guidelines for advisors of post-secondary students with disabilities
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Guidelines for Advisors of Post-secondary Students with Disabilities. Presenters. Sylvain Le May President of the AQICESH and Cordinator Service for students with disabilites , UQAM Anne-Louise Fournier - PowerPoint PPT PresentationTRANSCRIPT
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Guidelines for Advisors of Post-secondary Students with Disabilities
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Presenters
Sylvain Le May President of the AQICESH and Cordinator Service for students with disabilites, UQAM
Anne-Louise Fournier
Administrator of the AQICESH and Cordinator Service for students with disabilites, University Laval
Dolores Otero Director of Socio-Economic Students Service, UQAM
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Topics• Who we are: AQICESH
• Mission of the Association
• The Challenge of the growing number and diversity of students
• Creation of the Guidelines for Advisors of Post-secondary Students with Disabilities
•The advisor’s roles, functions and skills•Need analysis and the action plan•The DCP : Disability Creation Process•Academic Accommodations•Information and awareness-building•Universal Design in Education
• Utility for Students Service manager
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m,Who we are: AQICESH
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Who we are ?
• Association of advisors working in the Quebec university environment, whose role is to assist students with disabilities in accessing university facilities, services and academic accommodations
• French and English’s universities
• 17 etablishments | urbain and regional
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Mission• To provide networking, professional development and
training opportunities for members.• To promote accessible, equitable and inclusive
postsecondary learning environments for students with disabilities.
• To provide a platform where members can demonstrate and share their expertise and participate in opportunities to interact with all stakeholders.
• To act as the mandated representative or spokesperson' for students with disabilities within the post secondary academic community, and with government and para-governmental partners.
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The Challenge of the growing number and diversity of students
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The wealthof human groups is rooted in communication, mutual aid,and solidarity towards a common goal:self-fulfilmentwith respect for differences.[translation]Françoise Dolto
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Growing Clientele
2008-2009 2009-2010 2010-2011 2011-2012 2013-2013
3093
3538
3971
5194
6905
Années
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years
2012-2013
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Growing Clientele diversity
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2008-2009 2009-2010 2010-2011 2011-2012 2012-20130
500
1000
1500
2000
2500
3000
3500
4000
4500
5000
1533
1870
2326
3168
4669
1352 1665 1635
2012
2306
New (emerging) : learning disabilities,
attention-deficit disorder, autism
spectrum disorder,
serious mental health problems or
multiple deficiencies with at least one of
those four disorders
Traditional : motor, organic (medical) or
sensory impairment
Source: Statistiques concernant les étudiants en situation de handicap dans les universités québécoises , 2012-2013, AQICESH.
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Growing Clientele
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2013-2014 growth projection: 35 %
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Interventions step
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Accommodation Plan
Assessment of
Situation
Advisor
STUDENTS WITH MOTOR, ORGANIC (medical) OR SENSORY Impairment
Collaboration with Professors, Faculties and Student Services
Action Plan
Assessment of
Situation
Advisor
STUDENTS WITH LEARNING DISABILITIES, ADHD, ASD
OR SERIOUS MENTAL HEALTH DISORDER
Several Mental Health
Professionals and
Practitioners
Communication
with Professor(if needed)
Accommodation challenges
Learning Support and
Adaptive Technology,
etc.
Accomodations:
Physical
Alternate format
Material
Exams
Communication
Organization
Planning
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Creation of the Guidelines for Advisors of Post-secondary Students with Disabilities
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The principles and values underlying advisors’ workinvolve serving in compliance withlegislation and the obligations of higher learning institutions, with respect to students with disabilities.
Patrick Fougeyrollas, Ph.D.
