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Partners in Learning: Supporting Students with Disabilities in Post-Secondary Programs 2008

Partners in Learning: Supporting Students with Disabilities in Post-Secondary Programs 2008. Presenters. Eunice Lund Lucas Trent University Peterborough, Ontario Donna Grau Lakehead University Thunder Bay, Ontario. Disabilities Office Mandate.

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Partners in Learning: Supporting Students with Disabilities in Post-Secondary Programs 2008

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  1. Partners in Learning: Supporting Students with Disabilitiesin Post-Secondary Programs2008

  2. Presenters • Eunice Lund Lucas Trent University Peterborough, Ontario • Donna Grau Lakehead University Thunder Bay, Ontario

  3. Disabilities Office Mandate The mandate of the Disability Services Office is to facilitate and/or provide academic support for students with disabilities in accordance with obligations under the Ontario Human Rights Code (OHRC) and the Accessibility for Ontarians with Disabilities Act (AODA)

  4. A Snapshot of Students With Disabilities in Ontario Institutions

  5. DISABILITY GROUPS 2003/2004

  6. The Current Picture – 2006-07 • University 16,040 students • College 17,662 students ______________ 33,702 students

  7. Process for Accessing Services • Students wishing to access support based on disability self-identify to the Disability Services Office (DSO) and provide documentation of their disability. • Meeting with a case manager to review documentation and assess specific needs. • Implementation of academic accommodation plan.

  8. Structure and Who to Contact Manager • Policy and procedure development • questions over process • general inquiries / concerns • requests for departmental support Accommodations/Exams Coordinator • exams • questions in regards to classroom support (e.g. notetaking) • Academic Coaching for students with psyc disabilities Receptionist • General inquiries about our services

  9. Structure – cont’d Learning Strategist • Reviewing and reframing assessment information for students with LD/ ADHD • Recommending strategies to students and Academic Coaches • Recommending technologies which would work for specific learning problems • Screening and Facilitation for on-site LD assessments Adaptive Technologist • Demonstrating and Instructing students on the use of adaptive technologies for learning • Assisting students with sourcing adaptive software/hardware through OBSWD • Development and management of DSO database • Assisting staff in DSO with computer support

  10. Classroom Supports • notetakers • classroom aides (as needed and per documentation) • alternative text formats • recording of lectures • access to overheads • Computerized Notetaking • ASL Interpreters, etc

  11. Test and Exam Supports Test/Exam support is based on documented need and type of exam • extended time • reader • scribe • use of a computer with or without adaptive technology • adapted exam (where warranted by documentation and with professor’s agreement) • distraction-reduced environment

  12. SupportTransition Programs • Set up originally for students with LD/ADHD • Expanded in the past two years to include all disability groups • Lakehead & Trent Examples

  13. The Importance of Transition Planning • LOTF research about what supports success for LD students • Need for student to be engaged with the process • Support for the changing role of the parent

  14. Issues for the students - and their support team – to consider • Research program of study and supports available • Know their learning strengths and specific learning needs • Consider what, if any, flexibility they may need from their chosen program/institution • Become self-advocates • Consider funding for accommodation – OBSWD and Canada Study Grant

  15. What Guides Us? • Is there a disability that results in a gap between ability and performance/achievement? • The mere presence of a condition doesn't necessarily require accommodation - chronic illness that doesn't interfere with participation (diabetes) - ADHD or epilepsy that is effectively medicated, without side effects (rare) • Relate the accommodation requirements to the disability • Learning Disability accommodations depend on the interaction between the precise type of LD and the curriculum requirements • Consideration of previous educational accommodations (guided, not driven by this in post-secondary)

  16. Accommodation Decision Making Process

  17. Striking the Balance - Dignity of the person and the integrity of the academic program - Accommodation not modification - Preventative investments and imposed measures - Needs vs. wants of persons with disabilities

  18. Where to seek Supports/ Information Check out the websites of the various Disability Support Offices (DSO) www.idia.cawww.ccdi.on.ca www.cacuss.ca/cadsppe • a listing of all of the DSOs • Resource for generally accepted practices/guidelines on • Accommodation for various disabilities • Documentation Guidelines • Determining Essential Criteria

  19. Other Resources • Guidelines on Accessible Educationwww.OHRC.on.ca

  20. So, who are the partners ??? • Students with disabilities • Parents of these students • Teachers of these students • Guidance Counsellors • Admissions personnel • DSO staff • Faculty Advisors

  21. Contact Info • Donna Grau - Lakehead University Thunder Bay, ONdonna.grau@lakeheadu.ca • Eunice Lund-Lucas – Trent University Peterborough, ONelundlucas@Trentu.ca

  22. Dialogue

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