V1.1: A Comprehensive Look at Note-Taking Accommodations: From Coordination through Technology
Paul Harwell, Purdue University
Note-taking is among the most 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.
V1.2: 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.
V1.3: 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.
V1.4: Promoting Self-Determination in Challenging Times
David Parker, Children's Resource Group
Sharon Field, Wayne State University
In their recent book, Becoming Self-Determined: Creating Thoughtful Learners in a Standards-Driven, Admissions-Frenzied Culture (AHEAD, 2016), the presenters and a team of nationally-recognized authors described multiple evidence-based approaches to promoting self-determination in all college students, including those with disabilities. AHEAD has published a 2021 update that provides new strategies from this team in consideration of how the COVID pandemic and a desire to embrace diversity and inclusion have changed the higher education landscape. This session will summarize what self-determination research says about college students' efforts to clarify and pursue goals, confront adversity successfully, connect with others, engage in meaningful learning, and link their education to important life outcomes while navigating more challenging environments. The presenters will describe practical strategies from a range of approaches.
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