Project EXCEL-UO
Summer Institute
2011
Expanding Cultural Awareness of
Exceptional Learners at the University of
Oregon
1
Project EXCEL-UO Overview
Train-thetrainer
Web-based
Resources
CULTURE
CHANGE
Print
Resources
2
Training Activities
Day
Theme
1
Awareness—Defining and Understanding
2
History, Laws, Accommodations,
University Supports
Universal Design, Planning, Delivering,
Evaluating Instruction
Developing Goals and Spreading
Information
3
4
3
Day 1 Agenda







Concept of Normality
Terminology/Communication
Children and Youth
College Students and Disability Types
LUNCH
Universal/Inclusive Design
Student Panel
4
Concept of Normality

Brief Overview of Normal Distribution

Defining normality and abnormality
(Testing)

Social Construction of Disability
• Why categories exist?
5
6
Constructs of Disability
(based on the work of Carol Gill, Chicago Institute of
Disability Research)
Medical
Sociopolitical
Disability is a deficiency or
abnormality
Disability resides in the individual

Disability is a difference


The remedy for disability-related
problems is cure or normalization
of the individual


The agent of remedy is the
professional who affects the
arrangements between the
individual and society

Disability derives from interaction
between individual and society
The remedy for disability-related
problems is a change in the
interaction between the individual
and society
The agent of remedy can be the
individual, an advocate, or anyone
who affects the arrangements
between the individual and society


7
Terminology







People first language – students with disabilities
Ask, don’t make assumptions
Talk directly
Speak normally
Be aware of personal space
Avoid offensive terms, such as restricted to a
wheelchair, victim of, suffers from, retarded,
deformed, crippled.
If you are unsure, ask the person with a disability
what terminology is preferred.
8
Facts About Children & Youth

Approximately 10-12% of students aged
6-21 are receiving special education
services in public elementary, middle,
and high schools
(U.S. Department of Education, 2005)
9
Range of Disabilities Among
Children & Youth
High Incidence Categories Low Incidence Categories
•
•
•
•
•
Learning Disabilities (LD)
Attention Deficit
Hyperactivity Disorder
(ADHD)
Speech Language
Disorders (SLD)
Emotional & Behavioral
(EBD)/Psychological
Mild Mental Retardation
(MMR)
•
•
•
•
•
•
•
Visual/Blind
Hearing Impair/Deaf
Physical/Orthopedic
Disabilities
Traumatic Brain Injured
Autism
Moderate & Severe
Mental Retardation
Multiple Disabilities
10
Autism, 2.3
Visual, 0.4
Orhopedic, 1.1
Multiple, 2.5
TBI, 0.4
DD, 1.1
Hearing, 1.2
Other Health, 7.5
Emotional/ Behav,
8
Learning
Disability, 47.4
Mental
Retardation, 9.6
Speech/ Language,
18.7
11
Major Differences between K-12
and University Settings
K-12







IDEA Mandates Free
Appropriate Public Ed
Child Find
Zero Reject
15 federally defined
Categories
Mandated Supports and
Services including major
modifications as needed
Funding
College/University
 Civil rights law (to prevent
discrimination)
 Self-Disclosure
 Qualify for admission

Broad definition, (record of
impairment or substantial
limitations in major life activity

Reasonable Accommodations
that do NOT fundamentally alter
program requirements

Limited Funding
12
Basic facts about College &
University


Approximately 60% of students without disabilities attend
some form of postsecondary school following high school
(NCES, 2006)
Approximately 42% of students with disabilities report
having been enrolled (2 years prior to interview, NLTS2)
•
•
Students with disabilities that do attend are approximately
5X more likely to be attending 2-year community colleges or
vocational/technical schools rather than 4-year universities.
In contrast, students without disabilities are most likely to
attend 4 year colleges (3 x’s) rather than 2-year or
vocational.
13
Percentage of Students With
Disabilities in Universities

Approximately 9% of students at 4-year doctorate
degree granting (public & private) institutions report
having some form of a disability (NCES, 2006).
•

Definition in university context is broader than in K-12
At the University of Oregon, approximately 4% of
students report having a disability.
•
Disclosure in university context vs. disclosure in a survey.
14
Number of Self-Identified Students at UO, OSU, &
OUS Over Time
3372
3300
2942
3000
2700
2319
2400
2044
2100
1800
UO (Unduplicated)
1550
OSU (Unduplicated)
1500
OUS (Unduplicated)
1200
2001
2003
2005
2007
599
761
553
472
553
592
434
0
353
300
412
600
682
900
2009
15
Percentage of Self-Identified Students With Disabilities of
Overall Student Population
5
4
UO
3
OSU
2
OUS
1
0
2001
2003
2005
2007
2009
16
Proportion of Students by Category
100
90
80
70
National
60
50
UO
40
30
20
10
0
r
l
ua
ic
ed
ng
ri
e
th
O
is
V
ea
H
p
ho
rt
O
h
h
lt
c
sy
D
H
ea
H
P
D
A
LD
Note. Other at UO includes head injury, seizure, autism spectrum.
USDOE, NCES 2006-184.
17
Disabilities In The University
Context
We’re going to talk about disabilities by providing an
overview with medical labels, common characteristics,
and typical college student experiences.
•
•
•
•
•
•
•
•
•
Attention Deficit Hyperactivity Disorder (ADHD)
Learning Disabilities (LD)
Brain Injury
Health Conditions
Psychological/ Mental Health
Asperger’s Syndrome
Mobility
Hearing/Deafness
Vision/Blindness
18
Attention Deficit Hyperactivity
Disorder (ADHD) Defining

Inattention

Hyperactivity

Impulsivity

Age of Onset—Explicit age-of-onset requirement
evidence of impairment before 7 years of age.
Impairment present in two or more settings
Clear evidence of clinically significant impairment
from symptoms in social, academic or occupational
functioning


19
ADHD: Challenges in College







Taking notes
Maintaining attention and focus
Meeting deadlines
Organization (study strategies, writing)
Time Management
Processing speed (especially reading)
Interpersonal relationships (roommate
issues)
20
ADHD Activity
http://www.pbs.org/wgbh/misunderstoodmi
nds/experiences/attexp1a.html
Question/Discussion on ADHD?
21
Learning Disability
Definition:

A disorder in one or more of the basic psychological
processes involved in understanding or in using
language, spoken or written, that may manifest itself
in an imperfect ability to listen, think, speak, read,
write, spell, or do mathematical calculations,
including such conditions as perceptual disabilities,
brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia.

