5.1: A Comprehensive Look at Note-Taking Accommodations: From Coordination Through Technology
Paul Harwell, Purdue University
Note-taking is among the most commonly requested accommodations in higher education. However, the pandemic and the increase in online learning have altered the traditional response. There are numerous ways to support students whose disabilities impact their independent note-taking skills. We will discuss research, best practices, policies and procedures, and assistive technologies.
5.2: Using a Restorative Framework to Increase Accessibility, Inclusivity, and Equity for Disabled Students in Higher Education
Susan Willson, Temple University
David Thomas, West Chester University
Restorative Practices grew out of indigenous customs of community inclusion for decision making and addressing conflict and harm. "Being restorative" is a belief that individuals who are impacted by decisions or events know best what will address and meet their needs. Restorative Practices embraces an individual's full humanity by supporting their expression of needs. This framework offers students the experience of gaining an awareness of their ever changing needs and trust that there is a process in place which engages staff and faculty to develop plans to meet those needs. This allows greater access to the full college experience keeping students from feeling disempowered when they are up against a barrier as a result of their disability. This presentation will demonstrate how using restorative practices -- restorative inquiry, inclusive and fair processes, and responsive circles or conversations -- serves to operationalize the social model of disability.
5.3: The Nitty Gritty of Training Student Workers in Disability Resource Offices to Assist Students
Sharon Betzold, TECHniques Center of Texas Tech University
Do you want fresh ideas to implement into your current student worker training program? During this session we will discuss training student workers from brainstorming through reflection. Attendees will collaborate to develop ideas that they can take back to their respective programs.
5.4: The Documentation Disconnect: Are LD students in public schools getting the documentation needed for high-stakes tests and post-secondary education?
Manju Banerjee, Landmark College
Monica McHale-Small, Learning Disabilities Association of America, Temple University, Philadelphia, PA
JoAnna Barnes, Learning Disabilities Association of America
The recent college admissions scandal brought to national attention the issue of documentation of disability for the purpose of accommodations on high stakes assessments and in the postsecondary setting. While there may be a small number of individuals who have been able to scam the system, the bigger scandal may be that public school students are not always provided quality or timely evaluations and documentation. For students with learning disabilities, access to higher education requires proper documentation. Do public schools students have equal access to the necessary documentation? What are the components of a quality evaluation, and what documentation is needed? What about districts using RTI for SLD evaluations?
5.5: Individualization, The Interactive Process and Fundamental Alteration
Jamie Axelrod, Northern Arizona University
Paul Grossman, Hastings College of Law
Often, OCR and the courts, rather than focusing on the substance of a decision, will focus on the Often, rather than focussing on the substance of a decision, OCR and the courts will focus on the process that your campus used to reach its decision. Especially in close cases, liability can be limited simply by implementing the right processes. In this session, we will look at three key process-related issues that commonly arise in OCR letters and court cases: individualization, the interactive process, and fundamental alteration determinations. As it turns out, this is often a “win/win” proposition. Focusing your office practices on these concepts helps you make more informed decisions and usually results in better outcomes for students and faculty.
5.6: Applying Research to Practice: Using a Critical Disability Studies Lens to Further Equity for Students with Disabilities in Higher Education
Jewls Griesmeyer Krentz, Portland State University
A systematic review of literature of disability identity in higher education in the United States using a CDS lens reveals seven themes: hegemony, deconstruction of disability, disability-as-collective and individual identity, intersectionality, emancipation, praxis, and critical self-reflexivity. We will explore each theme as it relates to disability identity using specific examples from literature. Then we will break into discussion groups to apply what we've learned to our everyday practices and use case studies to improve student outreach, experience, and retention. Next, in our groups, we will use the expand our application to envision systemic change toward greater equity and social justice by facilitating a shift in how positive disability identity is encouraged throughout our institutions.
5.7: Collaborating with Health Science Programs to Facilitate Equity and Access for Students with Disabilities
Tracey Forman, Texas A&M University
Lisa Diekow, University of Florida
Disability service professionals housed outside of a health science or medical education program must utilize collaboration and effective partnerships to facilitate accommodations for students with disabilities in these programs. We will discuss strategies and tips for developing and utilizing collaborative relationships for working with faculty in these programs to effectively provide equity for students. Case studies will demonstrate how to work through specific accommodation requests and decisions.
