1. Unlocking Academic Accommodations Michael Madden Coordinator, Disability Support Services

2. Topics for today:  The Legislation  The Definition and Purpose  The Scope  The Process  The Strategies

3. Legislation – the Big 3  The Rehabilitation Act of 1973, Section 504  The Fair Housing Act of 1988  The Americans with Disabilities Act (1990, 2008)

4. Definition & Purpose  Modification in policies, practices or procedures ( ADA, 504) - Courses -Testing -Auxiliary Aids & Services

5. Definition & Purpose  To provide equal opportunity to qualified handicapped individuals “to obtain the same results, gain the same benefits or to reach the same level of achievement..” (504)  “Accessibility”

7. The Scope  Not required to: - assure identical academic results - improve educational performance - provide special instruction - assess effectiveness

8. The Scope  Accommodations may not: -create undue financial or academic burdens -pose a direct threat to the safety of others - fundamentally alter the nature of a course or program

9. The Process  Self Identify  Provide documentation -Current -Links functional limitations to academic performance -Links requested accommodations to academic performance  Notify faculty of use

10. Strategies  Each student’s accommodations are unique in the way they utilize them  Most students have difficulty in the area of processing information – linking prior knowledge to new information  Some students have difficulty attending to the presentation of information

11. Strategies  Clearly define course requirements, the dates of exams, and when assignments are due. Provide advance notice of any changes.  Students with ADD/ADHD frequently find it difficult to stay on task for long periods of time. If a class is longer than the traditional, 50-60 minute session, then offering a break after 45 minutes would be helpful.

12. Strategies  Use more than one way to demonstrate or explain information.  When teaching, state objectives, review previous lessons and summarize periodically.  Present lecture information in a visual format whenever possible.  Break information into small steps while instructing on new tasks.

13. Strategies  Make instructional materials available in text form on Sakai  Allow time for clarification of directions and essential information.  When repeating instructions, repeat exactly without paraphrasing.  Provide review or study sheets for exams.

14. Strategies  Most importantly, if you’re not sure, ask the student.

15. Resources  Teaching Students with Disabilities- UC Berkley - http://www.dsp.berkeley.edu/teachstud entswithdisab http://www.dsp.berkeley.edu/teachstud entswithdisab  American Chemical Society: Teaching Chemistry to students with Disabilties - https://www.acs.org/content/dam/acso rg/education/publications/teaching- chemistry-to-students-with-disabilities https://www.acs.org/content/dam/acso rg/education/publications/teaching- chemistry-to-students-with-disabilities

16. Resources  Teaching College Students with Learning Disabilties – ERIC - http://files.eric.ed.gov/fulltext/ED4595 48.pdf http://files.eric.ed.gov/fulltext/ED4595 48.pdf

17. Resources Mike Madden EXT 5689 – Gardiner 22