Support Services for Students

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Support Services for Students

• DMACC
• Educational Support and the ADA

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Support Services Offered at DMACC

• Services for Students with Disabilities
• Special Needs Coordinator who grants
  accommodations district-wide
• Counselor/Advisor on each campus to support
  students with disabilities
• Interpreters who provide services in the
  classroom to students who are deaf
• Academic Achievement Center
• Tutoring
• Preparatory Courses

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Handouts
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Quiz
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Support for Students who are Deaf

• Having an Interpreter in the Classroom
• Notification
• Interactions with the Student
• Lecture Style
• Need for Closed Captioned Videos

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Before Accommodations After Accommodations
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Accommodations

• Provide for equal access in the classroom and for
  classroom related activities
• Process

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Students with Disabilities that Impact Learning

• Challenges for Students?
• Consistent attendance
• Changes within the classroom, such as moving into
  small group discussions, presenting or discussing
  topics, reading aloud
• Socialization with peers and the instructor
• Testing
• Reading print material
• Computer Access

• What?
• Depression
• Anxiety disorders
• Bi-polar disorder
• Autism/Asperger's Syndrome
• Schizophrenia
• Deaf
• Learning Disabilities
• Mobility Challenges
• Visual Challenges

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Accommodation Challenges

• Testing
• Pop quizzes
• Tests given after lectures
• Delivery and pick up of exams to the Academic
  Achievement Center
• Maintaining Confidentiality
• No disclosure of students disability to others
• Taking care to not single out the student in the
  classroom

• Lab Assistants
• Extra person in class
• Need for discussion between the student and Lab
  Assistant
• Interpreters
• Initially distracting
• Require a slower speaking pace from the
  instructor and some behavioral changes

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• Addressing
• the
• Challenges

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General Strategy

• Universal Design

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Universal Design

• Provide a detailed course syllabus
• Maintain a syllabus with minimal changes
• Announce reading assignments well in advance
• Provide an outline of material to be covered that
  day

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Universal Design

• Briefly summarize key points at the end of the
  lecture
• Avoid speaking while writing
• Create a course Website

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Universal Design

• Allow students to tape record your lectures.
• Schedule review sessions
• Discuss the format of your tests

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Universal Design

• Provide a sample test
• Provide copies of overheads and/or handouts of
  PowerPoint slides
• Use email to provide links that enhance the
  learning opportunities

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Other Strategies

• Disabilities that Impact Learning
• Have an attendance policy written in your
  syllabus
• Inform students early on regarding group
  discussions, class participation, or reading
  aloud. Invite students to share concerns with
  you.
• Give students various ways to contact you
  depending on their comfort level. Email may be
  the preferred contact for some students.
• Give as much information regarding tests as
  possible.
• Ensure that tests are placed in the AAC prior to
  the date and time of the exam to lessen student
  anxiety.
• Speak with students in a quiet, private area
  regarding classroom expectations should
  inappropriate classroom behavior occur.

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Other Strategies Continued

• Work with the special needs coordinator to plan
  for pop quizzes and tests given after lectures
• With Lab Assistant Assess seating needs
  depending on the communication required between
  the student and LA
• Meet with the student and LA early to develop
  classroom strategies and expectations
• Introduce interpreters to the class and indicate
  their role, but do not single out for whom they
  are interpreting.

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Other Strategies continued

• Speak when facing the class, so the student can
  read your facial expressions.
• Work with the interpreters to ensure closed
  captioning is available for videos
• Try and maintain a slow and steady lecturing
  pace.
• For students with medical issues, work with the
  student or special needs coordinator ahead of
  time to know what to do in an emergency.

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Needed Intervention
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Addressing Problem Behavior in the Classroom

• Suppose you have a disruptive student in your
  class who has been identified as a student with a
  disability. What should you do?
• Discuss the problem with the student in private.
• Do not lower your behavioral standards as a
  disability-related accommodation.

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Addressing Problem Behaviors in the
ClassroomContinued

• Inform the student of behavioral expectations in
  the classroom.
• Contact Pamela Parker, the special needs
  coordinator, for support.

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The Art of Referral

• How do you suggest to a student that they seek
  help?
• Avoid arm chair diagnosing.

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Be proactive...use your syllabus

• Behavioral expectations
• Grading policies
• Attendance expectations
• Disability statement
• Refer to student conduct policies
• Contact information
• Office hours

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Resources

• http//www.dmacc.edu/student_services/disabilities
  .asp
• http//www.dmacc.edu/student_services/tutoring.asp
  
• http//www.dmacc.edu/student_services/academic_ach
  ievement_center.asp
• sgbittner_at_dmacc.edu
• pjparker_at_dmacc.edu
• sahill_at_dmacc.edu