1. disAbled Student Support Services at Kennesaw State University www.kennesaw.edu/stu_dev/dsss

2. What do these people have in common? Albert Einstein Tom Cruise Nelson Rockefeller Mary Tyler Moore Ernest Hemingway Agatha Christie

3. P.L. 94-142 I.D.E.A. Every child under the age of 16 is entitled to a free, appropriate, public education. Mandatory access to education Entitlement Law Outcome oriented: successful learning

4. Rehabilitation Act of 1973, Section 504 Americans with Disabilities Act No otherwise qualified individual may be denied admission or participation solely on the basis of a handicap. Education is optional Civil rights law Equal access, not equal outcome

5. Qualifications No special admissions categories S.A.T. scores College Preparatory Curriculum High School grade point average Ability to participate in required courses or activities

6. Procedures to Receive Special Assistance Responsibility of the student Register with Disability Services office Present certification of disability that meets system requirements Agree to an individual assistance plan (rights and responsibilities) Request assistance each semester

7. Blind/Visually Impaired Access to information Recorded textbooks & class materials Enlarged textbooks & class materials Brailled textbooks & class materials E-text textbooks & class materials

9. This simulates one type of vision loss. Which size of text can you read?

13. Access to facilities Campus escort Mobility training Dog guide

15. Access to educational outcomes Tape recorders or notetakers for class lectures Testing - oral or electronic

16. Accessible technology Enlarged computer display –( Zoomtext, MAGic,VisAbility) Computer screen reader/voice output –(JAWS, Kurzweil 3000, Open Book) Magnifiers (CCTV, hand held) Refreshable Braille displays Braille translator/printer

17. Zoomtext Extra, Version 7.0

22. Deaf/Hard of Hearing Access to information Sign language interpreter Oral interpreter FM amplification system Clear view for lipreading

24. SIGN LANGUAGE INTERPRETERS CODE OF ETHICS Interpreters/transliterators shall keep all assignment-related information strictly confidential. Interpreters/transliterators shall render the message faithfully, always conveying the content and spirit of the speaker using language most readily understood by the person(s) whom they serve. Interpreters/transliterators shall not counsel, advise or interject personal opinions. Interpreters/transliterators shall accept assignments using discretion with regard to skill, setting, and the consumers involved.

25. Interpreters/transliterators shall request compensation for services in a professional and judicious manner. Interpreters/transliterators shall function in a manner appropriate to the situation. Interpreters/transliterators shall strive to further knowledge and skills through participation in work-shops, professional meetings, interaction with professional colleagues, and reading of current literature in the field. Interpreters/transliterators, by virtue of membership or certification by the RID, Inc., shall strive to maintain high professional standards in compliance with the Code of Ethics.

26. Rules for good communication 1.Attract the person's attention before you start speaking to them, so they won't miss any of what you say. 2.Make sure the group members can see your face when you speak. 3.Make sure your face is in a good light when you speak. Don't stand with your back to the window, as light will frame your face and make it difficult to see. 4.Don't hide your lip movements when you are speaking, by waving your hand, or holding a cup in front of your face etc.. 5.Keep your head still while speaking.

27. 6. Speak clearly and slowly. 7. Try to make the subject of the conversation clear. 8. In the group, repeat what you have said to both sides, remembering your immediate neighbours. 9. Try not to speak when someone else in the group is talking as its impossible to lipread two people at the same time.

28. For the Lipreader 1. Face the speaker. In a group, a circular arrangement for chairs is best, so that you can see all of their faces. 2. Distance. 4-7 feet from the speaker is usually best depending upon your eyesight. 3. Hearing. If you have a good ear then sit with that nearest to the speaker. 4. Moving. Don't be afraid to move your seat, or ask other people to move, so that they are in the best position for lipreading.

29. 5. Background noise. Choose a quiet room for conversation, or switch off distracting noises such as the TV and radio. 6. Background. Rooms with distracting pictures, brightly colored wallpaper etc. can make lipreading difficult.

30. Access to facilities Telephone Device for the Deaf (TDD) Georgia Relay Service

31. When Using the Relay Service Talk to the other person, not the operator. Speak slowly and distinctly; remember the operator is typing what you say. Spell any unfamiliar words or names. Signal when it is the other person’s turn to talk (G.A.) Signal when the conversation is over (S.K.) Include the usual social etiquette in your call.

