2. Serving Students with Special Needs—the Why & How Tina Scott, Director of Student Affairs, Wilmington University Emily Klein, Adjunct Instructor, Education Division, Wilmington University; School Psychologist, Colonial School District October 6, 2007

3. The Law Congress enacted the “Rehabilitation Act of 1973" and the “Americans with Disabilities Act of 1990"(ADA) in order to ensure the rights of those with disabilities. Congress enacted the “Rehabilitation Act of 1973" and the “Americans with Disabilities Act of 1990"(ADA) in order to ensure the rights of those with disabilities. These laws require educational institutions to reasonably accommodate a qualified individual with a disability when appropriate documentation is provided. These laws require educational institutions to reasonably accommodate a qualified individual with a disability when appropriate documentation is provided.

4. Who Is Protected Under The Law? A handicapped person means any person who: 1. has a physical or mental impairment which substantially limits one or more of a person's major life activities; 2. has a record of such an impairment; 3. is regarded as having such an impairment.

5. How Do Students Register To Receive Accommodations at WU? SWSN Handbook (p. 5) Procedure/Guidelines: Students MUST SELF-IDENTIFY Students MUST SELF-IDENTIFY Students need to furnish documentation: Students need to furnish documentation: must be current (<3 years old) from a licensed psychologist or physician; must be current (<3 years old) from a licensed psychologist or physician; must include objective data verifying the diagnosis; must include objective data verifying the diagnosis; should include a list of recommended accommodations. should include a list of recommended accommodations.

6. Procedure/Guidelines Cont. The University contracts with an outside psychologist to review the files. The University contracts with an outside psychologist to review the files. Students need to notify the OSA each semester that they are enrolled. Students need to notify the OSA each semester that they are enrolled. At that point, a notification memo will be sent out to the student’s instructors. At that point, a notification memo will be sent out to the student’s instructors.

7. How Will I Be Notified? The memo will be put in confidential envelope and will be placed in the instructor’s assigned mailbox at the University. The memo will be put in confidential envelope and will be placed in the instructor’s assigned mailbox at the University. In most cases, an instructor will receive the notification of accommodations the week prior to the semester or block beginning. In most cases, an instructor will receive the notification of accommodations the week prior to the semester or block beginning.

8. Notification Memo Was Never Received Instructors should NOT accommodate a student unless they receive a notification from the OSA. Instructors should NOT accommodate a student unless they receive a notification from the OSA. Some reasons for not receiving the notification: Some reasons for not receiving the notification: Instructor name change Instructor name change Student forgot to notify the OSA that they were enrolled. Student forgot to notify the OSA that they were enrolled. Student made a change in their schedule. Student made a change in their schedule.

9. What Do I Do If I Don’t Understand 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 Office of Student Affairs. For assistance or clarification contact the Office of Student Affairs. We CANNOT deny a student an approved accommodation. It’s the law. We CANNOT deny a student an approved accommodation. It’s the law.

10. If I suspect that a student has a disability can I tell them to contact the OSA? If you have a student in your class that is having difficulty, you should speak with them privately regarding the situation. If you have a student in your class that is having difficulty, you should speak with them privately regarding the situation. If the student reveals to you that they have a disability, then you CAN suggest they contact the OSA to get help. If the student reveals to you that they have a disability, then you CAN suggest they contact the OSA to get help. You CANNOT ask or assume they have a disability. Remember, the student must self- identify. You CANNOT ask or assume they have a disability. Remember, the student must self- identify.

11. For More Information About Disability Services at Wilmington University visit wilmu.edu/studentlife/disabilityservices/ facultyinfoforspecialneeds.html

12. Instructing Students with Disabilities: Key Points Common myths Common myths Fair treatment of students with disabilities Fair treatment of students with disabilities How to set up your classroom for success How to set up your classroom for success Instructing students with disabilities Instructing students with disabilities Fair assessment/grading of students with disabilities Fair assessment/grading of students with disabilities Q&A Q&A

13. Common Myths If I know what the student’s disability is, then I’ll know exactly what they need to be successful. If I know what the student’s disability is, then I’ll know exactly what they need to be successful. I’ll have to lower my standards for my students with disabilities. I’ll have to lower my standards for my students with disabilities. I’m going to have to totally change my teaching style! I’m going to have to totally change my teaching style! It’s not fair if some of my students get special treatment. It’s not fair if some of my students get special treatment.

