Building a Team:

SSWD - www.csus.edu/sswd

Building a Team:Faculty, Staff, & Students

Working Together

Presented by: Services to Students

with Disabilities

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Presentation Goals

What do you know about SSWD?

What do you want to learn about SSWD?

There will be a quiz!

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Disability Legislation

Section 504 of the Rehabilitation Act,1973 Americans with Disabilities Act of 1990 Section 508 of the Rehabilitation Act,1998 Telecommunications Act, 1997 California State Education Code 67302,

AB 422 E-text, 2001www.ed.gov/about/offices/list/ocr/docs/auxaids.html

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Services to Students with Disabilities

SSWD: Established in 1974 Student Academic Success & Educational Equity Programs, Academic Affairs Lassen Hall 1008, 1st floor Website: www.csus.edu/sswd

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SSWD Services Disability Related Counseling Needs Assessment and Advising Recommendation for Class and Test Accommodation Provision of Reader, Notetaker, Interpreter, Proctor, Tutor On-Campus Cart Transportation for eligible students Assistive Technology Training/Support for students Consultation to Faculty, Staff, Administrators

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Definition

“People are pretty much alike. It's only that our differences are more susceptible to definition than our similarities.” - Anonymous

How would you define “a student with a disability?”

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“A Student with a Disability”

As defined by the California State University Policy for the Provision of Accommodations and Support Services to Students with Disabilities, a student with a disability:

Has a physical or mental impairment(s) that limits one or more major life activities;

Has a record of such an impairment; or Is regarded as having such an impairment Meets the academic technical standard requisite for admission or

participation in the education programs of the CSU campuses Meets essential eligibility requirements for receipt of services or

participation

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Roles - No [student] is an island…

Service is a team effort!Service is a team effort! Sac State: Educational access for students with disabilities is an

institutional commitment. Student: Meets with SSWD Counselor, provides verification, makes

needs known early. SSWD: Verifies eligibility, conducts needs assessment, authorizes

accommodation, consults. Faculty: Implements accommodation, contacts SSWD if needed Staff: Facilitates request by students or faculty, consults

with SSWD if appropriate All student information is confidential.

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Enrollment by Disability (Fall 2013)

Disability Percentage

Acquired Brain Injury 2%

Autism Spectrum Disorder

3%

Attention Deficit Disorder 16%

Communication Disability 1%

Deaf 3%

Learning Disability 25%

Psychiatric 18%

Mobility Limitation 14%

Temporary Disabilities 4%

Visual Impairment 4%

Other 10%

SSWD - www.csus.edu/sswd 9


Popular Academic Majors - SSWD

1. Social Work2. Psychology3. Criminal Justice4. Communication Studies5. Teacher Ed/Credential6. Child Development7. Liberal Studies8. Government9. Counselor Education10. Accountancy

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Reasonable AccommodationsExamples of Reasonable Accommodations:

Provision of reader, notetaker, interpreter, and alternative media for textbook, tape recording lectures, test accommodation (extended time, alternative testing format, scribes), All individually prescribed.Reasonable Accommodation is NOT:Substantial changes or waiver of the essential skills and knowledge of course requirements.

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Case scenario activity

You will be given a sample case scenario of a student with a disability who may be requesting services through SSWD.

Given the list of accommodations/services, brainstorm which ones you think may be applicable to the student.

www.washington.edu/doit/Faculty/Strategies/

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Accommodations - Learning Disabilities

Might include: Alternative formatted material (e-text, recorded

books, web access) Adaptive aids (Notetaker/photocopy notes, computers

with voice output, spell checkers, thesaurus, scan and read software)

Course/Test accommodations (Visual, auditory, tactile demos, course and lecture outlines, tape-recording lectures, extended exam time, quiet, non-distracting test room.)

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Accommodations - Blind, Visually Impaired

Might include: Priority Registration Alternative formatted materials (large print, e-text, Braille

or recorded materials, accessible website and web-based course)

Adaptive aids (Closed Circuit TV, computers with adaptive software, Tactile charts/map, talking calculator)

Course/Testing Accommodations (seating arrangement, reader, notetaker, lab assistant, verbally descriptive lectures, tape-recording lectures and test taking arrangements)

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Accommodations - Mobility Impairments

Might include: Priority Registration Alternative formatted material (e-text, recorded

materials, web access) Adaptive aids (computers with adaptive software/input

device, page turner, adaptive lab equipment and furniture) Course/Testing Accommodations (seating

arrangement, lab partner/assistant, notetaker, tape recording lectures, accessible classroom/

lab, fieldtrips, scribe or take tests on computer)

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Accommodations - Deaf & Hard of Hearing

Might include: Priority Registration Preferential seating in classroom Adaptive Aids (assistive listening device) E-mail communication Course/Testing Accommodations (Interpreters, real-time

captioners, notetakers, captioned videos/movies, accessible web-based course materials, visual demos, written announcements, proper names, technical vocabulary on blackboard, use of personal laptop.)