32. Access to educational outcomes Interpreter available during tests Rephrase test questions

33. Accessible technology Closed captioned videos Text of audio programs available

34. Manual/Mobility Impaired Access to information Lab courses Off-campus programs Activity courses Library

35. Access to facilities Handicap parking Accessible routes Access maps Wheelchair desks

36. Accessible technology Voice recognition/voice input –(ViaVoice, Dragon Naturally Speaking) Adaptive keyboards StickyKeys Word prediction software – (Read & Write)

40. Learning Disability A disorder in one or more of the processes involved in learning. –Language (reading/writing) disorder –Auditory (receptive/expressive) disorder –Computation (math) disorder –Memory disorder –Executive functions disorder

41. Attention Deficit Disorder Typical Symptoms –Inattention/distractibility Poor concentration, inability to complete tasks, daydreaming, forgetfulness, poor organization –Impulsivity Acts without thinking, talks out of turn, impatient –Hyperactivity Restlessness, difficulty remaining seated, fidgety

42. Executive Functions –Organization and planning over time –Inhibition of impulsive action –Problem solving skills –Mental manipulation of information –Use of self-directed speech –Ability to absorb new information in an organized, coherent manner –Ability to draw on previously learned information to perform goal-directed activities

43. Learning Disability Attention Deficit Disorder Access to information Recorded textbooks Tape recorder/notetaker for lectures

45. Access to educational outcomes Extended time tests Testing in quiet room Read test aloud Use of computer w/spell check for writing Frequent breaks Reformat test, rephrase questions

46. Technology assistance TextHELP Write Outloud Co:Writer Inspiration ThinkSheet Wordswork WYNN Franklin Speller

48. www.loriens.com

49. www.wynn.arkenstone.org/

51. http://www.dyslexic.com/brainpower.htm

52. Additional Support Services Workshops Test taking strategies Notetaking strategies Study skills Time management Organization Anxiety control

53. Support Groups Individual tutoring sessions Advocacy with faculty Training in computer support software Referral to other resources

54. Suggested Teaching Accommodations Make the syllabus available four to six weeks before class begins. Ask the student (in private) how to facilitate his/her learning. Allow tape recording of lectures. Begin lectures with review of previous lecture and overview of topics for the day.

55. Outline and summarize lecture materials. Read aloud what is written on the board. Explain technical language, specific terms, or foreign words. Emphasize important points in lectures and handouts. Speak distinctly and at a relaxed pace.

56. Stop occasionally and invite questions or allow catch-up note taking. Notice and respond to non-verbal signals of confusion or frustration. Diminish or eliminate classroom distractions. Give assignments in writing a well as orally. Break large assignments into steps and require periodic checkpoints.

57. Help students find study partners/ study groups. Call only on students who volunteer to read aloud or answer questions. Provide study questions for exams in the same format that will be used for the exam. Explain what comprises a good test response.

58. Suggested Testing Accommodations Allow extended time on tests. Provide an oral reader or taped version. Offer an alternate format exam (essay instead of objective, etc.) Provide testing in a separate, distraction- free environment. Allow student to respond in different formats (answer orally, tape record, type)

59. Allow student to clarify or rephrase a question in his/her own words as a comprehension check. Analyze the student’s process as well as the final solutions. Consider alternative methods of demonstrating mastery of course objectives. Allow computational aids such as multiplication tables, simple calculator, spelling aids, terms list, etc.

60. Avoid double negatives, unduly complex sentence structure, and embedding questions within questions. Allow scratch paper, lined paper, or word processor to aid students with difficult handwriting. Provide alternatives to computer scored answer sheets. Discount spelling errors for written work done without spelling aids.

61. Technology Assistance Dyslexic.com –Software Reading, writing, math, organizing, typing, reference –Books –Computers –Add-ons Microphones, scanners –Gadgets Organizers, dictation programs, electronic dictionaries, mini- scanners

62. www.dyslexic.com

63. Tools for Life –Assistive Technology Resource Center –Located at Roosevent Warm Springs Institute –Residential training –Four technology resource centers in Georgia –“Touch the Future” Technology Conference –Computer recycling

64. www.gatfl.org

65. Other Resources LD Online LD Adults of Georgia Learning Disabilities Association (LDA) National Center for Learning Disabilities National Attention Deficit Disorder Assoc. Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD)

66. www.ldonline.org

67. http://www.gatfl.org/ld/

68. http://www.ldanatl.org/lda/

69. http://www.ncld.org/

70. http://www.add.org/

71. http://www.chadd.org/

72. Some look at opportunities and see problems; I look at problems and see opportunities.