The term does not include learning problems that are primarily
the result of visual, hearing or motor disabilities, of mental
retardation, of emotional disturbance, or of environmental,
cultural, or economic disadvantage
22
Learning Disability-Identification

Identification
•
•
•
•
Traditionally LD has been identified as a discrepancy
between IQ or “capacity” and achievement “performance”
in one or more areas, reading, written language,
mathematics.
By far, the largest proportion of students with LD are
identified due to difficulties in processing written
language in the area of reading.
Increasingly identified by Response to Intervention (RTI)
Age of Onset-Primarily Childhood
23
24
Learning Disabilities: Potential
Challenges in College




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


Reading Comprehension
Reading Speed
Spelling – in class writing
Quick responses on exams
Organization of writing
Comprehending and using spoken language
Technical vocabulary
Mathematics—Lesser extent
By the time enrolled in college, Students with LD may have
developed compensatory strategies to deal with
challenges.
25
Oral Language– the embedded curriculum
 Activity
• Tell a round robin story.
Each participant add
a sentence. The first sentence is—
”Yesterday I went to the grocery store to buy
some vegetables”
• Now we are going to retell the story (with a
twist).
“N”
26
Simulations

Other Simulations
• Perception
• Figure (Perception)
• Color/Word (Processing Conflict)
• Auditory Information
• Decoding (Reading processing)
27
Group Activity

In pairs, discuss what you expect of students:
• How might your course design/requirements
create barriers for students with LD or ADHD?
• Memory
• Organization or Time Management
• Oral Language
• Reading
• Writing
• Math
• Attention & Hyperactivity
28
Brain Injury and Concussion

Disturbance in brain function caused by a blow or jolt to the head

Usually period of altered consciousness (amnesia or coma) – from
very brief (minutes) to very long (months/indefinitely)

May impact visual, aural, neurologic, perceptive/cognitive, orthopedic,
or mental/emotional areas

Severity ranges from "mild," (a brief change in mental status or
consciousness) to "severe” (extended period of unconsciousness or
amnesia)
29
Brain Injury: Some Potential
Areas of Difficulty
Depends on location and severity of injury
 Processing speed
 Reasoning/calculation
 Judgment
 Memory/Concentration
 Speech
 Physical functions/Motor skills
 Personality changes, mood swings
 Organizational abilities may be impacted
 Sleep
30
Brain Injury – What you can do





Be consistent - helps improve memory,
reduce confusion, promote emotional
control
Provide structure - Give step by step
instructions
Allow response time
Frequent repetition
Avoid overstimulation
31
Health Conditions-Defining

Includes a range of medical conditions that can
have a temporary or chronic impact on
academic performance, i.e. Arthritis, Cancer,
Multiple Sclerosis, Asthma, AIDS, Cerebral
Palsy, Diabetes, Fibromyalgia, and heart
disease.

Medication side effects and the secondary
effects of chronic illness can impact memory,
attention, strength, endurance, and energy
levels.
32
Health—Potential College
Challenges








Fatigue
Pain
Concentration
Memory
Maintaining consistent class attendance due to
fluctuations in health condition and need for
treatments
Limited mobility
Diminished stamina for long writing or reading
assignments.
Tolerance of stress
33
Psychological/Mental Health

Covers a broad range including Bipolar
disorder, depression, anxiety, chronic
mental illness

Often functioning can be greatly
improved with medication, therapy, and
social support
34
Bipolar Disorder
Bipolar Disorder
 Symptoms of bipolar disorder are more severe than
the normal ups and downs that everyone goes
through from time to time.

Age of Onset – Adolescence/Early Adulthood - At
least half of all cases start before age 25. Some
people have their first symptoms during childhood,
while others may develop symptoms late in life.
NIMH (2009)
35
Depression--Definition
People with depressive illnesses do not all experience the same symptoms. The severity,
frequency and duration of symptoms will vary depending on the individual and his or
her particular illness.
Symptoms include:

Persistent sad, anxious or "empty" feelings

Feelings of hopelessness and/or pessimism

Feelings of guilt, worthlessness and/or helplessness

Irritability, restlessness

Loss of interest in activities or hobbies once pleasurable, including sex

Fatigue and decreased energy

Difficulty concentrating, remembering details and making decisions

Insomnia, early–morning wakefulness, or excessive sleeping

Overeating, or appetite loss

Thoughts of suicide, suicide attempts

Persistent aches or pains, headaches, cramps or digestive problems that do not
ease even with treatment

Age of Onset—Between the ages of 30-40
36
Bipolar and/or Depression:
Potential College Challenges
Cont.







Attendance
Concentration
Adjustment to Medications
Meeting Deadlines
Tolerance for Stress
Financial Stresses
Processing Speed
37
Anxiety Disorder—Defined

Anxiety is a normal reaction to stress. It helps one deal with a
tense situation in the office, study harder for an exam, keep
focused on an important speech. In general, it helps one cope.
But when anxiety becomes an excessive, irrational dread of
everyday situations, it has become a disabling disorder.

Five major types of anxiety disorders are:
•
•
•
•
•
Generalized Anxiety Disorder GAD,
Obsessive-Compulsive Disorder OCD,
Panic Disorder
Post-Traumatic Stress Disorder (PTSD)
Social Phobia (or Social Anxiety Disorder)
(NIMH, 2009)
38
Anxiety Disorders: Potential
College Challenges Cont.




Being comfortable in a classroom
environment
Engagement and participation
High stress situations - Taking examinations,
answering questions, group or individual
presentations. Meeting deadlines.
Course content, such as war or domestic
violence images or discussions can be
triggers
39
Psychological: College
Challenges



Poor concentration, fatigue, anxiety,
irritability, apathy, problems with
perception, physical symptoms
Medications can cause undesirable side
effects, ie. disorientation, drowsiness,
lack of creativity
When treatment is effective periods of
active symptoms may be infrequent
40
Psychological – What you can do






Listen to student’s needs or concerns
Engage student in conversation if invited by student
Invite student to meet with you if you have concerns
about performance, attendance, etc..
Be aware of campus resources – Disability Services,
Counseling Center, Office of Student Life
Take seriously any reference to suicidal ideation
Recognize that getting to class and/or engaging with
academic work may be a huge undertaking
41
Asperger's Syndrome





