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University of New Mexico

Albuquerque, New Mexico

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Laws Students Eligible for

accommodations Benefits of a Note-taker Situations Requiring Note-

takers

The government has established laws to protect the civil rights of citizens/students with disabilities. (click on links below – the section of the ADA pertaining to education is Title II)

Americans with Disabilities Act (ADA) 1990. Section 504 of the Rehabilitation Act of 1973.

Students who are hard of hearing or deaf.

Students with visual impairment. Students with motor skill difficulty. Students with learning disabilities. Students with ADD/ADHD.

Allows student to focus on the instructor. Provides student with accurate information. Increases students confidence –

student knows that he/she is receiving accurate information.

Gives student access to classroom information. Gives student the opportunity to participate in

classroom discussion. Supplements the student’s notes and provides a

tool for note-taking improvement.

Class or lab lectures Class discussion Class guest speakers Class videos or films Class field trips or experiential

learning

Record all vital information (e.g. major themes, new vocabulary, basic concepts, etc.) - even if it is something you already know.

Explanation of any personally used abbreviations is a necessity (provide a glossary or key).

Labeling Notes – header, corresponding textbook chapter, page numbers, footnotes, date, course number etc.

Record all class announcements including assignments, test/quiz dates, and project due dates.

• Dependable/Reliable• Trustworthy/Ethical• Good Student• Good Listener• Empathetic/Respectful• Motivated/Good Attitude

Excellent class attendance – arrive to class on time.

Secure a backup plan for notes in case of an emergency.

Supply notes within 24 hours.

Practice confidentiality – respect the Student’s rights to

privacy.

Do good, not harm – when faced with an ethical dilemma utilize good decision making skills (e.g. consult with ARC staff).

Minimum G.P.A 2.5 Basic understanding and comprehension

of the material Excellent class attendance Prepared for class Strong English Language skills

Pay attention to what is being said – not just hearing but understanding.

Involves thinking, processing and analyzing.

Good listener will hear instructor's cues during lecture followed by key information. (cues will be explained in detail later).

Be understanding and sensitive to the student’s needs & feelings – demonstrate compassion.

Practice common courtesy.

Treat the student as you would want to be treated yourself.

Only offer advice if asked.

Demonstrate a good work ethic – stay on top of class readings, assignments, etc.

Act professionally.

Be positive and upbeat.

Be friendly and approachable.

Instructor’s Cues (signals)

Edit Notes – Clean Up

Additional Tips

writes on chalkboard

repeats information speaks more slowly gives a definition lists a number of

points/steps explains why or

how things happen

describes a sequence refers to information

as a test item changes tone of voice uses body language uses visual aids refers to specific text

pages

There are two main reasons why…”

“For example…” “In addition…” “On the other hand…” “However…” “In contrast…” “In summary or in

conclusion…”

“Now this is important…”

“Remember that…” “The basic concept is

…” “You’ll need to

remember this…” “This will be on the

test…” “First you must

understand that…”

Correct spelling errors. Make sure all abbreviations have been

properly identified – use a key or a legend.

Rewrite sloppy handwriting. Check for proper header labeling –

course, instructor, date, & page. Identify key points and important

information. Make sure any incorrect or false

statements and any of your own personal beliefs are crossed out.

Use black or blue ball point pen. Use 8 ½ x 11 lined loose leaf paper – easier to

copy & organize. Pick up paper from ARC Write notes on one side of paper only. Do not doodle on your notes. Sit close to instructor – unobstructed view. Write down everything instructor puts on

board. Notes can also be done on a laptop or PC using

a word processor.

Basic Characteristics of Good Notes Paragraph format Outline format Two column format Three column format

Legible handwriting and correct spelling. Header!!!

Course & instructor (1st page only) Date & Page number (all pages)

Leave space in margins to edit notes with additional info from text or to emphasize key points.

Leave plenty of white space between main points – don’t squeeze. Abbreviate especially when using repeated terms or

titles suggest using acronyms make a glossary or key for abbreviations

Underline, circle, box, use *asterisk, etc. on main points or ideas. Use highlighters with caution because some

will not show when copied.

Notes should focus on content of lecture & not just a duplication of an overhead or PowerPoint presentation.

boxCircle

Each sentence should express a complete thought.

Keep paragraphs short.

Make sure important info is not buried in the text.

Leave plenty of white space for editing notes.

RCS 6080 02/04/06 Prof. Swett Page 1 (Header info on 1st page) (Date & umber every page)

Person s Wi th Di sa bi l i ti es ( PWD) & Reha bi l i ta ti on Di sci pl i n es

Person fi rst la n gua ge pla ces the person before the d i sa bi l i ty. Thi s helps decrea se la bel i n g a n d stereotypi n g.

I f you a re un su re how to a dd ress a PWD a sk them for thei r preferen ce. For exa mple some people tha t a re dea f or bl i n d prefer to a ckn owledge thei r d i sa bi l i ty fi rst for cu l tu ra l rea son s.

Ca tegor i es of Di sa bi l i ti es i n clude:

Physi ca l Vi sua l ( sen sory) Cogn i ti ve Hea r i n g ( sen sory)

There a re va r i ous types of d i sci pl i n es wi th i n reha bi l i ta ti on . These d i sci pl i n es ma y i n clude:

Physi a try whi ch ta kes a n on -su rgi ca l a pproa ch ( thera py) to reha bi l i ta ti on . The empha si s i s on recon d i ti on i n g.

Physi ca l thera py works d i rectly wi th mobi l i ty. Occupa ti on a l thera py works speci fi ca l ly wi th a cti vi ti es of da i ly

l i vi n g. Speech la n gua ge thera py i n crea se expressi ve a n d recepti ve

la n gua ge ski l l s a n d a lso a ssi sts i n developi n g chewi n g a n d swa l lowi n g ski l l s.

Reha b coun selors often referred to a s ca se ma n a gers a re mostly i n volved i n ou tpa ti en t d i scha rge pla n n i n g.

Physi a try: physi s ( n a tu re) + i a trei a ( hea l i n g) = reha bi l i ta ti on

Label outline levels.

Be consistent in your labeling.

Each level can be one word or short phrase.

Leave space for editing later.

RCS 6080 02/04/06 Prof. Swett Page 1 (Header info on 1st page) (Date & number every page)

I . Person s Wi th Di sa bi l i ti es ( PWD) la bel i ng

A. La ngua ge 1. PWD pla ces person fi rst 2. Helps decrea se la bel i ng & stereotypi n g

B. I f un sure 1. Ask person 2. ma y ha ve a cu l tu ra l preferen ce

a . Dea f I I . Ca tegor i es of Di sa bi l i ti es

A. Physi ca l B. Vi sua l ( sen sory) C. Cogn i ti ve D. Hea r i n g ( sen sory)

I I I . Reha bi l i ta ti on Di sci pl i n es

A. Physi a try 1. n on -surgi ca l ( thera py) a . empha si s i s recon d i ti on i n g

B. Physi ca l Thera py ( PT) 1. mobi l i ty & stren gth C. Occupa ti on a l Thera py ( OT)

1. a cti vi ti es of da i ly l i vi ng ( ALD) D. Speech La n gua ge Thera py 1. expressi ve & recepti ve ski l l s 2. ea ti n g & swa l lowi ng E. Reha b coun selor 1. ca se ma n a ger a . d i scha rge pla n n i ng

Physi a try: physi s ( n a ture) + i a trei a ( hea l i n g) = reha bi l i ta ti on

Fold paper or use ruler to make dividing line.

Take notes as usual in larger column.

Fill in key points column with words or phrases to alert you.

RCS 6080 02/03/06 Prof. Swett Page 1 (Header info on 1st page) (Date & number each page)

Use this column to emphasize Key Points

J eremy Lott – guest spea k jlott@ufl.edu Psychia tr i c Di sorders Note: J ermey’s PowerPoi n t presen ta ti on wi l l be posted on Dr . Swett’s webpa ge Note: There i s Bi pola r I An d Bi pola r I I I n tern shi p Si tes for Psychi a tr i c Di sorders

Use this column for taking notes as usual. Mood Di sorders

Depressi on : Trea tmen t

o Psychothera py o ECT – Electro Con vu lsi ve Thera py o Med i ca ti on s > proza c, Zoloft, wel lbutr i n

