JOSEPH ATKINS, PHD COORDINATOR OF SUPPORT SERVICES ASSISTANT DEAN OF STUDENTS Universal Design Accessible for All Learning Styles.

Slides:



Advertisements
Similar presentations
1 Office Hours as a Teaching Opportunity Rajesh Lal Math Education
Advertisements

Working Together: Faculty, Staff And Students With Disabilities.
Specific Language Impairment in the Regular Classroom
© 2000 DSS Disabled Student Services of Jacksonville State University Presents:
How to teach students that are behind others
Click the mouse button or press the space bar to display information. 1.Discuss the four learning styles and tips for each. What You’ll Learn 2.List ways.
Learning Center University Union, Suite LearningCenter.unt.edu.
Working with Students on the Autism Spectrum
Special Ed Classifications
Chapter 10 Teaching and Learning Strategies
Child Psychology Emily Quade Fulbright ETA Pre-Service Training August 2014.
Accommodation Plans.  Civil Rights legislation for persons with disabilities indicates that schools must afford students with disabilities equal opportunities.
D y s l e x i a a n d o t h e r l e a r n i n g d i s a b i l i t i e s By Arion Long,
Learning Styles.
Or, “What do I do with this MOA?” Latacha Berluche Accommodations 101.
Transition to College Gerri Wolfe, Ph.D. Regents Center for Learning Disorders University of Georgia Gwinnett County College Fair.
Recipe for Success March 23, 2010 Nuts and Bolts of being a College Student.
Newcomers You have the whole world in your hands!.
1 Learning Styles : An Overview Adapted from Glover (August 2004) Presented by Dr. Douglas Gosse, Nipissing University.
1.  What are the general areas of delays and concerns that characterize individuals with autistic spectrum disorders?  How do the characteristics of.
Calm, Alert, and Ready to Learn
What is a “Learning Style?” Everyone learns in different ways. However, we usually have natural strengths or preferences in one or two different learning.
Learning Style Preferences
Learning Law Orientation: August 16, Synthesis Judgment 4. Problem Solving 3. Spotting Issues 2. Understanding 1. Knowledge 1. Recognition vs.
Unit 3: Learning Styles Welcome! Please feel free to chat with each other until seminar starts. I will be back with you at the top of the hour.
Unlocking Academic Accommodations Michael Madden Coordinator, Disability Support Services.
Nuts and Bolts of being a College Student. College is different from High school  IN High School, most of your education decisions are made for you by.
Teaching students with Autistic Spectrum Disorders (such as Asperger Syndrome) Kirsty Wayland Ali Fawkes
Anne Barnette Zalubowski February 20, 2008
Education 6714 Gayla Fisher.  “ The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate.
My Child Was Just Identified with an Autism Spectrum Disorder: Now What Do I Do? Strategies for the Home - Using Structure and Visual Supports.
Learning Styles and Effective Study Strategies By Courtney Rohrig and Kellie Welsh.
Notetaking. Learning Outcomes The purpose of SDS’ note-taking program Determining what is an accommodation and who may need a note-taker Challenges with.
GINA ZIPPO-MAZUR, MS, CRC, CPRP COORDINATOR OF DISABILITY SERVICES Disability Services at Ocean County College.
Curriculum Assistance
Amber Wallingford – University of Wyoming Cooperative Service – Washakie County.
Teaching Disabled Students Kirsty Wayland
11/26/2015 Developing Intellectual Skills: What You Can Do To Help Your Students Help Themselves Friday, April 19, 2013.
Learning Disabilities (LD) Becca Holey. KWL What are Learning Disabilities (LD) Learning Disabilities are a neurologically based processing problem.
Tutoring ESL Students and Students with Disabilities
What are Learning Styles?
AN MCTC COMMUNITY APPROACH ACCOMMODATING STUDENTS WITH DISABILITIES.
ASSESSMENT DO THIS, NOT THAT! UNIVERSITY AT BUFFALO ASSESSMENT DAY
Self-Regulated Learning Students take charge of their own learning.
Working Together: Faculty, Staff And Students With Disabilities.
Planning for and Attending an Important Meeting Advanced Social Communication High School: Lesson Seven.
Chapter 6 Building Your Reading Skills. © 2011 by The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill Sharpen Your Reading Skills What kind.
Children learn what they live……..
THE PROCESS OF LEARNING I am always ready to learn although I do not always like being taught. Winston Churchill.
Understanding College Students with Autism Spectrum Disorders: Strategies to Support Students in the Classroom The University of Rhode Island Office for.
NGAL Presentation Library Services for People with Disabilities Kimberly Linek, MSW Disability Specialist Georgia Highlands College April 13, 2016.
Shannon O’Reilly EDU 673 Universal Design for Learning, and Differentiation.
Americans with Disabilities Act (ADA) Training for Faculty
Supporting Students with Accommodations
Learning Styles & Teaching Styles
How To Include Kids With Special Needs
Americans with Disabilities Act (ADA) Training for Faculty
Chapter 11 Career Development Services for Clients with Disabilities
Autism Spectrum Disorder: Accommodating Students with ASD on Campus
Learning Styles What is yours?
REPEAT Process for Numeracy Goal
Curry School of Education
Strategies and Techniques
Learning Disability Assessment
New Graduation Requirements & A-G
How to Stay Organized in an Online Class
Differentiating Instruction for Special Populations
Hard of Hearing Training
Angela Millman, Director, DSS Julie DiMatteo, Staff Psychologist, CAPS
What You’ll Learn 1. Discuss the four learning styles and tips for each. 2. List ways to achieve the eight developmental tasks of adolescence. 3. Discuss.
Presentation transcript:

JOSEPH ATKINS, PHD COORDINATOR OF SUPPORT SERVICES ASSISTANT DEAN OF STUDENTS Universal Design Accessible for All Learning Styles

Left handed Right handed Universal Design Accounting for Differences, by Design

Accommodation Process at Colby Voluntary Disclosure of a Disability Form  States prior accommodation(s) and current request(s) Educational-psychological evaluation report  Battery of intellectual and cognitive tests  Overall or relative deficits in some areas Review of supporting documentation  Do the diagnosis, recommendations, and request(s) match?