Social Interactions – challenge understanding obvious
and subtle social cues and rules; failure to develop
developmentally appropriate peer relationships
Communication Skills – very literal and concrete, may
blurt out thoughts, limited use of gestures, precocious
speech, may have restricted interests, repetitive
behaviors (especially when stressed)
Change is very hard- inflexible adherence to nonfunctional routines or behaviors. Likes rules!
Needs to find interest or relevance to be motivated.
Sensory sensitivities – smell, textures light, sound
42
Asperger’s - What you can do




Provide very concrete and specific
instructions – rules to follow
When possible relate to area of interest
Make any changes as predictable and
structured as possible
Be aware of hypersensitivities to light,
noise, smell etc.
43
Mobility Impairment--Define

Orthopedic or neuromuscular conditions can impact
mobility and/or hand functions.
•
Spinal Cord Injury (paraplegia or quadriplegia), Cerebral
Palsy, Stroke, Multiple Sclerosis, amputation, Muscular
Dystrophy, cardiac conditions, Arthritis, and respiratory
diseases

Movement and function may be facilitated by canes,
walkers, prostheses, or wheelchairs , as well as
splints or braces

Very wide range of experiences, specific diagnoses,
prognoses, and severity
44
Mobility: Possible Challenges
and College





Manipulation of objects: grasping, writing, or
typing
Turning pages, retrieving research materials
Physical access to classrooms, offices, and
programs -Identifying accessible seating
Increased time to travel between classes
Decreased endurance for extended activity
45
Mobility - Non-classroom Challenges









Heavy doors
Cracks in sidewalks
Steep ramps/ pathways
Crowds
Inaccessible restrooms
Inattentiveness of others while walking
Power outages – no elevator access
Slick sidewalks due to rain or ice and snow
Difficulty transporting books and equipment due to
needing arms and hands free
46
Hearing Impairments & Deafness—
Definition ~ Frank Bender

Hearing impairment is a broad term used to describe the loss of
hearing in one or both ears. There are different levels of hearing
impairment:
•
•

Hearing impairment refers to complete or partial loss of the ability to hear
from one or both ears. Can be mild, moderate, severe or profound;
Deafness refers to the complete loss of ability to hear from one or both
ears.
There are two types of hearing impairment:
•
•
Conductive hearing impairment - a problem in the outer or middle ear. This
is often medically or surgically treatable, if there is access to the necessary
services. Childhood middle ear infection is a common cause
Sensorineural hearing impairment - usually due to a problem with the inner
ear, and occasionally with the hearing nerve going from there to the brain.
This type of hearing problem is usually permanent and requires
rehabilitation, such as with a hearing aid. Common causes are excessive
noise, aging and trauma.
(World Health Organization, 2009)
47
48
College Challenges for Students
with Hearing Impairment and
Those Who are Deaf




Unaware of the degree of their hearing loss
Following lecture materials, taking effective notes,
working in groups, and physical and emotional
challenges associated with fatigue.
Emotional barriers impeding requests for support,
utilizing campus resources, or open to using
technology supports.
A feeling of both ability level and cultural isolation &
frustration.
49
Supports for Students with
Hearing Impairments or those
Who are Deaf




Communication may be enhanced via speech,
hearing aids, lip reading, or use of an interpreter
utilizing sign language.
FM or infrared amplification systems may be used
(amplifies sound from microphone to receiver)
Many people who are Deaf learn American Sign
Language (ASL) as their first language, and English
as their second language.
ASL is a distinct language with unique
characteristics
•
•
When utilizing an interpreter – speak to the student.
This could also impact writing skills.
50
Strategies to Support Students with
Hearing Impairments or those Who
are Deaf—What You Can Do







When communicating with student, always face the
student.
Facial expressions, gestures, and body language will
help convey your message.
Use visual aids (PPT, Notes, etc.)
Try to avoid writing on the white/chalk board and
talking at the same time – if so, repeat paraphrase
your message to the class.
Be aware of your speech volume and pace
Check for comprehension – A good strategy for
entire class.
Be open to the use of FM technology
51
Current Hearing Technology
52
Visual Impairments & Blindness-Definition

Three categories:
1) Restricted Central Visual Acuity
2) Visual Field Loss -Restricted Peripheral Vision
3) Difficulty with focusing and eye movements (Focusing or binocular
coordination)

"Low vision" a severe visual impairment applied to individuals with sight who
are unable to read the newspaper at a normal viewing distance, even with the
aid of eyeglasses or contact lenses. They use a combination of vision and other
senses to learn, although they may require adaptations in lighting or the size of
print, and, sometimes, Braille.

“Legally blind" person has less than 20/200 vision in the better eye or a very
limited field of vision (20 degrees at its widest point)

Totally blind students have no vision and often learn via Braille and/or auditory
53
Blindness or Low Vision:
Potential College Challenges
•
•
•
•
•
•
•
•
•
Reading Course material
Following visual information presented in class
Becoming oriented to campus, and traveling
throughout campus
Taking notes during class
Writing papers
Responding to written exams
Lack of accessibility of some web pages, pdfs, and
other electronic resources
Technology failures
Effectively studying visually based concepts
54
Vision—What You Can Do




Determine reading materials far in
advance (when possible make available
in electronic format)
Describe visually presented information,
be aware of print size in lectures
Minimize non-text content in
exam/quizzes
Advance copies of lecture notes, slides,
etc..
55
Student Veterans

“Wounded Warriors”

Head injury (different than past wars – higher
survival rate, head trauma often resulting from
reverberations of loud blasts, as opposed to direct
impact to the head)

Mobility

Hearing

Psychological
56
Universal and Inclusive Design
Molly Sirois
Advisor, Disability Services
164 Oregon Hall
541-346-1073
sirois@uoregon.edu
57
Constructs of Disability
(based on the work of Carol Gill, Chicago Institute of
Disability Research)
Medical
Sociopolitical
Disability is a deficiency or
abnormality
Disability resides in the individual

Disability is a difference


The remedy for disability-related
problems is cure or normalization
of the individual


The agent of remedy is the
professional who affects the
arrangements between the
individual and society

Disability derives from interaction
between individual and society
The remedy for disability-related
problems is a change in the
interaction between the individual
and society
The agent of remedy can be the
individual, an advocate, or anyone
who affects the arrangements
between the individual and society


58
Human Variation Model
 Disability defined as a mismatch
between physical and mental attributes
and the ability of social institutions to
incorporate those attributes
Shriner & Scotch, 2001
59
Universal Design (UD)
• The design of products and
environments to be usable by as
many people as possible regardless
of age, ability, or situation without
the need for adaptation or
accommodation
60
Universal Design in Education
• The design of instructional materials and
activities that makes learning goals
achievable by individuals with wide
differences in their abilities to see, hear,
speak, move, read, write, understand
English, attend, organize, engage, and
remember.
continued
61
Universal Design in Education