Voca ti on a l Appl i ca ti on s o Mi ss work & lower producti vi ty

Accommoda ti on o Cha n ge work en vi ron men t

Bi bola r Di sorder

Ma n i c-depressi ve Epi sodes of depressi on a n ma n i a Eleva ted mood swi n gs Symptoms

o Gra n d i osi ty, der . Sleep, rushed speech Wi th ma n ia - someti mes ha l luci n a ti on s Fol low a depressi on epi sode Trea tmen t

o I n d i vi dua l psycho-thera py o Med i ca ti on s

Li thi um, depa kote, zyprexa o Cr i si s sta bi l i ta ti on

Recommen da ti on s for i n tern shi p si tes:

1. Meri d i a n 2. Vi sta 3. Meta morphosi s

A two-inch column for key points

A four-inch column for detailed notes

A one-inch column for questions or reminders

RCS 6080 02/03/06 Prof. Swett page 1 (Header info on 1st page) ( Date & number every page)

Use this column to emphasize Key Points

J eremy Lott – guest spea k jlott@ufl.edu Psychia tr i c Di sorders Note: J ermey’s PowerPoi n t presen ta ti on wi l l be posted on Dr . Swett’s webpa ge Note: There i s Bi pola r I An d Bi pola r I I I n tern shi p si tes For Psychi a tr i c Di sorders

Use this column for taking notes as usual.

Mood Di sorders Depressi on : Trea tmen t

o Psychothera py o ECT – Electro Con vu lsi ve

Thera py o Med i ca ti on s > proza c, Zoloft,

wel lbutr i n Voca ti on a l Appl i ca ti on s

o Mi ss work & low producti vi ty Accommoda ti on

o Cha n ge work en vi ron men t Bi bola r Di sorder

Ma n i c-depressi ve Epi sodes of depressi on a n ma n i a Eleva ted mood swi n gs Symptoms

o Gra n d i osi ty, dec. Sleep, rushed speech

Wi th ma n ia - someti mes ha l luci n a ti on s

Fol low a depressi on epi sode Trea tmen t

o I n d i vi dua l psycho-thera py o Med i ca ti on s

Li thi um, depa kote, zyprexa

o Cr i si s sta bi l i ta ti on Recommen da ti on s for i n tern shi p si tes:

1. Meri d i a n 2. Vi sta 3. Meta morphosi s

Use this column for notes to yourself Look up more a ccomm for work on J AN.wvu. edu Ca l l si tes to check a va i la bi l ity

Get student’s feedback on quality of notes.

Periodically allow instructor to review notes for content.

Periodically check-in with Accessibility Resource Center’s Notetaker Coordinator.

Face student when speaking (Eye contact is important)

Don’t yell at student!

Get student’s attention by waving your hand or lightly tapping on shoulder.

Visit National Technical Institute for the Deaf for more thorough training of notetakers for students with hearing loss. www.ntid.rit.edu/elearning

The stipend is $ 75.00 per class regardless of the number of students receiving notes in a course.

Stipends are processed the last week of the semester and dispersed on Tuesday or Thursday of that week.

You will receive direct deposit from the Bursar’s if you have direct deposit set up. If not you are mailed a paper check.

If there is a current balance due to your account the stipend is applied to your bill.

Involves completing this presentation.

Verify completion of your training by clicking on the following email address asnotes@unm.edu and place the following information exactly as stated in the subject line of the email: “Notetaker Training Completed _____________________”

(first & last name) Don’t place anything in the body of the verification email.

If you have specifics questions or comments please contact us by any of the following methods.

Contact information: Accessibility Resource Center

Mesa Vista Hall 202 505- 277- 7305505-277- 3750- Fax

RIT, National Technical Institute for the Deaf. (n.d.). Notetaking for students with hearing loss. Retrieved 07/28/2008, from http://www.ntid.rit.edu/elearning/

James Madison University Special Education Program. (n.d.). The learning toolbox home. Retrieved 07/28/2008, from http://coe.jmu.edu/LearningToolbox/notetaking.html

College of Saint Benedict – Saint John’s University. (n.d.). Academic advising lecture note taking. Retrieved 07/28/2008, from http://www.csbsju.edu/academicadvising/help/lec-note.htm