Universal design in tutoring updated
- 1. Tutoring Students with Disabilities Created and used with permission from Rebecca Cofer Coordinator, Campus Tutoring Services Academic Support Abraham Baldwin Agricultural College WOU Edit by Ron Mercer
- 2. Higher Education Specifically? • Individuals with Disabilities Education Act (IDEA)of 2007 • Required the public school system to identify students with disabilities and then provide them with free and appropriate education and transition services at age 16 • Students with disabilities are enrolling in colleges at increasing numbers each year • The ADA requires postsecondary schools receive federal funding to provide appropriate accommodations at no cost to students with disabilities • *Info from Advising Students with Disabilities: Striving for Universal Success, 2nd ed. Ed. Mary Lee Vance and LaDonna Bridges
- 3. Brief History of Students with Disabilities in Higher Ed • American with Disabilities Act of 1990 • Prohibits discrimination based on disability • “disability”- physical or mental impairment that substantially limits a major life activity • ADA Amendment Act of 2008 • Provides broadened coverage- broadened Congress’ narrow view of disability • This will, in turn, mean more students with disabilities in college
- 4. A Growing Trend: Veteran Students • Many changes in student population have stemmed from the wars in the Middle East • Since 2001, about 1.7 million military personnel have been deployed • Sample injuries these veterans come with: TBI, hearing and vision issues, mobility loss, PTSD • Post 9/11 Veterans Educational Assistance Act of 2008
- 5. Specific to the Individual • Various common disabilities you may recognize: • Psychiatric Disorder- schizophrenia, anxiety • Physical Impairment- cerebral palsy, paralysis • Learning Disabilities- dyslexia, dysgraphia • Auditory and Visual Impairment- deafness, blindness • Brain injury- traumatic brain injury (TBI) • Health Impairment- lupus • Not so common/less recognized disabilities? • Depression and anxiety • Gastrointestinal issues • Cancer, epilepsy
- 6. Types of Disabilities on Campuses 0 5 10 15 20 25 30 Percentage Distribution of Students with Disabilities by Main Type of Disability, 2008 2008
- 7. “Reasonable” • After registering with the Disability Office on their campus, students receive reasonable accommodations based on their required documentation turned in • Accommodations can include note takers, alternative testing locations, extended time, early registration, interpreters, etc. • So what exactly is a reasonable accommodation? • Modification, adjustment or aid that minimizes or eliminates the impact of a disability, allowing the student to gain equal access • Levels the playing field • *Info from “Disability 101: A Quick Guide for Faculty Members”
- 8. The Challenges for Students Starting college Only 47% of students enrolled in LD classes go on to a postsecondary school--nearly 20% less than non-disabled peers Only 15.9% of students with disabilities attend 4 year colleges Only a third of the college students who received special education services in high school sought formal accommodations in college & not all of these students used those available resources References: Newman et al. (2009) NLTS2, (NLTS2, 2009) Five years after starting college Just 55%-64% of non-disabled students were still enrolled or had graduated But only 52% of students with disabilities were still enrolled or had graduated However, students with disabilities may graduate at the same rate as their non- disabled peers if they access support. References: NCES, 1999, 2000 and 2003, U.S. Census Bureau, 2002; Porter, 2002); Tagayuna et. Al., 2005, Vogel and Adelman (1990, 2000)
- 9. So How exactly does this apply to my tutoring? • Many tutors will work with students with disabilities but may never know it (invisible disabilities) • Some disabilities are more obvious and need to be worked with • Some students will disclose the disability they have to you • Disabilities change your tutoring approach in some ways
- 10. Tips for Tutoring this Population • Understand that every student is unique, disability or no disability • It is a student’s choice to disclose • You cannot directly ask if they have a disability, but you could ask things like “have you had struggles with math in the past?” • Ask the student how they learn best- the student can tell you more about what works for them • Tutor outside the box- sometimes using stress balls helps students think, new location, breaks, engaging activities, etc.
- 11. More Tips for Tutoring • If a student is tired or sleepy, understand that they may not be rude, but that meds may make them tired • Students with Asperger's or ASD have special social barriers • Don’t tease a student (even behind their back)- part of this disability is struggles with social situations • Sometimes being frank (but kind) is best • Understand that students may ask questions dealing outside the classroom work
- 12. The Dos and Don’ts Do: • Ask questions if you have them • Use lots of tutoring methods to reach all types of learners • Be positive- even if the grades aren’t what you’d want • Feel free to walk around or take breaks with the student Don’t: • Stare at the student's disability (if visable) • Ever directly ask the student if they are “disabled” • Use negative words with tutoring- the experience with education isn’t always good • Use disability- centered language (“disabled student”)
- 13. Commonly Seen Disabilities Asperger’s and Autism (ASD) • Affects one out of every 88 kids in the US- more boys than girls • Characteristics: May 2013 DSM-5 publication grouped in to one umbrella diagnosis of ASD • Not sure what one thing causes it- maybe not taking prenatal vitamins, genetic predisposition, early brain development, immune system issues
- 14. