Disability Services Agenda Hour 1: -Development of checklist Hour 2: -How to use checklist -Case studies
Disability Services Objectives Participants will be provided with three guidelines to assist in their own development of an intake process informed by Disability Studies Participants will learn how to implement the checklist by engaging in Case-studies that will illustrate the student’s experience approaching the accommodation process.
Disability Services Objectives (continued) Participants will come away with one idea on how to influence their own intake process to move towards a Disability Studies framework. Participants will identify one resource for campus/community collaboration.
Disability Services Create a comprehensive intake protocol tailored to the unique needs of students with brain injuries. Purpose of Project
Disability Services What are some challenges you have experienced when working with students with brain injuries?
Disability Services Why Students with Brain Injury?
Disability Services Issues Identified by Disability Specialists- Summer 2012 Neuropsychological evaluations Difficulty answering open ended general questions Trouble expressing how brain injury impacts academics Memory as the primary issue Visual impacts Print Access
Disability Services Disability Services Statistics —42% increase in intakes for students with brain injury —69 students registered with brain injury as primary disability
Disability Services National Statistics National TBI Estimates 1 Every year, at least 1.7 million TBIs occur either as an isolated injury or along with other injuries. About 75% of TBIs that occur each year are concussions or other forms of mild TBI. Strokes 2 Every year, more than 795,000 people in the United States have a stroke. About 610,000 of these are first or new strokes. One in four are recurrent strokes. 1.Centers for Disease Control, American Heart Association, cited at CDC, 2012
Disability Services Disability Studies Three basic principles, directly provided by the Society for Disability Studies, built the framework of the interactions: Interdisciplinary/multidisciplinary De-stigmatize disease, illness, and impairments Actively encourage participation Evolving
Disability Services AHEAD Guidelines on Documentation Practice: Supporting Accommodation Requests, April 2012 Primary Documentation: Student’s Self-report Secondary Documentation: Observation and Interaction Tertiary documentation: Information From External or Third Parties
Disability Services Development of Checklist Literature review Initial Checklist On-campus and community resources Student feedback
Disability Services Literature Review Review of other checklists Linguistics Returning to school after brain injury Symptom management
Those who helped inform the process
Disability Services Identify an on-campus or community resource with whom you can collaborate.
Disability Services Student Validation
Disability Services Student Feedback 1. What did you like about this checklist? 2. How could this checklist be improved to help meet your needs? 3. What was confusing to you on the form? 4. What could we add to the form? 5. Do think this checklist would have been helpful during your first meeting with our office? If so, In what ways?
Disability Services Next Evolution Final draft of checklist completed Brain Injury Team formed Evolving process
Disability Services When to use the checklist Intake/initial appointment – Intended as a tool to target specific complexities of brain injury to help determine accommodations Check-ins – To track progress and changes in symptoms – Every semester or every year
Disability Services Overview of Checklist Pages 1-3Page 4Resource Guide for specialist* Interactive process Symptom validation Student has copy for reference point Gather information on background of injury Integration of impacts to identify accommodations and resources Non-exhaustive list of questions and considerations Open ended questions can be used for any impact Specific questions under each checklist heading
Disability Services Case Study
Disability Services Case Study Questions: 1.What are the physical, cognitive and emotional impacts identified by the student? 2.What would be some possible accommodations to consider? 3.What would be some possible on and off campus resources to suggest to student?
How to Contact Us Amy Bowe, M.S., Disability Specialist Gracie Hyland, M.Ed., Disability Specialist Heather Kaasa, M.S., C.R.C, Disability Specialist