14. Fair Treatment of Students with Disabilities “Fair” treatment and “equal” treatment are not the same. “Fair” treatment and “equal” treatment are not the same. Use person-first language. Use person-first language. Use of accommodations. Use of accommodations. Remember the Golden Rule – Treat others as you would like to be treated. Remember the Golden Rule – Treat others as you would like to be treated.

15. Setting Up Your Classroom for Success Seating Seating Movement Movement Instructor Instructor Students Students Foster a positive, supportive environment Foster a positive, supportive environment Let all your students know you are available to help Let all your students know you are available to help If you have a student in your class who has a disability and accommodations, start a conversation with them about their needs If you have a student in your class who has a disability and accommodations, start a conversation with them about their needs

16. Facilitating a Conversation About Accommodations Knowing the specific disability isn’t as important as knowing the student’s needs Knowing the specific disability isn’t as important as knowing the student’s needs Identify the student’s strengths and challenges Identify the student’s strengths and challenges Talk about the accommodations Talk 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 implementations of those accommodations? What were some of the less-effective implementations of those accommodations? Try to identify possible difficulties BEFORE there is a problem! Try to identify possible difficulties BEFORE there is a problem!

17. Instructing Students With Disabilities Begin with the end in mind Begin with the end in mind Vary your method of presentation Vary your method of presentation The power of technology The power of technology Provide opportunities for feedback Provide opportunities for feedback Scaffolding Scaffolding Use best practices for adult learning Use best practices for adult learning

18. Sample Lesson – All About Rubrics Here’s an example of a lesson involving some of the principles we’ve just discussed. Here’s an example of a lesson involving some 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 delivered? How were (or how could) accommodations delivered?

19. Best Practices in Assessment Remember your goal Remember your goal Authenticity Authenticity Question design Question design Efficiency of response Efficiency of response Be clear about your expectations of test behavior BEFORE the test Be clear about your expectations of test behavior BEFORE the test

20. Should I Let My Students Redo 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 treated. Treat the student as you would like to be 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 questions Grading questions

21. Resources for Students with Learning Differences at Wilmington University Tutoring Center Tutoring Center Academic Advising Academic Advising Office of Student Affairs Office of Student Affairs Library services Library services

22. Additional Resources for Instructors Tips for teaching adults with disabilities Tips for teaching adults with disabilities http://adulted.about.com/od/disabilities/a/LDadults_3.htm http://adulted.about.com/od/disabilities/a/LDadults_3.htm http://adulted.about.com/od/disabilities/a/LDadults_3.htm National Center for Learning Disabilities National Center for Learning Disabilities www.ncld.org www.ncld.org www.ncld.org Adult Learning Theory Adult Learning Theory http://honolulu.hawaii.edu/intranet/committees/FacDevCo m/guidebk/teachtip/adults-3.htm http://honolulu.hawaii.edu/intranet/committees/FacDevCo m/guidebk/teachtip/adults-3.htm http://honolulu.hawaii.edu/intranet/committees/FacDevCo m/guidebk/teachtip/adults-3.htm http://honolulu.hawaii.edu/intranet/committees/FacDevCo m/guidebk/teachtip/adults-3.htm http://adulted.about.com/cs/learningtheory/a/lrng_patterns. htm http://adulted.about.com/cs/learningtheory/a/lrng_patterns. htm http://adulted.about.com/cs/learningtheory/a/lrng_patterns. htm http://adulted.about.com/cs/learningtheory/a/lrng_patterns. htm http://honolulu.hawaii.edu/intranet/committees/FacDevCo m/guidebk/teachtip/adults-2.htm http://honolulu.hawaii.edu/intranet/committees/FacDevCo m/guidebk/teachtip/adults-2.htm http://honolulu.hawaii.edu/intranet/committees/FacDevCo m/guidebk/teachtip/adults-2.htm http://honolulu.hawaii.edu/intranet/committees/FacDevCo m/guidebk/teachtip/adults-2.htm

23. Any Questions?

24. References http://adulted.about.com/od/disabilities/a/LDadults_3. htm http://adulted.about.com/od/disabilities/a/LDadults_3. htm http://adulted.about.com/od/disabilities/a/LDadults_3. htm http://adulted.about.com/od/disabilities/a/LDadults_3. htm Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom (Wormeli, 2006) Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom (Wormeli, 2006) Strategies for Teaching Students with Learning and Behavior Problems, 5 th edition (Bos & Vaughn, 2002) Strategies for Teaching Students with Learning and Behavior Problems, 5 th edition (Bos & Vaughn, 2002) Alternative Assessment (presentation by NJEA to Penns Grove School District, 2005) Alternative Assessment (presentation by NJEA to Penns Grove School District, 2005)