ensuring a quality higher education for all students

8/3/2019 Ensuring a Quality Higher Education for all Students

1/16

Ensuring a QualityHigher Education for AllStudentsGeorgia Gwinnett College - Centerfor Teaching Excellence Presentation

Dr. Tess Reid November 3, 2011


2/16

TRIVIA TIME! True or False?

1. I must provide some type of identified service tostudents with documented and suspectedexceptionalities.

2. I can be personally sued for failing to providedocumented accommodations for students withdocumented exceptionalities.

3. There is not anything I really have to do whenprovided an accommodation letter from a student,other than reading it.

4. A complaint can be filed against me with theOffice of Civil Rights if I fail to teach in the way anaccommodation letter states.

5. Because GGC receives financial aid, I am required

to follow the Americans with Disabilities Act (ADA).


3/16


4/16

Goals of the Presentation

Identify your own needs as faculty to provideappropriate accommodations and modifications(content, physical access, required activities, etc) tostudents with exceptionalities;

Identify key elements and barriers students withexceptionalities come to college with; Learning Disabilities High Functioning Autism Psychological Disorders

Identify your responsibilities as faculty to ensurecompliance with Federal Laws related to students withexceptionalities or suspected exceptionality,

Review and use resources available to faculty in support

of students with exceptionalities and struggling students.


5/16

Learning Exceptionalities & Problems

Learning exceptionalities is the most prevalentdisability served in K-12 schools and colleges.

Exceptionalities/Problems with learning can includeone or more of the following; Information Processing Auditory, Visual or both Language Processing Expressive and Receptive

Dyslexia A developmental reading disorder Dysgraphia A developmental writing disorder Dyscalculia A developmental and situational math

disorder Dyslexia is often concomitant with Dysgraphia
http://www.youtube.com/watch?v=O4f4rX0XEBA&feature=related


6/16

High Functioning Autism:Aspergers
http://www.youtube.com/watch?v=d7lQa3q_OAk&feature=related


7/16

Psychological Disorders
http://www.youtube.com/watch?v=hOwEBvNd-EY&feature=related


8/16

Psychological Disorders Defined

Anxiety Disorders (PTSD, Social Phobia)

Mood Disorders (Bipolar, Major Depression)

Eating Disorders (Body Dysmoprhic Disorder)

Psychotic Disorders (Schizophrenia)

Attention Deficit Hyperactivity Disorder

(typically documented as Other Health Impaired OHI)


9/16

Psychological Disorders

17.5 million university students in the US 8.5 % sought counseling through their schoolcenter with an additional 29% seeing mentalhealth professionals outside the school.

Visits to university counseling centers haveincreased by over 40% between 1995 and 2008 In 1995, 9% of students seen at counseling

centers were taking psychiatric medications. In

2008, this number increased to 24% In 2008, 7.5% of college students had suchserious impairments that they could not functionin college settings without extensivepsychiatric/psychological support.


10/16

Student Self Report: PsychologicalDisorders 13% reported symptoms of significant anxiety

18% reported symptoms of depression

25% reported problems with their studies as aresult of sleep problems

10% has seriously considered suicide in the past

year 1.9% had a suicide attempt in the past year


11/16

Support for Students withExceptionalities and Struggling Students Extended time on exams

Exams in separate location

Preferential seating (near exit)

Identify safe locations for student to deescalate

Identify tolerable compulsions Avoid unnecessary exposures to triggering

stimuli

Provide alternative assignments to avoidtriggering past traumas

If test anxiety major hurdle, consider classeswhere most of grade is based on papers, projects

done outside of class


12/16

Support for Students withExceptionalities and Struggling Students Connect academics with interests

Allow limited choices if student is indecisive Establish the hierarchy of who student should

contact if suicidal Acknowledge students feelings rather than arguing

over feelings Provide safe location to regroup if tearful Peer note taker in class Educate student about disorder

Avoid certain classes that may trigger or worseneating disorder symptoms (e.g. a nutrition class) Assist student when thinking through appropriate

majors

Ensure student has comfortable location to eat

f d h


13/16

Support for Students withExceptionalities and Struggling Students Provide written and verbal information

Quiet, non-distracting environment for testtaking

Assist student with deadlines assignments due

in small chunks (scaffolding major/largeprojects

Communicate with all students professors


14/16

Universal Design for Learning

What is Universal Design for Learning (UdL)?

