ERIC ED376305: Access: Special Instructional Support Services. A Faculty Handbook.

69 Pages·1.2 MB·English

by  ERIC

IlLi"--------
DOCUMENT RESUME
CE 067 571
ED 376 305
Access: Special Instructional Support Services. A
TITLE
Faculty Handbook.
Gateway Technical Inst., Kenosha, Wis.
INSTITUTION
Wisconsin State Board of Vocational, Technical, and
SPONS AGENCY
Adult Education, Madison.
PUB DATE
Jan 93
NOTE
67p.
Non-Classroom Use (055)
PUB TYPE
Guides
EDRS PRICE MF01/PC03 Plus Postage.
*Accessibility (for Disabled); *Adaptive Testing;
DESCRIPTORS
Adult Education; Adult Students; *Classroom
Techniques; *Disabilities; Educational Needs;
Educational Strategies; Education Work Relationship;
Referral; Services; *Special Education; Special Needs
Students; Student Needs; Teaching Methods; *Technical
Institutes; Tutors; Two Year Colleges
*Gateway Technical College WI
IDENTIFIERS
ABSTRACT
This guide, which is intended for use by faculty
teaching students with one of various disabilities, reviews available
services to encourage successful education for adult students with
disabilities at Gateway Technical College in Wisconsin. Discussed
first are the guide's purpose and organization, the process of
referring students to receive accommodations, general considerations
in assisting students with disabilities, and the importance of
understanding the educational implications of specific disabilities.
Each of the next nine sections describes the characteristics,
problems, and instructional/testing accommodations available for
students with the following disabilities: specific learning
disabilities, deafness/hearing impairments, visual impairments,
seizure disorders, motor impairments, adjustment (psychological)
disorders, attention deficit disorder, cognitive disabilities, and
acquired brain injuries. Examined in the next three sections are the
following: what types of testing accommodations may be given to
students with disabilities, who determines what testing
accommodations are to be used by specific students, and when the
types of testing accommodations vary and what determines that
variance. Concluding the guide are brief discussions of transition
and confidentiality. Contains 37 references.
(MN)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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Services
ACCESS: Special Instructional Support
A FACULTY HANDBOOK
A cooperative effort of the:
Special Instructional Support Services Staff:
Mary Hawkins, Special Needs Instructor
Linda Mahoney, Learning Disabilities Instructor
Kathy Peterson, Special Needs Instructor
Helen Suda, Special Needs Instructor
Student Services Staff:
Jo Bailey, Learning Skills Specialist
Specialist
Laura Ferguson, Hearing Impaired
Cindy. Housner, Transition Specialist
Deaf/Hard of Hearing
Mary Nair, Interpreter:
With acknowledgements to:
teachers
Gateway's students with disabilities--our
assistance:
Gateway faculty and staff for their
Patricia Cease
Jean Eisman
Ken Karwowski
Joseph McShane
Pat Smoody
permission to reprint
Milwaukee Area Technical College for
Students with Special
in part Task Forge on the Testina of
?feeds. Final Report. September 1989.
SPECIAL INSTRUCTIONAL SUPPORT SERVICES
3
DEFINITION
the term is divided into three
An individual must
parts.
satisfy at least one of these
parts in order to be
considered disabled under the
law.
.
has a record of such an
1. has a physloal or mental
2.
subOimdally
impairment; or
impairment that
limas one or more of that
is regarded by the staff
person's major life
3.
as having such an impairment.
activities;
Physical or
mental impairment:
neurological
any physiological
1.
musculoskeletal
disorder/condition, cosmetic
special sense organs
disfigurement' or anatomical
respiratory/speech organs
loss affecting one or more of
cardiovascular
the body systems listed;
reproductive
digestive
genitourinary
or
hemic and lymphatic
skin
endocrine
mental retardation
2. any mental or
organic brain syndrome
psychological disorder.
emotional/mental illness
learning disability
allktabilliblatiOAIL021201
.an individual is
.a person is unable to
.
.
.
.
significantly restricted as
perform a major life
to the condition, manner
activity that the average
or duration under which an
person in the general
individual can perform a
population can perform; or
major life activity as
compared to the condition,
manner or duration under which
the average person in the
general population can perform
that same major life activity.
1630.2[11])
(Americans With Disabilities Act [ADA], Section
ACCESS
Support Services
ACCESS: Special Instructional
A FACULTY HANDBOOK
TABLE OF CONTENTS
.1
INTRODUCTION
RECEIVE
REFERRAL PROCESS FOR STUDENTS TO
2
ACCOMMODATIONS
.3
GENERAL CONSIDERATIONS
NEEDS OF THE
UNDERSTANDING AND ACCOMMODATING THE
.4
STUDENT WITH A DISABILITY
.5
SPECIFIC LEARNING DISABILITY
.5
Educational Implications
.5
Reading
.6
Written Language
.6
Math
.6
Oral Language
.7
Organization
.7
Mechanical
.7
Social
.7
Accommodations
.7
Instructional Techniques
.8
Testing
.9
DEAF/HARD OF HEARING
.9
Educational Implications
.9
Linguistic
.9
Speech
10
Speechreading/Lipreading
11
Social/Cultural
12
Communication Strategies
13
Academic
13
Reading/Writing/Oral
13
Math
14
Instructional Strategies
14
Accommodations
14
Interpreters
14
Notetakers
15
Tutors
16
Testing
ACCESS
1
VISUAL IMPAIRMENT
17
Educational Implications
17
General
17
Social
17
Accommodations
18
Instructional Techniques
18
Environmental Techniques
18
Testing
18
SEIZURE DISORDER
19
Educational Implications
19
General
19
Social
20
Vocational
20
Accommodations
20
General Techniques
20
Seizure Aid
20
MOTOR IMPAIRMENT
22
Educational Implications....
22
Accommodations
23
General Techniques
23
Special Accommodations
22
Wheelchair
22
Hand-Function Limitations
22
Chronic Back Problems
24
Testing
24
ADJUSTMENT (PSYCHOLOGICAL) DISORDERS
25
Educational Implications
1
27
General
27
Accommodations
27
General Techniques
27
ATTENTION DEFICIT DISORDER
29
Educational Implications
29
Testing
30
COGNITIVE DISABILITY
31
Accommodations
32
ACQUIRED BRAIN INJURY
33
Educational Implications
34
Cognitive
34
Communication
35
Psychosocial
35
Sensory/Perceptual
and Psychomotor
36
Instructional Techniques/Accommodations
36
SPECIAL INSTRUCTIONAL SUPPORT SERVICES
6
GIVEN TO A
WHAT TYPES OF TESTING ACCOMMODATIONS MAY BE
38
STUDENT WITH A DISABILITY
38
General Testing Accommodations
A.
39
Staff Used In Testing Accommodations
B.
42
Equipment Used in Testing Accommodations
C.
WHO DETERMINES WHAT TESTING ACCOMMODATIONS ARE TO BE
43
UTILIZED BY SPECIFIC STUDENTS WITH DISABILITIES
AND
WHEN DO THE TYPES OF TESTING ACCOMMODATIONS VARY
45
WHAT DETERMINES THAT VARIANCE
48
TRANSITION
49
CONFIDENTIALITY
50
BIBLIOGRAPHY
7
ACCESS
INTRODUCTION
I
designed
The goal of this booklet is to review services
with
to encourage successful education for adult students
A strong empha-
disabilities at Gateway Technical College.
accessible in
sis is placed on making the college open and
students as
order to provide educational opportunity to all
This booklet also
addressed in Gateway's mission statement.
only a
acknowledges that barrier-free facilities constitute
part of the true meaning of accessibility.
be
Included are suggestions for adjustments which can
teaching styles to
made in the teaching environment or in
affecting aca-
accommodate specialized student needs without
demic integrity.
constitutes reasonable
In addition, information on what
in a variety
accommodations for students with disabilities
adapted from Milwaukee
of course testing situations has been
Task Force on the
Area Technical College's publication,
Final Report.
Testina of Students with Special Needs.
booklet will
It is hoped that the information in this
students with dis-
help eliminate barriers to learning for
efforts for
abilities, serve as a supplement to in-service
to by the psy-
faculty, and eliminate the situation referred
chiatrist, Ronald Laing:
There is something I don't know
that I am supposed to know.
know,
I don't know WHAT it is I don't
and yet am supposed to know,
And T. feel I look stupid
if I seem both not to know it
know.
and not know what it is I don't
Therefore, I pretend I know it.
This is nerve-wracking since I don't
know what I must pretend to know.
Therefore, I pretend I know everything.
-R. D. Laing, Knots (1970)
ACCESS
8
Page 2
Referral Process
Students To Receive Accommodations
Fe*
instructor or Student Services
The classroom
Referral Procedure:
counselor may suggest to a student that he/she make an appoint-
ment with:
Learning Skills Specialist Special Instructional Support
Instructors: (LD or Sp. Needs)
Elkhorn---6168
Elkhorn---6112
Kenosha---6960 Kenosha---6951
Racine----7337
Racine----7392
Learning Skills Specialist:
1.
confirms the disability,
identifies the student's special learning needs,
decides upon a realistic employment development plan
with the student,
refers the student to appropriate support services,
refers the student to special instructional support
instructors.
Special Instructional Support Instructors:
2.
refer the student to the Learning Skills Specialist,
discuss with the student how the disability affects
his/her learning,
suggest accommodations that will minimize or
eliminate the impact of the disability on the
student's learning and testing,
communicate the student's needs and suggested
accommodations to the classroom instructor.
Referral and Special Instructional Support Services LOOD:
STUDENT
CLASSROOM INSTRUCTORS
GATEWAY SUPPORT STAFF
AND/OR AGENCY SUPPORT
\\,4
1.4
SPECIAL INSTRUCTIONAL SUPPORT
LEARNING SKILLS SPECIALIST
(L.D./SPECIAL NEEDS)
(SPECIAL NEEDS COUNSELOR)
INSTRUCTOR REFERRING STUDENT
Accommodations cannot and will not be made
unless and unit% a student idesneWes Ilim/hmself as
disabled!
Page 3
GENERAL CONSIDERATIONS
other
Gateway students with disabilities are not unlike
the need to be chal-
They have the same needs:
students.
lenged, to be part of a group, to be accepted, and to suc-
These students wish to be treated as individuals and
ceed.
However,
not to be singled out or stereotyped as disabled.
classroom
they may need accommodations in order to access
instruction and testing.
The following general considerations are important in
educa-
assisting students with disabilities to meet their
tional goals:
It is important to make a statement at the begin-
ning of each semester inviting students to inform
the instructor of their special needs.
af-
A disability is seldom "total," and usually
fects a surprisingly narrow range of activity.
Many persons find themselves feeling awkward,
fearful, or self-conscious when interacting with
courtesy,
persons with disabilities. Common sense,
caring, and experience will reduce these natural
reactions.
Students with disabilities are frequently well
versed regarding their condition and can often
suggest solutions for problems that may hinder
progress.
mani-
Actions that call attention to deficiencies
be
fested by students with disabilities should
avoided.
Misconceptions and/or lack of knowledge concerning
It is to
the disabled are common to many people.
not
be remembered that the term "disabled" is
necessarily synonymous with cognitive or mental
impairment.
Students with disabilities often resist the
accommodation to
process of identification and/or
avoid being "labeled."
SPECIAL INSTRUCTIONAL SUPPORT SERVICES
10