Accommodation Process at Colby Approved accommodations  Deans Office provides accommodation letters  Student meets with professors to discuss the accommodation and implementation  Dean of Students and Dean of Faculty offices assist with logistics, as needed Follow-up  Students with ADD/ADHD benefit from coaching  invited to meet with me or advising dean as needed. (Peer mentoring)  Time management, organization, study skills, etc.

Students who Learn Differently What does the landscape look like?  Some schools report 100 fold increase in 20 years  Increasing numbers of students with dyslexia, ADD/ADHD, Autism Spectrum Disorders  Anxiety disorders exceed LD/AD in college What am I seeing at Colby?  Number 1 accommodation – 50% extra time  Now seeing requests for 100% - 300%  Quiet / Distraction free test environment  Students read aloud or talk to themselves  Assistive technology for reading & writing (notes)

Americans with Disabilities Act What does the law say?  Disability means, with respect to an individual, a physical or mental impairment that substantially limits one or more of the major life activities of such individual; major life activities means functions such as caring for one´s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. What determines what we do?  Minimum – meet the legal requirements  Do what is necessary to avoid law suits  Parental pressure and expectations  “I wouldn’t want my son to have to take any class he couldn’t get an A in.”  What makes sense to support legitimate needs  A partnership between faculty, staff, students

Universal Design – The Whole Student Why Every class has a range of learning styles Students are multifaceted Learning is an active process New students may not know how to be successful in college How Start with strengths Ask about challenges Ask about needs Does the student take ownership of their educational experience? Do they know about resources?

Universal Design – Knowing the Needs What & Why Accommodations are like band aids, they serve a meaningful purpose but are not the solution.  Students need to know why they have accommodations  Being mindful of strategies to address challenges  Think about how your class is being perceived, and how it can evolve. How Have a conversation about the accommodations you are asked to fulfill:  What challenge does this address?  How have you managed this?  How is this accommodation going to help you?  What are your concerns?  Emily, who can’t talk in class

Universal Design – Learning Styles What & Why People tend to teach to their own learning style and intelligence Think about the range of learning styles students can have:  Visual  Auditory  Kinesthetic  Musical Multisensory learning is robust – encourage creativity How Be proactive - think about other ways t0 present information Support lectures with videos, images, drawings,… Support videos with captions to accommodate auditory issues. Are there other ways students can interact with information or concepts?  Elaborative learning We tend to rely on tools we know how to produce.

Universal Design – Crossing Modalities Making the intangible visual Universe of relationships Friendship Love Colors?

Universal Design – Executive Function What Executive function disorders effect:  Self-regulation  Organization  Planning  Initiating actions With assistance, students can learn coping strategies & improve How Require or strongly suggest:  Outlines  Drafts  Working with a tutor  Peer review Give real, yet positive feedback so students seek out solutions

Universal Design – Extra Time Why Slow processing speed:  Read slowly and deliberately  Read & re-read ADD/ADHD  Easily distracted  Difficulty staying focused  Impulsivity  Activation issues Test anxiety  Calming strategies How Create shorter tests:  In a 75 minute class, every student can have 50% extra time on a 50 minute exam  A 90 minute final affords everyone double time Avoid ‘trick’ questions  ‘limbic muscle’ How might test structure effect efficiency?

Universal Design – Quiet Exams Why Coping skills  Read slowly and deliberately  Read aloud  Read & re-read ADD/ADHD  Easily distracted  Compare themselves to others  Fidgety, needs to move around Anxiety  Feeling self-conscious  Fear of failure How Address underlying issues:  Comfort  Concern about what other’s think of them  What is ‘ideal’? Possible solutions:  Address proactively  Department meeting  Deans of Students Office  Dean of Faculty Office  Which students can share a space?  Request additional resources  Learning center

Universal Design – Reading Comprehension What Most LD’s are language related:  Phonetic awareness  Auditory processing  Working memory constraints Attention  Easily distracted  Short attention span  Sees trees, not forest  Difficulty with concepts, getting the big picture How Assignments:  Give advice about ‘how to read’ in your field  Read only what you can understand  Know what/why you are reading  Paraphrase before moving on  Summarize paragraphs  Would technology help?  Text to speech (listen & read) Exams and papers:  Use concise and efficient questions and prompts.

Universal Design What’s ahead Increasing numbers  Aspergers  Autism spectrum disorders  Anxiety & executive function disorders Increasing expectations  Meeting ADA requirements  Creating equal access and opportunity  Redefining ‘normal’  Or, just doing away with the notion it’s informative or useful Physical disabilities  Sensory impairments  Mobility, access issues How to meet challenges Planning  Think about learning styles and challenges in designing courses and lesson plans.  Be an ally to LD students  Positive attitude  Support  Resources  How should education evolve  Technology – plus & minus Social justice  Who should have access to a Colby quality education?  What determines who doesn’t  Have we built a big enough doorway?

THANK YOU JOSEPH ATKINS Universal Design Accessible for All Learning Styles