Sample College Algebra lesson plan

Support for UdL
http://www.youtube.com/watch?v=bDvKnY0g6e4http://usablealgebra.landmark.edu/designing-evaluating-resources/sample-lesson-plan-exponents/http://lessonbuilder.cast.org/http://lessonbuilder.cast.org/http://lessonbuilder.cast.org/http://usablealgebra.landmark.edu/designing-evaluating-resources/sample-lesson-plan-exponents/http://www.youtube.com/watch?v=bDvKnY0g6e4http://www.youtube.com/watch?v=bDvKnY0g6e4http://www.youtube.com/watch?v=bDvKnY0g6e4


15/16

Take Away: EQUAL RIGHTS Universal Design for Learning can support ALL students.

GGC students who report an exceptionality are typicallythose with psychological, learning and Autism disorders.

GGC faculty have a legal obligation to provide support tostudents with exceptionalities as mandated in theAmericans with Disabilities Act, section 504.

ALL GGC faculty are legally required to provideaccommodations and modifications to students withregistered and documented exceptionalities, are ethicallyand morally responsible for providing support tostudents who are struggling and/or suspected of anexceptionality.

A Civil Rights Violation claim can be filed by a studentfor failure to provide documented accommodations andmodifications.

GGC faculty can be personally sued for failure to providedocumented accommodations and/or modifications

under Section


16/16

Sources

Academic Challenges in Living with Bipolar Disorderhttp://www.youtube.com/watch?v=hOwEBvNd-EY

ADA One Physical Accessibility Resources for Higher Educationhttp://ada-one.com/articles-tips/access-higher-ed/

Characteristics ofAspergers Video:http://www.youtube.com/watch?v=d7lQa3q_OAk&feature=related

Dansie, Kim. 2011.Psychiatric Disorders in College Students. PPT.

F.A.T. City: Visual Processing Learning Exceptionality video

http://www.youtube.com/watch?v=O4f4rX0XEBA&feature=related

Office of Civil Rights http://www.hhs.gov/ocr/
http://www.youtube.com/watch?v=hOwEBvNd-EYhttp://www.youtube.com/watch?v=hOwEBvNd-EYhttp://ada-one.com/articles-tips/access-higher-ed/http://www.youtube.com/watch?v=d7lQa3q_OAk&feature=relatedhttp://www.youtube.com/watch?v=O4f4rX0XEBA&feature=relatedhttp://www.hhs.gov/ocr/http://www.hhs.gov/ocr/http://www.youtube.com/watch?v=O4f4rX0XEBA&feature=relatedhttp://www.youtube.com/watch?v=d7lQa3q_OAk&feature=relatedhttp://ada-one.com/articles-tips/access-higher-ed/http://ada-one.com/articles-tips/access-higher-ed/http://ada-one.com/articles-tips/access-higher-ed/http://ada-one.com/articles-tips/access-higher-ed/http://ada-one.com/articles-tips/access-higher-ed/http://ada-one.com/articles-tips/access-higher-ed/http://ada-one.com/articles-tips/access-higher-ed/http://ada-one.com/articles-tips/access-higher-ed/http://ada-one.com/articles-tips/access-higher-ed/http://www.youtube.com/watch?v=hOwEBvNd-EYhttp://www.youtube.com/watch?v=hOwEBvNd-EYhttp://www.youtube.com/watch?v=hOwEBvNd-EY

ensuring a quality higher education for all students

Documents