Achieving equal access through accommodations and universal design Show
In recent years, the number of students diagnosed with disabilities who are attending postsecondary institutions has increased dramatically. Members of the largest group of students with disabilities have learning disabilities. In most situations, a learning disability is not readily observable. Because there are no outward signs of a disability such as a white cane or wheelchair, students with learning disabilities are often overlooked or misunderstood. Some instructors and administrators suspect that students who claim to have learning disabilities are faking it, are playing the system, or lack the intelligence needed to succeed in college. Understanding the implications of learning disabilities, preparing to teach students with diverse characteristics, and learning to accommodate students with learning disabilities are essential for faculty and staff to provide academic and career opportunities for these students that are equivalent to those provided to their nondisabled peers. Learning Disabilities and Functional LimitationsGenerally speaking, students may be diagnosed with learning disabilities if they are of average or above-average intelligence and there is a significant discrepancy between their academic achievement and their intellectual ability. The diagnosis of a learning disability is often made by a psychologist trained in administering and interpreting psycho-educational assessments. Psychologists use the results of their assessments to understand how individuals receive, process, integrate, retain, and communicate information. Since these functions cannot always be directly observed, it is often difficult to diagnose specific learning disabilities, determine their impact, and recommend appropriate accommodations. There are many types of learning disabilities; they often impact student abilities in one or more of the following categories:
Learning disabilities may also be present along with other disabilities such as mobility and sensory impairments, brain injuries, Attention Deficit Disorder/Attention-Deficit Hyperactivity Disorder (ADD/ADHD), and psychiatric disabilities. Described below are some of the functional limitations that may require accommodations. A student with a learning disability may have one or more of these limitations.
Universal DesignAs the number of individuals being diagnosed with learning disabilities has increased, so have the understanding and utilization of academic and technological strategies for accommodation. There are a number of things instructors can do while planning a course to make it more accessible to all students, including those with learning disabilities. Proactively considering these strategies is part of a process called universal design (UD). UD offers the following suggestions:
AccommodationsTypically, a higher education institution requires that a student with a disability register with the office that provides support services for students with disabilities, in order to receive accommodations. It is the student's responsibility to request services in a timely manner. These offices confirm the student's disability and eligibility for services and accommodations. A course instructor typically receives a letter from this office detailing recommended accommodations for a student. The student with a disability is responsible for meeting all course requirements using only approved accommodations. The goal is to give the student with a disability equal access to the learning environment. Individualized accommodations are not designed to give the student an advantage over other students, to alter a fundamental aspect of the course, nor to weaken academic rigor. A specific learning disability is unique to the individual and can be manifested in a variety of ways. Therefore, accommodations for a specific student must be tailored to the individual. The following are examples of classroom, assignment, and examination accommodations that may be recommended for a student with a learning disability. When in doubt about how to assist a student, work with the student privately or contact the campus office that provides support services for students with disabilities. Classroom and Assignment AccommodationsYou may be asked to
Examination AccommodationsYou may be asked to allow the student with a learning disability
Additional ResourcesYour campus student disability support office is a valuable resource for better understanding learning disabilities and effective instructional strategies. The following resources may also be helpful: The Center for Universal Design in Education is a comprehensive resource on the principles, processes, and strategies for applying UD in academic settings. The Faculty Room is a space for faculty and administrators at postsecondary institutions to learn about how to create classroom environments and activities that maximize the learning of all students, including those with disabilities. Invisible Disabilities and Postsecondary Education is the title of both a video and a publication that include suggestions for working with students with invisible disabilities on postsecondary campuses. Equal Access: Universal Design of Instruction is the title of both a video and a publication that provide postsecondary instructors with strategies for making campuses welcoming and accessible to all students. LDOnline is a comprehensive website on learning disabilities for parents, teachers, and other professionals. The Learning Disabilities Association of America, (LDA) is a nonprofit grassroots organization whose members are individuals with learning disabilities, their families, and professionals who work with them to advance the education and general welfare of children and adults with learning disabilities. About DO-ITDO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the University of Washington. Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by sending a check to DO-IT, Box 354842, University of Washington, Seattle, WA 98195-4842. Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the University of Washington is registered as a charitable organization with the Secretary of State, state of Washington. For more information call the Office of the Secretary of State, 1-800-322-4483. To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form. For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact: DO-IT Founder and Director: Sheryl Burgstahler, Ph.D. DO-IT Funding and Partners AcknowledgmentThe contents of this publication were developed under a grant from the U.S. Department of Education (#P333A020044, #P333A050064). However, these contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government. Copyright © 2012, 2009, 2007, 2004, University of Washington. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged. What types of accommodations modifications?Examples of Accommodations & Modifications. General Accommodations: Large print textbooks. Textbooks for at-home use. ... . Testing and Assessment Accommodations: Answers to be dictated. ... . General Modifications: Allow outlining, instead of writing for an essay or major project. ... . Behavior modifications: Breaks between tasks.. What are the most common accommodations for students?Common accommodations. Listen to audio recordings instead of reading text.. Learn content from audiobooks, movies, videos, and digital media instead of reading print versions.. Work with fewer items per page or line.. Work with text in a larger print size.. What are some examples of modifications?Modifications are changes in what students are expected to learn, based on their individual abilities. Examples of modifications include use of alternate books, pass/no pass grading option, reworded questions in simpler language, daily feedback to a student.
What are some examples of accommodations?Examples of accommodations include:. sign language interpreters for students who are deaf;. computer text-to-speech computer-based systems for students with visual impairments or Dyslexia;. extended time for students with fine motor limitations, visual impairments, or learning disabilities;. |