to Penns Grove School District, 2005)Penns Grove School District, 2005)