Universal design for learning is achieved by
means of flexible curricular materials and
activities that provide alternatives for
students with differing abilities.
These alternatives are built into the
instructional design and operating systems of
educational materials. They are not added on
after-the-fact.
(Research Connections, Number 5, Fall 1999, p. 2)
62
Student Panel
Undergraduate and Graduate students
with disabilities share their experiences
as college students.
63
Final Activity

Take a few minutes to write
• Three things you learned and
• One thing you would like to know.
 Things
to REMEMBER!! Please
bring one of your course syllabi on
Day 3!!!
64
Day 2: Agenda
History and Laws
• Special Education
• Federal Legislation
• Law and Universities
How it Works on College Campuses
• General Resources
• Documentation and Notification
• Accommodations and Other Strategies
65
History and Laws

History of Special Education
• IQ testing
• Civil rights movement
• State initiatives
• University of Oregon
66
Historical & Current Outcomes





Employment
Earnings
Independent Living
Post-Secondary
•
•
•
Training, 2 Year, 4 year
Attendance vs. graduation
Increasing numbers
Potential causes of poor outcomes
67
Legal Issues
Heidi von Ravensberg, JD, MBA
Adjunct Instructor
School of Law
University of Oregon
(541) 346-2472
hvr@uoregon.edu
68
Federal Legislation: Overview







***1973 Vocational Rehabilitation Act (Sec. 504)
1974 Educational Amendments Act
1974 Family Educational Rights and Privacy Act
(FERPA)
1975 Education for All Handicapped Children Act
(EAHCA)
1986 Education of the Handicapped Act Amendments
**1990 and 2008 Americans with Disabilities Act (ADA)
1990 & 1997 Individuals with Disabilities Education Act
(IDEA)
69
Law and Universities

Non-Discrimination
•
•
Section 504 (1973 Voc. Rehab. Act) mandates that any
public institution of higher education that receives federal
funding including financial aid can not discriminate against
otherwise qualified students with disabilities.
The Americans with Disabilities Act (1990 ADA) mandates
that any public or private institution with 15 or more
employees can not discriminate against otherwise qualified
individuals with disabilities.
• Admissions
• Education
• Exit Requirements
70
Admissions



Students must be qualified - meet
academic and technical standards
required for admission
No quotas on admission
Confidentiality - Cannot inquire about a
disability
71
The Enrolled Student


Reasonable accommodations
Modifications to policies, practices and procedures
•
•
•
Architectural barrier removal
Provision of auxiliary aids and services
The institution must make only reasonable accommodations
or modifications:
•
•
•
•
To students who have disclosed and documented their
disability
No undue financial or administrative burden
Does not fundamentally or substantially alter major program or
degree requirements
Is not a direct threat to health or safety
72
Appropriate educational
adjustments INCLUDE

Accommodations must be made to allow meaningful
access to education.

Requires one to distinguish between thinking and learning
processes that are affected by LD or ADHD and thinking
or learning processes that are essential to the academic
integrity of a program.

Sec. 504 provides examples -- taped texts, substitution of
required courses, adapting the manner in which
something is taught or assessed -- but provides no
guidance on how to apply these accommodations.
73
Academic Standards


Institutions are not required to make
accommodations that would lower
academic standards or compromise
integrity of programs or schools.
However, important to be able to justify
how an alteration would lower the
academic standards.
74
Legal Decisions

Determining Reasonableness of the Requested
Accommodation
•
•

Courts will defer to the institution’s determination where the
facts add up to a professional academic judgment
Courts want to make sure institution goes through specific
process (did relevant officials consider the range of
accommodations, feasibility, cost and effect on the
academic program and come to a rationally justifiable
conclusion that the available alternatives would result either
in lowering academic standards or requiring substantial
program alteration.)
Wynne v. Tufts University School of medicine, 932 F.2d
19 (1st Cir. 1991).
75
Types of Accommodations










Auxiliary aids and services
Assistance animals
Barrier removal
Reduced course loads
Incompletes
Refrain from academic suspension or termination
Substitution of courses
Waiver of courses
Exam accommodations
Excuse or accommodate behavior or conduct
76
Legal Decisions




Requested accommodations were ordered or
found reasonable
Extra time to take exam or complete course of
study
Retake examinations or courses
Modified curriculum or course substitutions
•
•
Receive incomplete in course
Refrain from suspending from academic program
77
How it Works on College
Campuses


Typically one office is responsible for
determining eligibility and coordinating
the provision of accommodations
The entire institution is responsible for
making sure the campus is inclusive and
welcoming to all students
78
University of Oregon
Disability Services
164 Oregon Hall
(541) 346-1155
disabsrv@uoregon.edu
79
College Disability Resource Offices
•
•
•
•
•
•
•
Determine eligibility for accommodations, and
coordinate as needed
Facilitate removal of barriers: architectural,
curricular, attitudinal
Empower students to articulate their needs and
self-advocate
Provide guidance on academic issues/decisions
Work with faculty and others to increase access
for all students, and to provide individual student
accommodations when needed
Serve as a resource to university community
Develop disability related institutional policies
and procedures
80
Other Support





Time management/organizational skills
Specific study strategies
Academic Planning
Teaching self-advocacy/ selfdetermination
Conferencing
81
Other UO Resources






University Counseling Center
Academic Advising
Teaching and Learning Center
Office of Dean of Students
Career Center
University Health Center
82
Sample Syllabus Statement
The University of Oregon is working to
create inclusive learning environments.
Please notify me if there are aspects of
the instruction or design of this course
that result in barriers to your
participation. You may also wish to
contact Disability Services in 164
Oregon Hall at 346-1155 or
disabsrv@uoregon.edu
83
Course Syllabi

Procedural Considerations
• Adding a disability statement
• Working in pairs develop a statement
for students with disabilities that
could be included in your course
outline.
• Report Out
84
How you “Invite” Students to
Discuss Barriers/Needs



In pairs, think about the first day of class.
Do you think you could say or do
something that would make students
with disabilities more comfortable
“disclosing” and talking with you?
Write a brief example.
85
Documentation





Students identify disability and provide
documentation.
Meet with student and review all info,
including history, report of experience, other
sources (parent/teacher reports)
Substantial limitation in a major life activity
Diagnosis, Functional Limitations
Impact in academic environment
86
Confidentiality of
Documentation



Disability related information is confidential.
The DS office is charged with maintaining
this confidentiality.
Typically students will want to discuss
accommodation needs directly with
instructors, and often will share specific
relevant information.
However, it is the student’s choice whether or
not to disclose information, such as the type
of disability.
87
Determination of
Accommodations




One of the ways that we meet our legal
obligations and support students is through the
accommodation process.
Enable an “otherwise qualified” individual to
have an equal opportunity to participate.
Focus of all accommodations is to mitigate the
effects of disability
Designed on an individual basis, may vary from
class to class for the same person, i.e. notetaker
in one setting, lab assistant in another.
88
Proactive Considerations for
Determining Appropriate
Accommodations

Is the individual “Otherwise Qualified?”

Is the requested accommodation an
“appropriate or reasonable academic
adjustment?”

Would the accommodation require a
substantial modification to an “essential”
element of a program?
89
Other Accommodation
Considerations

Reasonable accommodations should not result in the
lowering of academic standards or alteration of the
fundamental nature of a course or program.

Denying an accommodation must only be done after
careful consideration by qualified professionals who are
knowledgeable about disability and legal implications. It
is never appropriate for faculty or staff to deny a
requested accommodation without documented
consultation.
90
Discussion: Are These
Reasonable Accommodations?




A student with visual processing challenges
requests to not have to write a required
paper
Student with a learning disability in writing
asks to spell check quiz
Student with a serious documented illness
misses four weeks of your class
Elevator malfunctions and as a result a
student misses a midterm
91
Notification Letters




Outlines recommended accommodations
May be individualized for a specific class or
situation, or may be very generic and stable
over time (i.e. extra time on all exams)
Appropriate to have a private discussion with
student about their needs and perceptions of
any barriers in a particular course
The student chooses how much personal
information to share
92
Notification Activity



Imagine that Kevin comes to you at the
beginning of the first class, hands you
his notification letter and then goes back
to his seat.
OR Kevin sends you an email letting you
know that he has a notification letter.
In pairs, discuss how this process of
notification could be improved
93
Typical Accommodations
•
•
•
•
•
•
•
•
Electronic Formats of Readings
Class Relocation
Tests and Quizzes
•
•
•
•
Separate Testing Environment
Additional Time On Exams
Modified Exam Format
Assistive Technology
Notetaking
Sign Language Interpreters
Flexible Attendance Policies
Course Substitutions
Decelerated program
94
Alternate Print Formats
Most appropriate for students
 who are unable to or have difficulty with reading
standard print (blindness; low vision; visual
focusing/tracking; attention problems)
 Who have difficulty with reading speed and/or
reading comprehension
Most commonly electronic formats are prepared
for access to speech output, enlarged font, and
Braille formats.
95
Alternate Print Formats –
What you can do




Order textbooks or course packets early
Ask publishers if they have an
accessible electronic version available
before you commit to a particular text
Identify the order of readings early,
especially if using excerpts or partial
textbooks.
Be aware of access when posting online
96
Class Relocation
Necessary in cases where
 a student is unable to physically get into
the building or classroom
 The distance or terrain between classes
is not able to be navigated, so they may
need to be clustered closer together
97
Class Relocation and Mobility
Challenges – what you can do




Be sensitive to the fact that some students
may have difficulty traveling between classes
quickly.
If a class or class related activity is held in an
alternate location, ie. Library, Museum, be
aware of possible transportation challenges
Be aware of the layout of the classroom and
any need for adjustable desks, etc..
Report unsafe or hazardous conditions
98
Tests/Quizzes



When test accommodations cannot be provided by
the instructor, students may request that Disability
Services coordinate this process
The student submits an online request AFTER the
student has met with the instructor, and discussed
accommodations and test parameters
The request should be made early, but no later than
5 working days before the test. Disability Services
works in collaboration with the Testing Center to
facilitate this process.
99
Separate Testing Environment
Most appropriate for students
who have difficulty with:
 Visual distractions
 Any type of noise
 Extreme anxiety around performance
 Perceptions that others are watching them
 Need to verbalize questions or move around
100
Testing EnvironmentsWhat you can do





Discuss accommodation needs privately with student
Respond in a timely manner if tests are being proctored
by Disability Services and information or confirmation is
requested
Minimize test scheduling changes whenever possible
Consider whether you or your department has access to
an appropriate quiet place for students to take
exams/quizzes
For larger classes, consider offering an alternate
administration in a smaller room with a proctor, ie. GTF
who can respond to questions
101
Additional Time on Exams
Most appropriate for students who






Experience slower processing speed (i.e. ability at
97%, processing speed 3%)
Experience memory/retention problems
Need more time to write and organize thoughts
Experience slow reading speed
Need a scribe, reader, computer assisted, or
modified format
Experience panic or an inability to think through
problems when under intense time pressure
102
Additional Time on Exams –
What you can do


Some students prefer to take exams with
their class, but need additional time.
Consider allowing such a student to start
the exam earlier, or move to an alternate
location at the end of the exam for
additional time.
Consider designing tests so that there is
additional time built in to the structure for
all students
103
Modified Exam Format
Most appropriate for students who have difficulty
or are unable to demonstrate their knowledge in
certain formats.
For example:
• A student may need a Braille version of an exam, a reader, or to
utilize speech technology.
• A student who is not able to accurately fill in the bubbles on a
scantron sheet may need to mark off answers .
• A student unable to write may need to respond to questions on a
computer or to a scribe
• For performance or studio based courses, an alternate format may
be reasonable, i.e. videotaped presentation, oral in front of
instructor instead of entire class
104
Modified Exam Format –
What you can do


Consider the feasibility of offering more
than one exam format for all students, ie.
take home version or in class version.
Prepare exams in Word with simple text
(limited graphics). This format is the
easiest for creating other formats, ie.
Braille.
105
Modifications to Course
Requirements

In many cases small adjustments to
existing course requirements may be
appropriate. For example, a student
who experiences panic attacks, or
stutters, or has great difficulty with
speech fluency, may be allowed to write
a paper in place of giving a presentation.
Alternatives to group work may be
appropriate in some classes.
106
Discussion Question
 What
are some strategies to
minimize the need for
individualized test format
accommodations or
modifications to course
requirements in your course?
107
Assistive Technology





Scanned materials to speech. Most commonly used
by students who either are unable to read standard
print (low vision, or blind) or have significant difficulty
with reading speed or comprehension, and learn
more effectively through auditory input
Voice recognition
Enlarged text
Alternate formats
Range of different inputs (puff switch, alternative
keyboards, etc…)
.
108
Notetaking
Most appropriate for students who have difficulty
• Writing (fine motor movement, paralysis, pain in
hand, fingers, or wrist)
• Processing auditory information
• With focus and concentration – trouble listening
and writing at the same time
• Hearing clearly enough to accurately take notes
• Seeing visual material presented, or seeing well
enough to write or type notes, switching eye
focus from paper to screen or instructor
109
Notetaking – What you can do






Consider making outlines and/or notes available to all
students (rotate volunteers)
Allow students to record lectures to supplement notes
Allow students to use laptops
Present new or technical vocabulary visually, use in
context
Prepare lecture outline and make available in advance
Respond quickly to requests to help identify a volunteer
notetaker
110
Sign Language Interpreters



Provided when American Sign Language
is the most effective form of
communication
Classes, meetings with instructors, study
groups, any class related activity
When requested, campus events and
programs
111
Sign Language Interpreters –
What you can do



Make sure that any video clips, movies,
etc. are captioned, provide scripts when
available
Provide an additional copy of the
textbook or other materials to the sign
language interpreter
Be aware that lighting can be a
challenge especially in darker rooms
112
Flexible Attendance Policies

It may be appropriate to be more flexible
with strict attendance criteria in cases
where a student is experiencing
significant medical challenges, and
unavoidably misses classes, i.e. surgery,
chronic illness flare up, manic episode,
chemotherapy treatment, serious
depression, or blood transfusions…
113
Activity

Sierra is going through chemotherapy
treatments and misses 3 consecutive
weeks of class.
• Working in pairs, think about one of your
classes.
• Describe two or three accommodations
that might be reasonable for this student.
114
Decelerated Program



Some students need to complete their
undergraduate or graduate degrees over
a longer than typical period of time.
A student may need to reduce their per
term course load because of medical
conditions.
There can be financial aid and
scholarship implications.
115
Course Substitutions
May be considered for students who are
unable to meet specific academic
requirements due to the impact of a disability.
These may occur at the departmental level
with academic major requirements, or at the
institutional level with general education.

For example, a student who is deaf may be allowed to meet
reading competency requirements and have a cultural
component substitute for an oral component of meeting the BA
language requirement. A student with a severe math disability
may be allowed to substitute computer based, or logic courses.
116
Many Accommodations Occur
Outside of Classroom/Lab
Settings








Housing
Recreational
Programs/events
Student Union
Libraries
Museums
Student Employment
Tutoring/Support Programs
117
Scenario Activity


Sarah contacts you by email to report that
she has just been released from two days in
the hospital due to “stress”, and has been
unable to attend class for the past 5 days.
She has a midterm exam tomorrow.
How might you respond, what other
information would you want to have? What
would you do?
118
Scenario Considerations

Separate the immediate issue of the
exam tomorrow from the medical
situation that may or may not be an
ongoing concern.
119
What if you found out that:
•
•
•
She is a freshman who just broke up with
her boyfriend of 2 years
OR
She has Bipolar Disorder and stopped
taking her medications last week
OR
She is a returning veteran and a tire blow
out (like a bomb blast) on the freeway
triggered a full panic attack – she felt safer
at the VA hospital
120
Final Activity

If you wanted to tell other faculty
members in your department two
important things about accommodating
students with disabilities what would
they be?
Please bring a syllabus tomorrow
121
Day 3: Practice - Agenda


Universal Design – an Overview
Adaptive Technology Center
• Creating an Accessible PDF and Syllabus
•


Considerations
Demonstration of Kurzweil 3000
Universal Design and Blackboard
Universal Design: Designing, Delivering
and Evaluating Instruction
122
Day 3: Practice
Today we want to focus on Instruction. In doing so, we want to
spend time thinking about the following:
 Designing Instruction—Syllabi, Course Planning—
continuation of yesterday afternoon
 Delivering Instruction-Teaching strategies
 Evaluating Students

Rather than thinking about these issues as
pertaining ONLY to students with disabilities, we
want to think about strategies that are good for
students with disabilities but also good for all
students.
123
Universal Design: An Overview

What is Universal Design?
•
•
•
The philosophy comes from the disciplines of engineering
and urban planning based upon the premise of universal
access for all individuals.
In terms of developing and building a community, the core
value would be to permit the optimal accessibility for all
individuals without having to make special accommodations
by the nature of the pre-planned design.
The following factors would be considered: Safety,
engineering options, environmental issues, aesthetics, and
cost (North Carolina Center for Universal Design).
124
What’s UD’s Connection to
Education and the UO?

Principles of UD are now being incorporated within
the educational continuum.

Why? With such student diversity, using a UD
preplanned approach will provide access to learning
to a greater number of students and will potentially
reduce the need for individual accommodations.

A pre-planned UD approach to learning and
instruction will benefit both the student and the
professor/instructor.
125
Universal Design for Learning
and Instruction
Universal Design for Learning (UDL): Developed by Center for
Applied Technology (CAST). UDL is a student-focused method
that provides strategies and advocacy skills to students to help
improve their access and understanding of the course material.
 Universal Design for Instruction (UDI): Developed by
researchers from University of Connecticut. UDI is an approach
to college instruction that anticipates diversity of learners and
provides a framework for university faculty to incorporate
inclusive strategies into their teaching.
Websites:
CAST:

126
Examples of UDI



Planning for Instruction
• Physical Characteristics of Class Room Setting
• Syllabi
Delivery: Instruction & Curriculum:
• Interaction
• Material/Information Delivery
• Informational Resources and technology
• Environment: Class Climate
Evaluating Instruction: Assessment:
• Feedback Mechanisms
• Clear Communication and Expectations
• Assessment Administration and Rubrics
127
Adaptive Technology Center
James Bailey, Adaptive Technology Access
Adviser
140 Knight Library
1299 University of Oregon
Eugene, OR 97403-1299
541-346-1076
jbailey@uoregon.edu
128
Adaptive Technology Center –
Purpose

Support adaptive technology across campus

Support students using adaptive technology

Provide alt-text conversion to students

Advise on accessible electronic documents

Advise on accessible web
129
Alternative Texts

A very critical area for student success

Required by students who are blind or lowvision

Required by students with reading LD

Faculty have great impact on this area
130
Alternative Texts - 2

Texts that can be read by assistive
technology

Paper text – requires conversion

Electronic texts – may be accessible
131
What is an Accessible Alternative
Text?

Braille

Large print

Electronic files > text files – audio files
132
Focus On: Accessible PDF Files
133
Rationale

PDF is the most common document file
on Moodle or Blackboard

May be structured for accessibility

This helps students with low vision,
blindness and reading learning
disabilities
134
Tools

MS Word

Acrobat Pro
135
Types of PDF Files

Picture only

Searchable text

Tagged
136
Ways to Create PDF Files

Scan a document into PDF
the least accessible product

Convert from a “picture” file
similar to a scanned document

Create from word processing
file more accessible
137
Examples of Poor PDF files

Very poor initial copy

Poor copy and a marked original
138
Poor Scanning Example – One
139
Poor Scanning Example – Two
140
Identifying a Picture Only PDF
141
Identifying an Editable PDF
142
The Select Button
143
Converting image-only to text

Convert within Acrobat pro
144
Reading converted text

Recheck with select and try to read it
145
Creating an Accessible PDF with MS
Word
Using correct document structure in
Word makes for a very accessible PDF.

It essentially takes no more time than
ignoring document structure.

146
Sample Syllabus
147
Sample Syllabus



Columns
Headers
Table
148
Sample Syllabus – page two



Table
Headers
Image
149
Exercises
2. Creating PDF from MS word
Software



MS Office 2000 (or later) on Windows
platform
Adobe Acrobat 5.x, 6.x, 7.x, or 8
Office 2007 requires Acrobat 8.1 (may also
use Save as PDF plug-in from Microsoft)
150
Creating PDF from MS word
Sample Workflow




Create your content in MS Word
Use "Styles" to provide document structure and
modify content presentation
Use the Column tool in MS Word to display multicolumn layout
Add appropriate descriptions for any images
151
Creating PDF from MS word headers
Use “Headers” instead of just
“Bold”
152
153
Creating PDF from MS word – columns
Use “Columns” instead of just “tabs”
154
155
Note Ruler
156
Creating PDF from MS word - tables

Use headers in tables

Expand abbreviations
i.e. Tuesday instead of Tue
157
158
Exercises
2. Creating PDF from MS word images
Use alternative text descriptions
159
160
Creating PDF from MS word conversion
161
Check Reading Order – One
162
Check Reading Order – Two
163
Summary – Accessible PDF







Start with clean well copied original matter
Create text-based or editable text
Create new documents in Word
Use header styles rather than BOLD
Create true columns
Put in Table headers
Use alt-text for images
164
Demonstration of Kurzweil 3000
165
UNIVERSAL DESIGN &
BLACKBOARD
Robert Voelker-Morris
Teaching Effectiveness Program (TEP)
Teaching and Learning Center
68 PLC (The Teaching and Learning Center)
541-346-1934
rmorris1@uoregon.edu
166
Blackboard






Create File Name Conventions
Provide File Extensions
Construct Navigational Consistency
Designate Essential Content
Provide Support Resources
Consider Multiple Media Types
167
I. Planning for Instruction
Designing Your Course:
•
•
Working in groups, create a list of important issues to
consider when designing your course. These issues
should be relevant to students with disabilities but
might also be important for all learners.
Try to incorporate issues into your own course
planning (examples, list of assignments, choices,
timing of reading, strategies for instruction, calendar
of topics, due dates, homework, assessment, grading
options, etc.)
168
II. Delivering Instruction
Instructional Techniques
•
•
Multi-sensory or multi-format instructional
approaches (Visual, verbal, auditory, practice/hands
on)
• Auditory output redundant with info on visual
displays
• Visual output redundant with auditory displays
• Opportunities for group work to verbalize and
apply understanding
Challenge!!
• Balancing the need to cover a lot of content while
delivering it in a variety of instructional formats!
169
Delivering Instruction
Instructional Techniques continued

Grouping Strategies (Peer-tutoring,
Cooperative learning).
• The importance of clearly defined roles
• Individual & Group Accountability
• Can be implemented for projects or
classroom activities
170
Delivering Instruction


Individually, think of a commonly taught
lesson/ activity in your area. Write down
the topic and the typical approach you
use to deliver instruction.
Working in pairs, discuss each approach
and generate a list of strategies that
might enhance the instruction for
students with disabilities AND all
students--REPORT
171
III. Evaluating Students/
Assessment



Providing options and choice
Rubrics
Curriculum-based Assessment
172
Providing Options & Choice




Different assessments for different content
throughout the course.
Choice of assessment using alternatives for
each content area (multiple choice, or essay).
Providing flexibility in time to complete
assessments (design a one-hour assessment
but allow two hours for completion).
Issue: Do you lose anything when you offer
these alternatives?
173
Rubrics

Example

Why?
• Specify performance expectations
• Provide examples of expectations
174
Rubrics
Excellent. Is organized into sections, separated by dividers, and contains four sections (Developing
Relationships with Families, Classroom Management, Social & Emotional Learning, Academics).
Each section meets all criteria provided in the requirements. Each strategy is completed by the due
date. Course activities and readings are integrated into each entry. Each strategy is organized, easy
to follow, and at least 3 to 5 pages long. Strategies are easily accessible, clear, easy to understand,
and follow a personal theme.
Average. Is organized into sections, separated by dividers, and contains four sections (Classroom
Management, Social & Emotional Learning, Developing Relationships with Families, Academics).
Each outline is completed by the due date. Most outlines meet all criteria outlined in the
requirements section but some do not. Some outlines are not completed by the due date. Course
readings are integrated into most but not all entries. Most entries are organized, easy to follow, and
at least 3 to 5 pages long but some do not meet these criteria. Most strategies are easily accessible,
clear, easy to understand, and follow a personal theme but some do not meet these criteria.
Below Average. Is organized into sections, separated by dividers, and contains four sections (Classroom
Management, Social & Emotional Learning, Developing Relationships with Families, Academics).
Some (one or more) outlines are not completed by the assigned reading date. Most (3 or 4) entries
do not meet all criteria outlined in the requirements section. Most outlines are not completed by the
due date. Course readings are not integrated into most of the entries. Most entries are not
organized, easy to follow, and at least 3 to 5 pages long. Most strategies are not easily accessible,
clear, easy to understand, and do not follow a personal theme.
Unacceptable. Is not organized into sections, and/or separated by dividers, and/or contains less than four
strategies. Some entries are not typed and/or spell checked.

