Ballotti Learning Center All Staff Meeting, November 2012 Engaging Students with Disabilities

Presented by Kirsten Behling - Director, Disability Services Andrew Cioffi - Assistant Director, Disability Services

Quick Ice Breaker Talk about a movie that features an individual with a disability

Quick Ice Breaker Talk about a time that you felt bad for someone with a disability

Quick Ice Breaker Talk about a time when someone with a disability did something to impress you

Overview Overview of the Office of Disability Services The expanding world of disability services Person first language Engaging students with disabilities Case study activity

Office of Disability Services 73 Tremont, 7th floor Student intakes, grant accommodations Referral service for diagnostic evaluation Alt Text Center Assistive Tech Lab Exam proctoring Peer note taking

What is a Disability? Disability, defined A physical or mental impairment that substantially limits a major life activity

What is a Disability? Major life activities - walking, seeing, hearing, eating, breathing, reading, writing, thinking, communicating, interacting with others, etc Expanded to include bodily functions

The Expanding World of Disability Services Broader definition means more individuals qualifying for services Increase in mental health disorders and comorbidity Increase in access to higher ed for veterans with disabilities

Person First Language

Engaging students With Disabilities

Some Background Unless the student has a visible disability, it is highly unlikely that you will know Do NOT ask a student if they have a disability - if they disclose, it is 'ok' to ask questions Students with disabilities are typically very bright, however, they may learn differently Treat each student with a disability as you would anyone else

The Basics Ask before you help Be sensitive about physical contact and communication Don't make assumptions

Students that are blind/low vision Identify yourself (name/role) before making physical contact. Materials should be written or printed in large print (depending on the student's need) Labels and signs should be clearly letter in contrasting colors (white letters on black background) If student works with a guide dog, walk on opposite side As you are walking, describe the setting and note obstacles

Students that are Deaf/Hard of Hearing Follow the student's cues on how to best communicate Rephrase rather than repeat sentences that the student does not understand When talking, speak clearly and face the student There is no need to shout. If the student uses a hearing aid, it will be calibrated for normal voice levels

Students with learning disabilities People with dyslexia or other reading disabilities have trouble reading or decoding written information. Give them verbal explanations and allow extra time. Ask the student how you can best relay information. Be direct in communication. It may be easier for the person to function in a quiet environment with less distractions

Students with attention disabilities Help the student get organized Studying and coaching should be done in a distraction reduced environment Limit choices of what to focus on during your meeting Help students to recognize what they are good at

Students with psychiatric disabilities Stress can affect the person's ability to function. Try to keep the pressure of a situation to a minimum Treat each person as an individual. Ask what will make the person most comfortable In a crisis, stay calm and be supportive as you would with anyone. Ask how you can help, and find out if there is a support person that can be sent for

Case Study Activity Break into four groups

Questions???