President,International Network on the Disability Creation Process (INDCP)
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•The role of Disability Services•The advisor’s roles, functions and skills•Need analysis and the action plan•The DCP : Disability Creation Process •Record keeping•Academic Accommodations•Teaching challenges•Financial assistance•Information and awareness-building•Universal Design in Education•The policy framework
Topics of the Guidelines
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The Advisor’s Functions
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Advisor
Needs Analysis
Development of Action Plan
Implementation of Funding and
Action Plan
Awareness-raising and Promotion
Identification of Support
and Accessibility
Measures
Evaluation of the Efficiency of Support and
Accessibility Measures
Follow-up and Psycho-
social Support
Collaboration with Partner
Networks
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The Advisor’s Skills
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Advisor
Identifying Barriers Based
on the DCP Model
Addressing Needs by Recognizing
their Legitimacy and the Principle
of Equity
Offering Support to Foster
Academic Success and Progressive
Autonomy
Assuming a Role of Counselling
Focused on Common and
Shared Responsibility
Ensuring the Implementation and Follow-up of
Non-discriminatory
Accommodations
Exercising Ethical Practice in Full Integrity and
Confidentiality
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Needs Analysis
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Gathering Information
Using various documents describing the student's
physical and psychological health condition, identify:
the student's strengths, barriers, disabilities, funding, existing support and lifestyle.
UniversityEnvironmentIdentify the student's training plan, including training structures, criteria and academic success requirements.
Evaluation Identify the student's
personal resources and disability barriers.
Identifying an Action, Accommodation or Adaptation Plan
STUDENT
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The DCP: Understanding the Concept of Disability: From a Medical Model to a Social Inclusion Model
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Concrete example of a disabling situationfor a student affected by the Asperger Syndrome
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Nobody knew my storyand I was worriedthat my difficulties would not really be considered.But I rapidly noted the opposite […]an advisor met with me. I opened up to her and a tutor was assigned to me. Tim Balcke, Student
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Academic Accommodations: Case study
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Mark, ADHD, predominantly inattentive type
Related Symptoms
Accommodations*Put in Place
Justification/Objective
Executive functioning
Additional time for examsTo account for information processing deficit and slower task execution.
Attention
Isolated room and calm environment for exams
To reduce visual distractions.
Listening to music during exams
To reduce auditory distractions.
MemorySetting up one schedule per semester
To set up a time management plan to meet deadlines.
AnxietyTutor(s), learning strategies
To structure the learning process to frequently review materials to be memorized.
Listening to music To provide a calm environment.
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Academic Accommodations: Case study
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Joan, ADHD, predominantly combined type
Related SymptomsAccommodations
*Put in Place
Justification/Objective
Executive functioningLighter course workload
To alleviate sense of falling behind in work and being overwhelmed.
ConcentrationEarplugs and headphones
To reduce auditory distractions.
AttentionA computer to write essay exams
To help structure texts.
ImpulsivityAdditional time for exams
To allow time to go over answers and reduce errors arising from impulsivity.For the student to devise a planto solve problems.
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Teaching Challenges
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• Respecting differences• The pursuit of autonomy• Acceptance of faillure and right to excellence• The Professor-Student Contact
The support resulting from our complementary actions can have effects that go way beyond academic performance.It can make all the difference and determine the pursuit of studies, and even have an impact on the quality of life. France Dufour, Teacher
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Universal Design in Education
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Three main principles of Universal
Design for Learning (UDL) are each in turn
subdivided into three sub-principles, with the
goal of providing a learning environment
accessible to all.
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Universal Design in Education
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“The What” RepresentationThe first principle promotes several ways to
illustrate the material to be learned by
varying the modalities of perception,
language and comprehension.
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Universal Design in Education
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“The Why” EngagementThe second principle highlights the
importance of the many approaches to
ensure student engagement, with respect to
student interests, perseverance and self-
regulation options.
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Universal Design in Education
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“The How” ExpressionThe third principle proposes ways to express
acquired knowledge by using executive
functions, or physical and communication
options.
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UDL Guidelines Graphic Organizer http://www.cast.org/
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Information and Awareness-raising for the University Community
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• To enhance knowledge of challenges faced by students with disabilities • Directed to both teaching staff members and the entire university community • Take the form of written texts, video clips and seminars allowing campuses to adapt their practices to the needs of students with disabilities
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Utility for students Service manager
• Framework that establishes the practice
• Cohesion of the team of professionals
• Dissemination of best practices in the university
and inter-network
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www.aqicesh.ca
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