NOTE: Some = one or more, Most = more than half.
175
Benefits of Rubrics


Specify performance expectations
Predictability
176
Curriculum-based Assessment


Instructional Assumptions of Traditional
Assessment
• All learners begin in same place
• All learners gain equal access to
information presented
• Comparison to a criterion, or peers, is
what matters
Curriculum-Based Assessment
• What is it?
• Benefits
• Example
177
100
90
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
Student
80
70
60
50
40
30
20
10
0
Test 1
Test 2
Test 3
Test 4
178
Assessment Activity
Working in pairs, discuss
 What types of assessments you use?
 Select one assessment you use.
• Based on our discussion, could your
•
assessment be modified in some way to be
more supportive of all students, including
students with disabilities?
Would this modification compromise the
integrity of the assessment in any way?
179
Day 4: Agenda
Review of Faculty & Student Survey
 Exploring resources and training
materials
 Developing personal training and
outreach goals

180
Advocacy

Our model is designed to enhance the
university culture by
• Providing specific training to approximately 120
faculty and over three years.
• Asking these “trainees” (YOU) to go out and provide
information to other faculty and staff in their own
departments.
• Through other print and web-based resources
181
Allison Lombardi
Student & Faculty Surveys
Overview of survey findings
Faculty & Student
182
Accommodations
Relevant Subscales:
Faculty:
1.Willingness to provide and
perceived fairness of
accommodations
2.Knowledge of Disability
Law
Student:
1.Student reported use of
accommodations
2.Student feelings of
stigmatization around
requesting and use of
accommodations from
faculty
Scale:
Ranges from
1 = Strongly disagree
to
6 = Strongly agree
6.00
5.09
5.00
4.00
Faculty Willingness
3.62
Faculty Knowledge of Disability Law
3.31
Student use of
Student stigma
3.00
1.89
2.00
1.00
Accommodations
183
Campus Resources
Relevant Subscales:
Faculty:
1.Perception of and
satisfaction with Disability
Services
Student:
1.Perception of and
satisfaction with Disability
Services
2.Perception of campus
climate
Scale:
Ranges from
1 = Strongly disagree
to
6 = Strongly agree
6.00
5.00
4.59
4.24
4.18
4.00
Faculty perception of Disability
Services
Students perception of Disability
Services
Students perception of campus
climate
3.00
2.00
1.00
Campus Resources
184
Inclusive Instruction
Relevant Subscales:
Faculty:
1.Willingness to make
adjustments to course
assignments and
requirements
2.Perceived accessibility of
course materials
Student:
1.Perception of faculty
teaching practices
6.00
5.00
4.81
3.86
4.00
3.54
Faculty Course/Assignment
Adjustments
Faculty Accessibility of Course
Materials
Student Perceptions of Teaching
Practices
3.00
Scale:
Ranges from
1 = Strongly disagree
to
6 = Strongly agree
2.00
1.00
Inclusive Instruction
185
Minimizing Barriers
Relevant Subscales:
Faculty:
1.Willingness to minimize
instructional barriers
6.00
5.00
Student:
1.Perceptions of faculty
attempts to minimize
instructional barriers
4.30
3.99
4.00
Faculty
Student
Scale:
Ranges from
1 = Strongly disagree
to
6 = Strongly agree
3.00
2.00
1.00
Minimizing Barriers
186
Other Student Factors
Relevant Subscales:
6.00
Student:
1. Self efficacy and
Advocacy
2. Family Support
3. Peer Support
5.00
4.34
4.44
4.00
Scale:
Ranges from
1 = Strongly disagree
to
6 = Strongly agree
3.73
Self efficacy and Advocacy
Family Support
Peer Support
3.00
2.00
1.00
Student Factors
187
Website



http://ds.uoregon.edu/
Website
Overview of Current site
188
Binders & Blackboard Sites


All training materials are included in your
binders
We are also including electronic copies
of these materials on your blackboard
site and flashdrive
189
Strategies for Providing
Information Continued……


Working in small groups plan and outline a
training module for other members of your
department.
Each group do different time frame (15
minutes, 30 minutes, 1 hour).
• What type of information should you provide?
• What are good venues to provide the
information?
• What materials would assist you in delivering
the information?
• REPORT OUT
190
Strategies for Providing
Information Continued……



Now think about new faculty who are added
each year (and adjunct during the year).
Generate some ideas about strategies that
could be used to provide new members with
information.
Create a list of strategies--REPORT OUT
Next, develop a page of guidelines to give to
new members of your dept. to help them work
with students with disabilities--REPORT OUT
191
Reflection Activity



List the top three challenges you
personally feel you will face in providing
information to other members of your
department.
Rank order these challenges 1, 2, 3 with
one being the most challenging.
How will you address the challenges?
192
Institutional Change



Continue in groups
Based on everything we’ve talked about
develop a list of important issues that
should be considered by the university
as a whole.
REPORT OUT
193
Institutional Cont.


Continue working in groups.
What strategies/activities could be
implemented to affect broad institutional
change?
•

REPORT OUT
Each group choose and discuss ONE issue
and develop a strategy for initiating the
process.
•
REPORT OUT
194
Past Participant Update

Bill Ryan, School of Journalism

Incorporated disability awareness and
related projects into Winter term course
195
Developing Goals



What we want to think about now is one or
two goals that you want to accomplish in the
upcoming year.
Structure for taking this week back home and
putting into practice.
Linking good intention with effective action
196
Goal Setting Activity
Goals could potentially fit a number of
categories—think of at least one unit goal.
 Personal Development Goals
 Unit Development Goals - Interpersonal
 Unit Development Goals - Material
 Institutional/Culture Change Goals
197
SMART Goal Setting





Specific-clear focus, open-ended OK
Meritorious-valuable, worth doing well
Achievable-imagine accomplishment
Realistic-tailored to your situation
Terrific-others applaud, especially
students with disabilities
198
Examples of SMART Goals



To present selected materials from
EXCEL workshop to faculty in the
Psychology Department
To improve the retention of students with
disabilities majoring in Art History
To strengthen the working relationships
between Disability Services and three
faculty in the History Department
199
Objectives

Getting more specific than goals. What are the
main steps to take to achieve a goal?

Goal: To present selected materials from EXCEL
workshop to faculty in the Psychology Department
-Ob1: Ask dept. chair for 15 minutes of time during next
depart. meeting.
-Ob2: Develop 15 minute presentation on most relevant
accommodation issues.
-Ob3: Deliver presentation to faculty and staff
200
Actions

Possible Issues
• Type of training you would like to initiate
(within unit and/or institutional)
• Content included
• How and where implemented
• By when will it be implemented
• Results you would like to see
• Resources/Supports you will need
201
THE END!!!!!




Next steps?
Final workshop evaluation
Stipend Request Form
Certificates of Appreciation
THANK YOU
FOR PARTICIPATING!!!
202