1. Disability Services A Multiple Perspective Approach to Improving Initial Appointments for Students with Brain Injuries.

2. Disability Services Presenters Amy Bowe, M.S., Disability Specialist Gracie Hyland, M.Ed., Disability Specialist Heather Kaasa, M.S., C.R.C, Disability Specialist

3. Disability Services Agenda Hour 1: -Development of checklist Hour 2: -How to use checklist -Case studies

4. 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.

5. 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.

6. Disability Services Create a comprehensive intake protocol tailored to the unique needs of students with brain injuries. Purpose of Project

7. Disability Services What are some challenges you have experienced when working with students with brain injuries?

8. Disability Services Why Students with Brain Injury?

9. 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

10. Disability Services Disability Services Statistics 2007-2012—42% increase in intakes for students with brain injury 2012-2013—69 students registered with brain injury as primary disability

11. 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, 2010 2.American Heart Association, cited at CDC, 2012

12. Disability Services Checklist Framework Disability Studies AHEAD Guidelines

13. 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

14. 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

15. Disability Services Development of Checklist Literature review Initial Checklist On-campus and community resources Student feedback

16. Disability Services Literature Review Review of other checklists Linguistics Returning to school after brain injury Symptom management

17. Disability Services

18. Those who helped inform the process

19. Disability Services Identify an on-campus or community resource with whom you can collaborate.

20. Disability Services Student Validation

21. 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?

22. Disability Services Next Evolution Final draft of checklist completed Brain Injury Team formed Evolving process

23. Disability Services

24. Video

25. 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

26. 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

27. Disability Services Case Study

28. 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?

29. Disability Services

30. How to Contact Us Amy Bowe, M.S., Disability Specialist anbowe@umn.edu Gracie Hyland, M.Ed., Disability Specialist mghyland@umn.edu Heather Kaasa, M.S., C.R.C, Disability Specialist kaasa@umn.edu