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Accommodations - Psychological Disabilities

Might include: Preferential seating (near door, front, rear, or side) Adaptive aids (Tape recorder for lectures, notetaker or

photocopy of notes) Course/Test accommodations (Text and other course

materials in alternative formats, use of computer for essay exams, extended time for taking tests, quiet, non-distracting test environment, personal and private feedback)

Priority registration

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Accommodations – Medical Conditions

Might include: Priority registration Priority seating Course/test accommodations (extended time for

exams, notetaker, tape-record lectures, breaks during exams up to a set time limit)

Water/snacks as needed (provided by student)

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High Tech Center: Computer Access

PURPOSE: Provide assistive computer technology and access for

students with disabilities Evaluate and Train students in Assistive Computer

Technology (LS9) - limited Provide Alternative Media Production (e.g. e-text,

Braille) for students with print impairments Consult with Campus Community regarding adaptive

technology, alternative media, and accessibility issues Location: AIRC Rooms 2010-2011

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Technology for Visual Impairments

CCTV Systems Optelec Spectrum SVGA

Screen Magnification Software ZoomText

Large Monitors Portable magnifiers

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Technology for Blind

Screen Reading Software - JAWS Braille Embossers - Juliet, Braille 100, Tiger Braille Translation Software - Duxbury Scan/Read Workstations - Kurzweil 3000 Tactile Image Maker (toaster) – p.i.a.f.

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Technology for Mobility Impairments

Voice Recognition Dragon NaturallySpeaking

Ergonomic Keyboards Adaptive Mice Adjustable Workstations/Chairs Arm/Wrist Supports

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Technology for Learning Disabilities

Word Processing MS Word

Outline/Mind Mapping Inspiration

Scan/Read Software Kurzweil 3000/Firefly

Voice Recognition Dragon NaturallySpeaking Example of mind map

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Alternative MediaWhy is Alternative Media important? Ensures equal access to textbooks and course

materials for students with print-related disabilities. Examples of Alternative Media:

E-text (electronic text) Audio-readers Tactile graphics Braille Large Print

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Making Classes Accessible1. Create a welcoming classroom environment2. Include a statement about disabilities in syllabus and

encourage students to talk about their needs early

3. Have clear policies, procedures, expectations and test dates in syllabus (available in electronic formats)

4. Write key phrases and outlines on blackboard 5. Face students when speaking and repeat discussion

questions in class6. Use multiple modalities: visual, auditory, etc.

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Making Classes Accessible (cont’d)

7. Choose textbooks with electronic text version and supplements if possible

8. Submit textbook selections early to bookstore to facilitate alternative media conversion

9. Develop accessible website, web-based curriculum. 10. Make extended test time available for online tests 11. Use partners and cooperative learning groups12. Use alternative methods to measure student’s

achievement, not the extent of the disability.13. Use SSWD as a resource when in question

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Making Web Pages Accessible Websites and information need to be developed with

accessibility in mind, so student using current assistive technology can access information.

SSWD strongly encourages and advocates for the accessibility of Web pages and all Web-based materials.

For consultation on making Web pages accessible, contact:Who to Call: IRT Service Desk, 916-278-7337Where to Go: ARC 2005

www.csus.edu/web/accessibility

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To refer, or not to refer….you know the rest.

If a student is not registered with our program, but you suspect they may have a significant learning difficulty, when and how should you refer them to SSWD?

What about students who appear to have a mobility impairment or some other type of disability?

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We told you there would be a quiz!1) Where is SSWD located?

2) What role do faculty members play in providing services to students who are registered with SSWD?

3) Where is the High Tech Center located, and what kinds of services do they offer?

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Questions and Answers


Contact SSWD: 916-278-6955 (Phone) 916-278-7239 (TDD/TTY) Lassen Hall Room 1008 [email protected] www.csus.edu/sswd

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Building a Team:

Documents

Transcript of Building a Team: