Working S OME TY PE S OF DIS ABILITIE S Learning disabilities - PowerPoint PPT Presentation

C LAS S R OOM AC C OMMODATIONS : R E QUIR E ME NTS & R E C OMME NDATIONS Center for Accessible Resources LE AR NING OBJ E C TIVE S 1. Define qualified student with a disability 2. Discuss major life activities &

  1. C LAS S R OOM AC C OMMODATIONS : R E QUIR E ME NTS & R E C OMME NDATIONS Center for Accessible Resources

  2. LE AR NING OBJ E C TIVE S 1. Define “ qualified student with a disability ” 2. Discuss major life activities & disability types 3. List accommodations & auxiliary aids 4. Say what accommodations are/not required 5. Recall CAR recommendations

  3. LE AR NING OBJ E C TIVE S (C ONTINUE D) 6. Tell how accommodations are helpful 7. Outline accommodations & aids CAR offers 8. Integrate new teaching strategies 9. Apply universal design for learning 10. Know who to call for assistance

  4. QUALIFIE D S TUDENTS WITH DIS ABILITIE S Must be determined to: 1. Have a physical or mental impairment that substantially limits one or more major life activities; or 2. Have a record of such an impairment; or 3. Be regarded as having such an impairment.

  5. MAJ OR LIFE AC TIVITIE S Caring for one's self Performing manual tasks Walking Seeing Hearing

  6. Speaking Breathing Learning Working

  7. S OME TY PE S OF DIS ABILITIE S Learning disabilities Blindness, low vision, color-blindness Hearing loss or deafness Mobility challenges Emotional or behavioral impairment Disabilities may be apparent or invisible

  8. A S E LE C T LIS T OF FUNC TIONAL LIMITATIONS Speaking and listening Walking, sitting, performing manual tasks Reading, writing and spelling Using mouse, fine motor control Calculation & math concepts Memory issues Processing info communicated through lectures or discussions Planning & time management Difficulty distinguishing subtle differences Slower reading or integrating info

  9. WHAT ARE AC C OMMODATIONS ? Alterations in the way tasks are presented Students with disabilities to complete the same assignments as others Increases access, decreases barriers Change how students learn, not what they learn Unique to each student

  10. WHAT IS R E QUIR E D AT LANE ? Required to Provide: Appropriate accommodations Auxiliary aids & services Access to all aspects of learning Equal opportunity to participate Appropriate notice of services

  11. WHAT IS NOT R E QUIR E D AT LANE ? Not Required: Change academic requirements Change what students are learning essential to instruction Change students' responsibility for Alter the fundamental nature of fulfilling academic requirements program or class Meet students' preferences (e.g. prefer not to attend early morning Place undue financial or admin burden on the college classes, this chair not that one) Provide personal devices/services

  12. HOW ARE AC C OMMODATIONS HE LPFUL? Make classes accessible to students with conditions that impact their learning Provide equal access Reduce or eliminate impact of disability Maintain rigor of content & achievement expectations

  13. HOW ARE AC C OMMODATIONS HE LPFUL? • Solve problems Keep track of time • Analyze ideas Organize • Reach out for more help Make plans Finish work on time Multitask

  14. WHAT AC C OMMODATIONS DOE S C AR OFFE R ? Alternate formats Service providers Accessible technology Alternate furniture Equipment Testing services

  15. AC C OMMODATIONS (C ONTINUE D) Alternate formats: Braille Captioned videos/transcriptions Digital text Tactile

  16. AC C OMMODATIONS (C ONTINUE D) Accessible technology: Accessible work station Alternate keyboard or mouse Speech-activated software Low-vision software • •

  17. AC C OMMODATIONS (C ONTIN ued) Equipment: Audio recorder Headphones Magnification device Smart pen Video magnifier (CCTV)


  19. (C ONTINUE D) Service providers: Volunteer note taker In class aid, reader or scribe Sign language interpreter

  20. AC C OMMODATIONS (C ONTINUE D) Alternate furniture: Testing services: Alternate chair Audio record answers Slant board Enlarged test font Standing work station Extended time Adjustable table Reduced distraction room

  21. WHY DIS C US S TE AC HING S TR ATE GIE S ? In addition to accommodations, some teaching strategies can be powerful ways to reduce barriers for many students, those with or without disabilities. First, consider what teaching strategies reach the broadest possible audience?

  22. HOW? Find what strategies work best for you Then integrate new strategies * 4 •

  23. TE AC H TO REAC H THE BR OADE S T POS S IBLE AUDIE NC E Learning styles vary widely for all students Use multiple teaching strategies to reach the broadest possible audience Up next: teaching strategies effective for people with disabilities AND for those without disabilities

  24. WHAT GE NE R AL S TR ATE GIE S ARE HE LPFUL? Active learning methods People Interactive teaching & generally hands-on activities remember 90% Universal design for of what they learning do! Higher learning develops through active learning

  25. WHAT GE NE R AL S TR ATE GIE S ARE HE LPFUL? Verb Use for Higher Order Learning Passive: define, list, describe, explain Somewhat active: demonstrate, apply, practice Active: analyze, define, create, evaluate, synthesize

  26. TE AC HING S TR ATE GIE S : PR E S E NTING C ONTENT Build experiential activities Give written & oral instructions Limit lecture duration & frequency Ask student to repeat instructions Provide outlines of the lesson Highlight important issues

  27. TEAC HING S TRATEGIES : PRES ENTING C ONTENT List agenda and to-do list Have a standard routine Divide large projects into Offer a review before and smaller pieces with more after lesson frequent deadlines Check in frequently Create check lists of steps Allow students choices in for complex assignments tasks Verbal description of visual aids

  28. TEAC HING S TRATEGIES : AS S E S S ING LEARNING Provide alternatives to long reports (a few short ones, oral report, audiovisual, experiential) Give many opportunities to practice new skills Use frequent grading & immediate feedback

  29. TEAC HING S TRATEGIES : AS S E S S ING LEARNING Use more frequent & smaller quizzes Encourage expression of learning in multiple ways: Clay model Poster or panorama Multi-media or audio Computer animation Drawing or artistry

  30. QUE S TION Which of the previous teaching strategies resonates with you? In what lesson or class can you build in a new teaching strategy?

  31. QUE S TION What are the connections between best practice teaching strategies and universal design for learning?

  32. WHAT IS UNIVER S AL DES IGN FOR LEARNING? “ The design of products and environments to be usable by all students , to the greatest extent possible, without the need for adaptation or specialized design. ”

  33. AS PE C TS OF UDL Inclusiveness: respect & appreciation of diversity Physical access for a wide range of physical abilities Alternate delivery methods Information access: captioned videos, transcripts Demonstration of knowledge in multiple ways

  34. UNIVE R S AL DE S IGN IN INS TR UC TION • Multiple delivery methods • Provide feedback as large projects developed • Use auditory, visual and • Accessible website with class kinesthetic methods outlines & notes • Flexible curriculum • Assess learning using different • Examples appealing to variety methods of people • Become aware of resources • Regular, accessible and effective interactions

  35. GENERAL TIPS FOR C REATING AC C E S S IBLE MATERIALS Avoid green or red text Use auditory descriptions during videos Use Arial font, <12 point Include alt text for all images Avoid ALL CAPS or italics Add accessibility statements Use consistent text Use headings Caption videos

  36. C E NTE R FOR AC C E S S IBLE R E S OUR C E S CAR and the Academic For help with Moodle see ATC Technology Center (ATC) are page “ Making Course Material here to help! Accessible . ” Visit “ Making Course Materials Remember to include an Accessible ” for information on accessibility statement on video captioning. literature, syllabi & event announcements. For faculty info, please visit our web site for faculty

  37. R E S OUR C E S University of Washington, AccessColleae: The Faculty Room Creating Accessible Programming, University of Texas at Austin Universal Design for Learning, Colorado State University

  38. C ONTAC T US ! Terrie Minner Associate Dean of Accessibility and Support Phone: (541) 463-5150 Email: Renee Mackey Lead Project Coordinator Phone: (541) 463-5662 Email:

  39. Center for Accessible Resources Phone: Voice, (541) 463-5150 TTY: 71 1 FAX: (541) 463-4739 Email:

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