Learning Disabilities (LD) at the University of Florida: Current Initiatives, Resources & Strategies for Supporting Students with LD & Related DisordersConsuelo Kreider, PhD, OTR/LAnthony DeSantis, PhDMarcia K. Schneider, MHS, OTR/L

Teaching Enhancement Symposium August 16, 2016College of Agricultural and Life Sciences

Students with Disabilities

11% of undergraduate students have a disability1

Average of 1,325 students with disabilities registered with the DRC during 5-year period of 2009-2014 equates to 2.6% of total UF student population ~ 52,000 UF students → 10% = 5200

Students with LD ½ rate (21%) attendance at 4 year college versus general

population (40%); 2x rate attendance at 2-year college2

College completion rates: 41% (LD) versus 52% in general population2

11% of Students with LD report disability to college/university3

1. https://nces.ed.gov/fastfacts/display.asp?id=60 retrieved Aug. 11, 20162. Cortiella, Candace and Horowitz, Sheldon H. The State of Learning Disabilities: Facts, Trends and Emerging Issues. New York:

National Center for Learning Disabilities, 2014.3. NLTS-2, 2011 : http://www.nlts2.org/data_tables/tables/14/np5S5i_K8g_YNfrm.html retrieved August 11, 2016

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UF DRC Student Population

37% Liberal Arts and Sciences

14% Engineering 11% Agricultural and

Life Sciences 10% Business

Administration 6% Journalism and

Communications 22% all other colleges

28% Mental Health 26% Attention Disorders 19% Learning Disorders 14% Medical/Chronic Health 6% Other: Hearing, Vision,

TBI, Autism 6% Physical/Mobility

Impairment

Registered Students by college

Percentage by primary disability

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Specific Learning Disorder (SLD)

Per IDEA, SLD is “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

DSM-5 (2013): “The diagnosis requires persistent difficulties in reading, writing, arithmetic, or mathematical reasoning skills during formal years of schooling. Symptoms may include inaccurate or slowand effortful reading, poor written expression that lacks clarity, difficulties remembering number facts, or inaccurate mathematical reasoning.”

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Learning Disabilities & Attention Disorder

Most prevalent disorder on college campuses ~60 % of students reporting a disability1

Life long disorder; Invisible disability A neurological disorder that affects the brain's ability

to receive, process, store, and respond to information2

Learning Disabilities = “umbrella” term Specific LD diagnosis can vary from person to person

~ 31-45% of individuals with LD or AD have both3

1. U.S. Department of Education, National Center for Education Statistics. (2015). Digest of Education Statistics, 2013 (2015-011), Chapter 3.

2. Cortiella, Candace and Horowitz, Sheldon H. The State of Learning Disabilities: Facts, Trends and Emerging Issues. New York: National Center for Learning Disabilities, 2014.

3. DuPaul, et al., 2013. DOI: 10.1177/0022219412464351

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Some Diagnoses Receiving LD Accommodations Specific Learning

Disability Attention Disorder

(ADD/ADHD) Auditory Processing

Disorder Cognitive Disorder

NOS Developmental

Coordination Disorder Phonological Disorder

Disorder of Written Expression

Dyscalculia Dysgraphia Dyslexia Dyspraxia Expressive Language

Disorder Mixed Receptive

Expressive Language Disorder

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Challenges for Students with LD/AD

Often unaware of how their LD symptoms impact their academic and essential life skills1 – more difficulty with: Time management; maintaining effective daily routines Coping with stress; communicating needs Organizational skills Problem solving skills

Need strong supports; lower self-esteem1

Often unaware of / under-utilize resources and support services

↑ Self-efficacy, ↑ academic persistence, ↑ effectiveness of strategy use2

1. Reiff, H., Hatzes, N., Bramel, M., & Gibbon, T. (2001). The Relation of LD and Gender with Emotional Intelligence in College Students. Journal of Learning Disabilities, 34(1), 66-78.

2. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of educational research, 66(4), 543-578.

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Additional Challenges

Receiving / Synthesizing / Applying / Comprehending information & instructions

Concrete language; word finding/confusion Slower processing difficulty managing assignments

within allocated timeframes Communicating and interacting socially

Difficulty applying supports/strategies without a model or experience

Lack of awareness & Stigma Instructors being unaware and/or insensitive to needs and

challenges “cop-out” excuse, not a real disorder, disruptive, attention-

seeking

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The Challenge in Higher Ed

Difficulty discerning, articulating and then seeking out resources and advocating for their needs

Differences in legal rights IDEA: Individuals

with Disabilities Education Act

ADA: Americans with Disabilities Act

Differences in Where Responsibility Lies:

1. Identifying & documenting a need

2. Initiating service delivery3. Ensuring services result in

academic progression4. Advocacy

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http://stemscholar.phhp.ufl.edu/

Comprehensive Support for STEM Students with Learning Disabilities (CS3LD)

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3 Goals of CS3LD

Personal Create mechanisms for CS3LD scholar engagement designed

to foster self-advocacy, self-efficacy, and increased campus connection.

Interpersonal Create multi-disciplinary mentorship teams for each CS3LD

scholar that will improve mentoring and professional enculturation to STEM disciplines for students with LD.

Institutional Create a campus-wide network of health and STEM faculty,

staff, graduate students, and academic units knowledgeable and coordinated in facilitating success of undergraduate STEM students with LD.

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Operationalizing our goals13

Personal: Undergraduate Group Trainings: self-advocacy; understanding symptoms & capacities; time & stress management

Interpersonal: Mentors professional enculturation: helping understand the

reality of their field – guided discovery social support: acknowledging their hard work empowerment mentor: instilling confidence to make

decisions

Institutional: Faculty & Administrators Institutionalization of awareness & UDL training

Scholar Group Meetings:• Peer Influences: Peers share strategies &

collaborate to create potential solutions • Vicarious Learning: Peers share experiences &

lessons learned• Role modeling: Older group members model

strategies/solutions for newer members

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Scholar Meetings & Focused Discussions

Cognitive Styles / Strengths of Individuals with an LD

Stress Management Guest Speaker: What

it’s like have an LD in the real world

Time Management Executive Function Life & Health Skills

Communication with Professors; Accommodations & What They Target

Time Management as Stress Management

Recognizing and Playing to Personal Strengths

Assistive Technology for LD/AD Preparing for the Workplace Everyday Self-Advocacy:

Communication with friends and family about LD/AD

2015 - 2015 2016 - 2017

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Scholars’ Perceptions of Strategies for Self-Advocacy

Themes of students’ initial perception of mastery of experiences and social persuasion trended from problem statements to strategies for improved performance.

Mastery of Experiences

Fall 2013 Spring 2014Not efficient Make lists of even

simple thingsDo things too fast Take breaks

Misplace things Keep track

Can’t concentrate Focus on what I am good at

Can’t multi-task Use a planner

Procrastinate Finish easy things first

Can’t comprehend Read aloud

Fall 2013 Spring 2014People don’t understand Provide education

Can’t express myself Practice speaking

Don’t raise my hand Ask questions

Don’t like to talk about it Talk to professors

Disrespectful Be positivePeople can’t identify Show them how our brains

workShut down Don’t be afraid

Social Persuasion

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Preliminary Analyses

Academic Behavioral Confidence Scale

Mean Differences Std. Deviation95% CI of the

Difference t dfSig.

(2-tailed)Overall 6.487 16.024 1.29 - 11.68 2.528 38 0.016Grades 1.821 4.599 0.33 - 3.31 2.472 38 0.018Verbalizing 1.897 4.535 0.43 - 3.37 2.613 38 0.013Studying 1.41 3.809 0.18 - 2.65 2.312 38 0.026Attendance 0.128 2.041 - 0.53 - 0.79 0.392 38 0.697

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1 to 1 Mentorship:• Vicarious Learning: Mentors share experiences• Role modeling: Mentors model successful

strategies

• Mentors help identify undergraduate’s personal strengths

• Guide self-advocacy project development18

CS3LD Mentorship Support

Type of Support Definition Quote

Support to Milestones

The types and benefits of mentor supports which include organizational, academic, professional, and emotional support enabling some to attribute personal gains to mentor’s support.

“I really liked having a mentor, and I do think it makes an impact because it’s just one more person that’s like, “Hey, did you finish your math homework? Hey, look at this internship opportunity.”

Meaningfulness in Mentorship: Matter of Time

Time-related challenges and reasoning used to prioritize mentorship activity choices.

“I know we all have extremely busy schedules but I would have liked to have options of going to … some type of activity where we can all meet with our mentors to discuss different subjects pertaining to learning disabilities. “

Meaningfulness in Mentorship: Albeit Surface Understanding

Perceptions, hurdles, and unanticipated gains related to having a mentor without L/AD, and for some, a mentor who differed culturally or academically.

“I wanted to talk to someone about it [LD] who had no idea ...what it was about and get practice [talking about LD].”

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CS3LD = Socio-Ecological Model

• Partnership Council• Campus LD/AD & Disability Training & Awareness Events• New Student Group

• Public Relations Campaign20

Discussion Question 1:

From your experience or observation, what works at UF to support students with learning or attention disorders?

From Partnership Council Member: DRC

From Scholars:• The Teaching Center at Broward Hall:

“Helpful, best if you have a private appointment”• UF Writing Studio:

“Notable for assisting with writing skills…tutors do not always give assistance with grammar…”

• Counseling and Wellness Center • Center for Leadership and Service

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Neurology of LD/ADCognitive Styles Common to LD/AD1,2

1. Big Picture Thinking (Interconnected Reasoning)2. Dynamic Reasoning3. Narrative Reasoning4. 3-Dimentional Spatial Reasoning

Meaningful Discussion Topicsto our Scholars

1. Eide, B. L., Eide, F. F. (2011) The Dyslexic Advantate Unlocking the Hidden Potential of the Dyslexic Brain. Plume: New York.2. http://www.dyslexicadvantage.org/mind-strengths-in-dyslexia-what-are-they/

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Neural Differences26

Dyslexia: Language Center activation Dysgraphia (writing)

Beneventi et al., Int J Neurisci, 2010 Richards et al., 2011

Big Picture Thinking(Interconnected Reasoning)

Ability to spot relationships between different concepts & points of view multiple points of view borrows approaches from other disciplines

Easily sees relationships of similarities or association/causation

Strong conceptual ability in uniting disparate information into a single global view (i.e., gist)

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Dynamic Reasoning

Predictions/ simulations based on past events enables previews of multiple plausible outcomes of various courses of actions

Intuits solutions, then works backwards to check potential path(s) to solution Slower, more difficult discernment of path(s)

Uses the “best fit” cognitive processes rather than rule-based/deductive/formulaic thinking

Career implications: cutting edge fields , inventors & researchers Good reasoning for highly changeable or ambiguous

situations where knowledge is incomplete

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Narrative Reasoning

Tendency to use stories to recall the past, understand the present and imagine the future

Career implications: Great for communicating a vision as a business leader, in the courtroom

Students: can use stories to boost memory

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3-D Spatial Reasoning

Non-verbal reasoning Enables reasoning about:

The shape, size, motion, position of objects in the physical world

Orientation in space The way objects in physical world interact

Spatially gifted verbally challenged Arduous process of putting thoughts into words

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Examples of ways to implement Universal Design

What Works for our Scholars31

During Lectures

Highlight or write out: Key terms, Key concepts, Key ideas

Be explicit: What they will learn. Why learn it. What to do with new learning. Model reasoning & judgment about new ideas

Leave things on the board just a little longer – takes longer to write when forming visual/conceptual/big picture linkages

Visual aids, concept maps, graphs, charts Give the big picture before giving the new concept

At the end, link new concepts back to the big picture and to each other

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General Classroom

Provide slides/notes ahead – enables student to preview and create their own “big picture” of the lesson

Clarify instructions & give additional examples Relate a new topic to one already learned or a

real-life example Post lecture notes on website Comprehensive chronological outline: topics,

required readings, assignments, exams Explain how to study for the kind of tests you give.

Sample test questions & answers

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Don’t be scary…

"Kindness is the language which the deaf can hear

and the blind can see." Mark Twain

Rushed gets mistaken for unapproachable Expectations for getting to the point “shuts me down”

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Campus Resources cont.

Disability Resource Center Counseling and Wellness

Biofeedback, problem solving sessions, skill development

GatorWell Wellness coaching, stress management techniques

UF Teaching Center & Reading & Writing Center Time Management Strategies Test Prep and Test Taking Strategies

Career Resource Center Career best-fit counseling, interview prep 1:1 career counseling within DRC

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The Law and Your Responsibility in Accommodating Students

with Disabilities

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Americans with Disabilities Act

The Americans with Disabilities Act of 1990 Amended in 2008(ADA) and the Rehabilitation Act of 1973 Section 504, protects qualified persons with disabilities from discrimination in many areas of postsecondary education including admission, academics and research.

However, the ADA applies to all postsecondary educational programs even if such programs do not receive federal financial assistance.

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Requirements Under the ADA

Given legal mandates under the ADA, postsecondary institutions must make reasonable accommodations in order to provide students with disabilities an equal opportunity to participate in courses, programs, and activities. These accommodations can be in the form of academic adjustments or modifications such as: Extended time for test taking or completing course work; Substitution of specific courses to meet degree requirements; or Modification of test taking or performance evaluations so as not

to discriminate against a person’s sensory, speaking or motor impairments

Accommodations can also take the shape of auxiliary aids and services such as qualified sign language interpreters, note takers, readers, braille, large print, and electronic formats of print materials, and adaptive equipment.

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Requirements Under the ADA

In general, if affording the requested accommodation fundamentally alters the educational program or course, then the accommodation is not reasonable and therefore not required.

Whether a requested accommodation is considered reasonable is a determination made after a collaborative process with the student, college, and the DRC in occasional consultation with the Office of the General Counsel.

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Disability Resource Center Mission Statement

The Disability Resource Center (DRC) in the Dean of Students Office utilizes knowledge and expertise in the fields of disability and higher education to:

Act as a resource for students with physical, learning, medical, sensory or psychological disabilities;

Facilitate and provide support for reasonable accommodations for students in order to afford equal access to academic courses, programs, and activities;

Provide services to address the impact of disabilities on student performance and success in and out of the classroom;

Empower students to articulate their strengths and advocate for their accommodations; and

Create opportunities to educate the campus community on disability laws, trends, programs, and services.

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The Accommodation Process

A student self-identifies schedules an intake appointment and provides current documentation of temporary or permanent disability

The DRC reviews a student’s documentation and conducts a collaborative interview with the student.

The DRC Learning Specialist determines reasonable accommodations that provide an equitable opportunity to participate in, while not fundamentally altering the University of Florida’s courses, programs, services, and activities.

If a requested accommodation may fundamentally alter the University of Florida’s courses, programs, services, and activities, then a collaborative and interactive process will occur between the student, college, and a Learning Specialist in the DRC to determine whether the accommodation is reasonable. In some cases, the Office of the General Counsel may be contacted for consultation.

The DRC prepares accommodation letters for the student to provide to his/her instructor(s)

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The Accommodation Process by Role

The student’s role during the intake process with the Disability Resource Center Discuss the impacts of their disability Provide information/documentation Share what disability accommodations have worked in the past

The student’s role when meeting with an instructor Provide the accommodation letter to their instructor Letter can be provided at any point throughout the semester, however

accommodations are not to be given retroactively Discuss any accommodations that will be utilized within the classroom Provide any additional ongoing disability related updates

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The Accommodation Process by Role

The Disability Resource Center’s Learning Specialist’s role

Recommend reasonable accommodations that mitigate impact of the barriers but do not fundamentally alter the essential functions of the course, program, service, or activity

Work with the student and their instructors to identify/resolve barriers to accessing the course, program, service, or activity

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The Accommodation Process by Role

The professor's role Implement accommodations listed on student’s DRC

accommodation letter Work directly the student’s DRC Learning Specialist and the

student regarding questions related to testing accommodations, note services, or any other accommodations that is required to be provided to the student by law

Contact the DRC’s Learning Specialist if you believe that the recommended academic accommodations compromise the essential requirements of a course/program or fundamentally alter a course/program

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Classroom Accommodations

1. If a student attempts to obtain classroom accommodations without a DRC accommodation letter, faculty members MUST refer the student to the DRC.

2. Instructors MUST NOT provide accommodations without obtaining a letter from the DRC.

3. Faculty, TA’s, and/or program coordinator MUST NOT accept medical documentation from the student.

4. All documentation and accommodation requests MUST be provided to the DRC.

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Clinical Accommodations

1. Students MUST be registered with the DRC.2. Students MUST meet with Learning Specialist in the

DRC.3. A Learning Specialist will contact the College Program

Coordinator to discuss clinical requirements and professional standards.

4. A Learning Specialist, the Program Coordinator, and the student will meet together to finalize clinical accommodations.

