Strategies as long as Working with Students with Disabilities Workshop Objectives Legal Considerations IDEA Section 504 of Rehabilitation Act of 1973

Strategies as long as Working with Students with Disabilities Workshop Objectives Legal Considerations IDEA Section 504 of Rehabilitation Act of 1973 www.phwiki.com

Strategies as long as Working with Students with Disabilities Workshop Objectives Legal Considerations IDEA Section 504 of Rehabilitation Act of 1973

Ketchum, Tracy, Executive Producer of Good Sacramento on Weekends has reference to this Academic Journal, PHwiki organized this Journal Strategies as long as Working with Students with Disabilities S in addition to i Patton North Harris Montgomery Community College District District Director of Disability Services July 30, 2007 Workshop Objectives Upon completion of training, participants will have greater underst in addition to ing of: Legal Requirements Universal Design Overview of Types of Disabilities Basic Strategies in addition to Resources Specific Disabilities in addition to Tips Rights in addition to Responsibilities Legal Considerations IDEA Section 504 of the Rehabilitation Act of 1973 Americans with Disabilities Act Section 508

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IDEA Provides free in addition to appropriate public education in the least restrictive environment “Entitlement” Section 504 of Rehabilitation Act of 1973 “No otherwise qualified individual with a disability shall, solely by reason of his/her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity.” Section 508 Rehabilitation Act of 1973 Section 508 establishes requirement that federal government, in addition to by extension through the Assistive Technology Act of 1998 , state government also, procure in as long as mation technology that is accessible. A revised version of Section 508 was approved in August, 1998 which makes strong recommendations as long as web accessibility Only covers federal agencies or state agencies that receive Tech Act funding

Americans with Disabilities Act Extends coverage of Section 504 to employment, public in addition to private educational institutions, transportation providers, telecommunication, regardless of presence of any federal funding. Universal Design “The design of products in addition to environments to be usable by all people, without the need as long as adaptation or specialized design .” Learn About Learning Styles Teaching Visual Learners Teaching Auditory Learners Teaching Kinesthetic Learners Applying Learning Styles Strategies as long as Students with Learning Disabilities Multi-Sensory Approaches

Strategies to Help ALL Students Remember that strategies that help students with disabilities typically benefit ALL of the students in your class! Organization in addition to Technology Pave the Way Everyone benefits from outlines, copies of overheads. Technology can remove the barrier as long as some types of learning disabilities: Optical Character Recognition with Voice Output Voice Activation E-text in addition to Electronic Access Digital Tape Recorders Treat Each Student as an Individual Invite Disclosure Remember that Each Student is Unique Talk Privately with Each Student about Individual Needs Discuss with the Student How to Best Accommodate Needs in addition to How Accommodations will be Implemented

Build Your Support Team YOU know the essential requirements of the course The STUDENT knows his/her limitations, based upon disability Your DSO COUNSELOR knows the accommodations needed as long as access RESOURCES, both at the college in addition to in the community, can provide supplemental support Working with Disability Services Office at your Campus Your college’s Disability Services Office will determine what accommodations are appropriate as long as the students with disabilities who are in your class in addition to can assist you with implementation strategies. Other Resources Assistive Technology Lab Learning Center Assessment Center Community Resources Websites

SPECIFIC DISABILITIES Tips as long as Success Disabilities Learning Differences (including LD in addition to ADHD) Blindness in addition to Low Vision Deafness in addition to Hard of Hearing Psychiatric Disabilities Mobility Disabilities Other Orthopedic Disabilities CP, MD, MS, amputees, arthritis, etc. Chronic Health Disabilities Typical Accommodations as long as Students with Disabilities: There are NO Typical Accommodations “Case-by-Case Basis” Examples of Possible Accommodations: Extended Time as long as Testing Exams in Assessment Center Use of E-text as long as Textbooks in addition to Exams Notes, Copy of Overheads, Tape Recorder Use of Technology as long as Reading or Writing Use of Calculator, Color Coding EXCEPT WHEN THESE ARE THE SKILLS THAT YOU ARE EVALUATING AND THEY ARE ESSENTIAL TO THE CURRICULUM

