4/13/2020
Disability Services Volunteer
Notetaker Training
1

Here are a few items you need to complete:
• Read the guidelines located on the back of the
Volunteer Notetaker Card, fill-out the back side of the card, and return it to Disability Services
(Alumni Hall 103 on the Toledo Campus or
Enrollment Services, room 112 on the Findlay
Campus. )
• Review this PowerPoint presentation and send an email to theresa_capraroberts@owens.edu
to let us know that you completed the training.
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Notetaker Training
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• The Government has established laws to protect the civil rights of citizens/students with disabilities.
• For further information, click on the following links.
– Americans with Disabilities Act
(ADA) 1990.
• www.ada.gov
– Section 504 of the Rehabilitation Act of 1973.
• http://www.hhs.gov/ocr/504.html
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Notetaker Training
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4/13/2020
There are many different reasons why students registered with Disability Services may be requesting a volunteer notetaker.
Examples include:
• Students who are hard of hearing or deaf.
• Students with low vision or who are blind.
• Students with dexterity/motor skill difficulty.
• Students with learning disabilities.
• Students with ADD/ADHD.
Disability Services Volunteer
Notetaker Training
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Academic situations were a notetaker might be needed
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Notetaker Training
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What are the benefits for the student receiving notes?
4/13/2020
•
Allows student to focus on the instructor.
•
Provides student with accurate information .
• Increases student’s confidence-
– Student knows that he/she is receiving accurate information.
•
Gives student access to classroom information that may have otherwise been missed.
• Gives student the opportunity to participate in classroom discussion .
• Supplements the student’s notes and provides a tool for notetaking improvement .
Disability Services Volunteer
Notetaker Training
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What are the benefits for the volunteer notetaker?
• Volunteers will receive Owens
Community College bookstore gift certificates available at the end of the semester.
• Volunteering is a valuable experience that students can include on their resumes.
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Notetaker Training
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When you sign and return the Volunteer Notetaker card, you are agreeing to the following guidelines:
1. Be on time.
2. Take notes for assigned student only.
3. Give notes to student after each class, or drop off notes (labeled with course and section number) at Disability Services (Alumni Hall, room 103 on the
Toledo campus; Enrollment Services, room 112 on the Findlay campus.)
4. If unable to attend class, attempt to arrange for a replacement notetaker.
5. If replacement is not available, contact Disability Services at 567-661-7007.
6. Amount of gift certificate will be prorated if student drops course.
7. Volunteers who do not fulfill notetaking commitments for semester may be not eligible for a gift certificate.
8. Students who have a volunteer notetaker understand that receiving notes is not a substitute for class attendance.
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Notetaker Training
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•
Volunteers must practice confidentiality and not share any information regarding the student that they are providing notes for.
•
Volunteers must provide notes in a timely manner.
• Notes could be provided to a student after each class, or could be emailed to a student.
•
Volunteers may also leave notes at Disability Services or Enrollment
Services on the Findlay campus. Students and volunteers should work out a method that is suitable for each party.
• Volunteers should do their best to provide the instructor’s information, views and opinions and should refrain from interjecting their own opinions in this information.
• Volunteers are not be expected to tutor, and are not obligated to provide notes to a student who is not attending class.
•
Volunteers should follow up with Disability Services, if there are any questions/concerns .
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Notetaker Training
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Volunteers may use free notetaking paper available at Disability Services or at Enrollment Services, room 112 on the Findlay campus.
Volunteers may also use their own paper and make free copies of their notes at Disability Services or at the
Mail/Copy Center, room 115CC on the Findlay Campus.
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Notetaker Training
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•
Use a ball point pen for notetaking. If using carbonless paper, do not stack paper on top of each other.
•
Put a heading and a date on your notes for each class session.
•
If possible, use a similar notetaking format throughout the semester.
•
Leave margin space on the paper for the student to add his/her own comments later.
•
Make sure your handwriting is legible.
•
Correct spelling errors and make sure all abbreviations have been properly.
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Notetaker Training
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Notetaker Training
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Two-Column Format
• Fold paper or use ruler to make dividing line .
•
Take notes as usual in larger column.
• Fill in key points column with words or phrases to alert you.
RCS 6080
Prof. Swett
(Header info on 1 st
page)
Use this column to emphasize Key Points
Jeremy Lott – guest speak jlott@ufl.edu
Psychiatric
Disorders
Note:
Jermey’s PowerPoint presentation will be posted on Dr. Swett’s webpage
Note: There is
Bipolar I
And Bipolar II
Intern ship Sites for Psychiatric
Disorders
02/03/06
Page 1
(Date & number each page)
Use this column for taking notes as usual.
Mood Disorders
 Depression:
Treatment o Psychotherapy o ECT – Electro Convulsive Therapy o Medications > prozac, Zoloft, wellbutrin
 Vocational Applications o Miss work & lower productivity
 Accommodation o Change work environment
Bibolar Disorder
 Manic-depressive
 Episodes of depression an mania
 Elevated mood swings
 Symptoms
 o Grandiosity, der. Sleep, rushed speech
With mania - sometimes hallucinations
 Follow a depression episode
 Treatment o Individual psycho-therapy o Medications
 Lithium, depakote, zyprexa o Crisis stabilitation
Recommendations for internship sites:
1.
Meridian
2.
Vista
3.
Metamorphosis
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Notetaker Training
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Outline Format
•
Label outline levels.
•
Be consistent in your labeling.
• Each level can be one word or short phrase .
• Leave space for editing later.
4/13/2020
RCS 6080
Prof. Swett
(Header info on 1 st
page)
I.
Persons With Disabilities (PWD) labeling
02/04/06
Page 1
(Date & number every page)
A.
Language
1.
PWD places person first
2.
Helps decrease labeling & stereotyping
B.
If unsure
1.
2.
Ask person may have a cultural preference a.
Deaf
II. Categories of Disabilities
A.
Physical
B.
Visual (sensory)
C.
Cognitive
D.
Hearing (sensory)
III. Rehabilitation Disciplines
A.
Physiatry
1.
non-surgical (therapy)
a. emphasis is reconditioning
B.
Physical Therapy (PT)
1. mobility & strength
C. Occupational Therapy (OT)
1. activities of daily living (ALD)
D. Speech Language Therapy
1. expressive & receptive skills
2. eating & swallowing
E. Rehab counselor
1. case manager
a. discharge planning
Physiatry: physis (nature) + iatreia (healing) = rehabilitation
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Notetaker Training
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Paragraph Format
• Each sentence should express a complete thought .
•
Keep paragraphs short .
•
Make sure important info is not buried in the text.
• Leave plenty of white space for editing notes.
4/13/2020
RCS 6080
Prof. Swett
(Header info on 1 st
page)
02/04/06
Page 1
(Date & umber every page)
Persons With Disabilities (PWD) & Rehabilitation Disciplines
Person first language places the person before the disability. This helps decrease labeling and stereotyping.
If you are unsure how to address a PWD ask them for their preference. For example some people that are deaf or blind prefer to acknowledge their disability first for cultural reasons.
Categories of Disabilities include:
 Physical
 Visual (sensory)
 Cognitive
 Hearing (sensory)
There are various types of disciplines within rehabilitation. These disciplines may include:
 Physiatry which takes a non-surgical approach (therapy) to rehabilitation. The emphasis is on reconditioning.
 Physical therapy works directly with mobility.
 Occupational therapy works specifically with activities of daily living.
 Speech language therapy increase expressive and receptive language skills and also assists in developing chewing and swallowing skills.
 Rehab counselors often referred to as case managers are mostly involved in outpatient discharge planning.
Physiatry: physis (nature) + iatreia (healing) = rehabilitation
Disability Services Volunteer
Notetaker Training
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4/13/2020
• Lecture Cues
•Right before a teacher presents important lecture points he/she may say something like,
“it is really important to remember that…” or
“you should remember that…”
•Teachers say these statements to let students know that the information that follows is really important stuff. Of course, the obvious lecture cue is “this will be on the test.”
Disability Services Volunteer
Notetaker Training
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•
Notes of the Board (Or Overhead)
•If the teacher writes or spells words, write them down along with detailed information about the word. Usually, a teacher will spell new vocabulary or really important words. If the teacher places information on the board or overhead, it should be in your notes.
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Notetaker Training
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• Get the student’s feedback on the quality of the notes.
•
Face student and speak directly to him/her.
• Obtain the student’s attention by waving your hand or lightly tapping on student’s shoulder.
•
Visit www.ntid.rit.edu/elearning . The
National Technical Institute for the Deaf for further information on training of notetakers for a student with hearing loss.
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Notetaker Training
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•
Verify completion of your volunteer notetaker training by clicking on this email address theresa_capraroberts@owens.edu
and place the following information exactly as stated in the subject line of the email:
“Volunteer Notetaker Training Completed ________________________”
(insert your first & last name here)
•
Please leave the body of your email blank
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Notetaker Training
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•
Boyle, Joseph R. PhD. (2001). Enhancing the Note-Taking Skills of
Students with Mild Disabilities. 1-7. Learning Disabilities
OnLine. Retrieved September 8, 2003, from www.ldonline.com
•
Boyle, Joseph R. (2001). Helping Students to Become Better Note-Takers
Through Better Lectures. 1-7. Learning Disabilities OnLine.
Retrieved September 8, 2003, from www.ldonline.org
•
Boyle, Joseph R. & Weishaar, Mary Konya. (n.d.) Note-Taking for Students with Mild Disabilities: The Art of Note-Taking. 1-2. Family
Education Network. Retrieved September 8, 2003, from www.familyeducation.com
•
University of Colorado at Boulder. (n.d.) Online Notetaker Training.
Retrieved 04/17/2008, from www.colorado.edu/disabilityservices/notetaking/mod01/html
•
University of Florida. (n.d.) Note-taker Training Disability Resource Center
Retrieved 04/17/2008, from http://www.dso.ufl.edu/drc/
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Notetaker Training
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Disability Services Contact Information:
Toledo
Disability Services, Alumni Hall 103
Phone: (567) 661-7007 or
1-800-GO OWENS, Ext. 7007
Fax: (567) 661-7010
Email: theresa_capraroberts@owens.edu
Findlay
Phone: (567) 429-3500
Email: theresa_capraroberts@owens.
edu
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Notetaker Training
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