5. A Learning Specialist will provide the student and the Program Coordinator with a clinical accommodation letter.

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DRC Support Services: More than Accommodations

Support for disability management 1:1 Learning Strategies/Academic coaching sessions Facilitated Support Groups; Disability specific strategy

groups Computer labs and assistive technology Screenings for Learning Disorders, ADHD, and Mental

Health Disorders Support for accommodation requests for GRE, MCAT,

LSAT, GMAT, etc. Advocacy for academic accommodations, modified

testing environment, and attitudinal barriers

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Interacting with students registered with the Disability Resource Center

Relax Be patient Speak in a normal tone of voice Do not react to heightened agitation Provide clear, specific information in response to questions Take time to ensure understanding Be considerate of the extra time it might take for an

individual to formulate their thoughts into words or complete certain tasks

Never discuss students accommodations in an area where others not privy to the communication are present

Utilize the staff in the DRC for additional support or questions

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Universal Design for Learning (UDL)

Usable

Universaldesign

InclusiveAccessible

Three principles regarding Universal Design for Learning:

• Multiple methods of representation

• Multiple means of student action and expression

• Multiple modes of student engagement

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Universal Design for Learning (UDL)

Usable

Universaldesign

InclusiveAccessible

Examples:

• Class outlines and notes that are on an accessible website

• Multiple delivery methods that motivate and engage all learners

• Printed materials available in alternate formats – electronic, large print, etc.

• Captioned videos, software, and websites compatible with assistive technology

• Physically accessible facilities

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Refer a Student

Do you know a student who might have a learning, psychological, medical, sensory, or physical disability? If so, please refer the student to the DRC by completing our online form at www.dso.ufl.edu/drc/faculty/refer-a-student.

Request a Training/Presentation Are you interested in requesting a presentation from the staff in the Disability Resource Center(DRC)? Presentations conducted by the DRC are beneficial for staff development, classroom lessons, or faculty training. These presentations are available for all UF students, faculty and staff. Please complete our online form at https://www.dso.ufl.edu/drc/faculty/request-a-presentation.

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Resource

The University of Florida is committed to providing everyone a welcoming and accessible campus. UF strives to ensure individuals with disabilities enjoy reasonable access to services and resources required by the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973 and other applicable federal and state regulations. The website below serves as a central resource to inform stakeholders on the University's efforts related to accessibility. http://accessibility.ufl.edu/

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Contact Information

Disability Resource Center (DRC)001 Building 0020 (Reid Hall)P.O. Box 114085352-392-8565352-392-8570 (fax)accessuf@dso.ufl.eduwww.dso.ufl.edu/drc

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Students in Distress54

What our Scholars Wish Others Understood about LD/AD

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Scholar Projects

Common themes from the projects: “living with LD” “overcoming an LD” “advantages to LD” The campus Disability Resource Center “seeking help for LD” accommodations “being judged for having LD”

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Bob’s Story – Living with LD

One Scholar’s experiences while living with a learning difference as a successful university student with a bright future.

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CS3LD: A Strengths-Informed Approach

“Your LD, ADHD, anything, it's kind of like finding its place where it can work best. For instance,… it can be very, very, very hard in some aspects of schoolwork, but others, I've become very, very detail oriented and very, very—I can do a really good job...”

“I think …because we have different ways of learning, it kind of makes us more open, or creative when we are approaching what are we doing in life or in school...”

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It takes a village…

More of our CS3LD team: Sue Percival, PhD, Food Science & Human Nutrition

CY Wu, PhD, Environmental Engineering Sciences

Mei-Fang Lan, PhD, Counseling & Wellness Center

Charles Byrd, PhD, Center for Assessment, Strategic Planning, Evaluation and Research

William Mann, PhD; Anthony Delisle, PhD; Jim Gorske, MEd

Consuelo Kreider ckreider@ufl.edu

Anthony DeSantis Anthony@dso.ufl.edu

Marci Schneider mkschnei@ufl.edu

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Acknowledgements

HRD 1246587 National Science Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

K12 HD055929 National Institutes of Health – National Center for Medical and Rehabilitation Research (NICHD) and National Institute for Neurological Disorders & Stroke. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

NIH/NCATS Clinical and Translational Science Award to the University of Florida UL1TR000064 – REDCap

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Points to Ponder

In what ways are principles of universal design for learning similar and different from principles of good communication?

64% of young adults with LD do not consider themselves to have a disability – what does that mean for the people in your classroom? (Cortiella et al., 2014)

To what extent do LD symptoms (e.g., slow processing; disjointed verbal reasoning) get “worked into personality” When is this a good thing? When is it problematic? Can cultural (Southern, Rural, etc.) norms affect this?

“Everybody is a genius.but if you judge a fish

by its ability to climb a tree,it will live its whole life

believing that it is stupid.”-Albert Einstein

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