What is a Learning Disability A learning disability is a disorder of one or more cognitive processes in addition to may impact a student’s ability to process reading, produce writing, in addition to /or comprehend math. Additionally, executive functioning may be impacted. Tips as long as Working with Students with Learning Disabilities Incorporate elements of Universal Design into instruction. Plan ahead. Students with reading disabilities may need materials in an alternate as long as mat. Prepare syllabus, h in addition to outs, exams ahead of time. When possible, always use textbooks that have electronic texts available if needed. Use multi-sensory approach in class. Provide outlines of lectures. Present lecture material in a sequential, logical manner (as appropriate). Invite students with disabilities to privately meet with you to discuss any special needs. Respect the confidentiality in addition to dignity of each student.

Tips as long as Working with Students who are Blind Discuss impact of vision loss with student Organization in addition to early planning are key Work closely with college resources to provide alternate as long as matting as long as print text, selecting when possible texts that publishers can provide in alternate as long as mat Use descriptive language Encourage the use of assistive technology Printed materials on computer disk, in addition to /or on a Web page, in addition to e-mail Special Tools in addition to Techniques as long as Working with Students who are Blind Audiotaped, Braille, or electronic notes, h in addition to outs, in addition to texts Raised-line drawings in addition to tactile models Braille signage in addition to auditory warning signals Adaptive/assistive equipment ( talking thermometers in addition to calculators; tactile timers), Optical Character Recognition, speech output, Braille printer in addition to refreshable Braille Increased time on tests, alternate as long as matting, Etests Tips as long as Working with Students with Low Vision Impact of residual vision Seating near front of class; good lighting Large print books, h in addition to outs, signs, in addition to equipment labels CCTVs (including microscope magnification) Assignments in electronic as long as mat Software to enlarge screen images Software to adjust screen colors

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Extended time as long as testing Tests broken into segments Magnification devices In-class assistant Note taker, tape recorder ETests Tips as long as Working with Students who are Deaf Age of onset Sensory neural, conductive, mixed Oral vs. Sign American Sign Language Deaf Culture Interpreter Captioning CART, Cprint, TypeWell Captioned videos Visual warning systems Identify speakers in the room in addition to repeat what is said Note taking Face class when speaking Avoid backlights Speak directly to student

Tips as long as Working with Students who are Hard of Hearing May use assistive listening devices Lip reading myths Types of accommodations Isolation Repeat as needed Face students Use visual aids Copy of overheads Tips as long as Working with Students with Psychiatric Disabilities All students must abide by student code of conduct Myths surrounding students with psychiatric disabilities Safe haven Emergency protocols Accommodations that may be Helpful Extended time as long as testing Exams in Assessment Center (separate room) Note taker, tape recorder May need to be excused from public speaking, if appropriate May need to leave room May need to bring water to class Medication may slow/alter thinking

Rights in addition to Responsibilities: Professor Right to: Require ALL students to meet in addition to maintain the institution’s academic in addition to technical st in addition to ards Teach in an environment supportive of learning in addition to free of disruption Responsibility to: Comply with all aspects of The Rehabilitation Act of 1973 in addition to ADA (as apply to higher education} Refer students with disabilities who self-identify to DSO Implement reasonable accommodations that are prescribed by the DSO Maintain confidentiality when working with students with disabilities Treat every student with dignity in addition to respect Rights in addition to Responsibilities: Disability Services Office Right to: Require documentation of disability in addition to need prior to making accommodations Require ALL students to meet in addition to maintain the institution’s academic in addition to technical st in addition to ards Work in an environment supportive of learning in addition to free of disruption Responsibility to: Comply with all aspects of Rehab Act of 1973 in addition to the ADA, as apply to higher education. Maintain confidential records as long as students with disabilities Protect in addition to maintain confidentiality Prescribe/support reasonable accommodations as long as students with disabilities

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