5.8: Research Panel
Results and implications of two research studies will be shared.
A. College-going transition supports: Lessons from experiences of multilingual students with disabilities
Rachel Elizabeth Traxler, New York University
Lindsay Romano, New York University
Lilly Padia, New York University
Yu-Lun Chen, New York University
Audrey Trainor, New York University
Multilingual students with disabilities, or dually identified students, are a growing population in United States schools though little is known about their experiences in college. As this population encounters challenges in the pursuit of postsecondary education, it is essential to consider their experiences at this intersection and examine what helps students persist during college. This study is grounded in the interviews of eight college students enrolled in institutions of higher education in the United States. Students shared their experiences in college, highlighting how disability service support fostered and facilitated their success. Students shared their perspectives when accessing accommodations and other institutional resources. Based on our analysis, we identified key facilitators in students' success, including strong relationships with disability service staff and access to accommodations that fit students' needs.
B. Am I qualified? Disability representation and language on college disability service websites
Rachel Elizabeth Traxler, New York University
Nicole Deschene, New York University
Students who register with disability services are more likely to succeed through college, though most students with disabilities never register. In addition to outlining the services provided, institutional websites communicate how the institution views and defines disability through their use of language. These messages may be incongruent with students' intersectional identities and prevent students from accessing support. We conducted a qualitative critical discourse analysis to understand how three higher education institutions represent disability on their websites and found dominance of the medical model of disability, extensive use of legal language, and lack of representation of intersectional identities. We will review the models of disability and how these models are reflected in our language use, share the findings of our study, and invite attendees to critically reflect on the language used on the websites of their home institutions.
5.9: Extended Time: What Faculty Needs to Know
Nicole Ofiesh, Potentia Institute 21
Extended time is the most commonly requested and received test accommodation for students with disabilities in higher education. Nevertheless, there is a contingent of faculty who resists or resents this accommodation for a variety of reasons, including “fairness,” and concerns for misuse. Using findings from research, we will take a critical look at common misperceptions faculty have about extended time, including the beliefs that everyone would do better with more time, that the need for more time suggests a lack of content mastery, and that faster means better and smarter. Participants will learn strategies for working with resistant faculty by sharing research that challenges common concerns, learning the difference between a power test and a speed test, and understanding how time ameliorates a variety of conditions. Participants will learn what to look for in documentation to support the decision for more time and to determine how much time is appropriate. Finally, the trend toward universally designed assessments based on the neuroscience of the brain will be discussed.
5.10: Re-framing Our Understanding of Disability: Moving Towards a Social Constructivist Framework
Kegan Clark, Texas A&M University - Disability Resources
Sade Fields, Texas A&M University- Disability Resources
This interactive presentation is designed to increase knowledge and awareness of disability history, legislation, and the cognitive frameworks for understanding disability. We will cover the transition from institutionionalization to the implementation of the ADA and share statistical data regarding enrollment of students with disabilities, the limited disclosure of disability, and the reasons for non-disclosure. Participants will have the opportunity to reflect on their personal and institutional conceptions of disability through an experiential learning activity involving case analysis and guided group discussion. We hope that participants walk away with the ability to critically analyze their approach in supporting students with disabilities and the desire to move towards a social collectivist to promote more equitable and inclusive practices across their campuses.
5.11: Improve Math Success: Learning Strategies, Apps, Mindfulness, Memory Aids, Workshops, 3-D Accommodation, Co-requisites and Substitutions
Paul Nolting, Hillsborough Community College
Aimee Stubbs, St. Petersburg College
Research says that math and poor strategic learning are the two major reasons students are unsuccessful. Offices can learn how to help students improve math success. Participants will learn math study skills, test anxiety reduction, processing deficits, classroom/3-D accommodations, testing accommodations, and substitution strategies. Participants will also learn how to conduct student workshops, strategies to help students in co-requisite courses, and how to develop individual math success plans. You don’t have to break the bank to provide accommodations. Group discussion and a question and answer period will conclude the presentation.
Back to Top