1. Let’s Talk: Universal Access to Language Learning
on the College and University Campus

2. Justin Harford Project Coordinator
National Clearinghouse on Disability and Exchange (MIUSA)
132 E. Broadway Suite 343
Eugene, OR 97401
(voice)
( )

3. Erika (Domatti) Shadburne
Assistant Dean, Arts and Humanities
Associate Professor, ASL-ESOL
Austin Community College
(office video phone)

4. Elizabeth C. Hamilton
Associate Dean of the College of Arts and Sciences
Associate Professor of German
Oberlin College
Oberlin, OH 44074
(440) (voice)

5. Behindern ist heilbar.

7. Challenges and Resources
Problem-solving tools that classroom instructors and service providers can use and share, covering key stations of the language-learning experience:
classroom pedagogy
advising
majors/minors
study abroad
internships
careers

8. Challenge:
A student has not had good experiences in foreign language classes in the past but has to take at least one year of a foreign language to complete degree requirements. How should she approach this requirement now? Should she try again with the same language? A new one? Should she get a waiver?

9. Challenge:
A student received formal accommodations in high school but has not chosen to disclose his learning disability in college. At the end of a semester, this student is behind in all of his assignments and doesn’t think that he will pass the final exam. He tells you about his learning disability and also adds that depression has made it harder for him to get to class for the last three weeks. How do you respond?

10. Challenge:
A faculty member approaches you asking how to deal with the behavior of an autistic student whose comments frequently interrupt class. How do you frame the conversation for the faculty member? How do you involve the student?

11. Challenge:
A student (or staff or faculty member) is tired of having to explain his invisible disability, but very few people recognize how much effort and planning it takes to go through the day. Why does he have to be the teacher all the time? How can you intervene?

12. Challenge:
A teacher in the language department is going to have a student who identifies as "blind." The teacher approaches you, reluctant to use that word and generally unsure about what the safe way is to talk about disability. What information and resources do you provide?

13. Challenge:
Your student has anxiety and panic attacks, and communicated with you about them at the beginning of the semester. Will she still be able to learn French? Will she pass your course if she’s absent frequently?

14. Challenge:
A visually impaired student wishes to take Chinese. The Chinese teacher explains to you that 50% of the grade is based around the student's ability to handwrite 200 calligraphy symbols by the end of the semester. The student knows braille, but will likely learn pinyan characters, not calligraphy. Can the student take this course? What do you say to the instructor?

15. Challenge:
A student with physical disabilities is double-majoring in international relations and Spanish, and until now has received services from your office. They're planning on spending a semester in Mexico City for a Spanish immersion program, and are requesting that your office pay for the cost of taxis between their homestay and the university. You have never paid for the student's transportation between their dorm and the campus in the United States and your office normally would expect students to cover this cost. Is this something that you should consider providing?

16. Challenge:
A student wishes to take an immersion course in Swahili, and the only program available is in Kenya, which the study abroad office assures you would not accommodate the student's wheelchair. What do you do?

17. Challenge:
Your institution is undergoing program reviews to decide which faculty and staff positions to replace after this year’s retirements. Some administrators argue that certain language programs and the Disability Services office can still function effectively with fewer employees. Do you agree? If not, how do you argue for retaining these positions? If cuts are inevitable and departments are redrawn, what essential functions must continue?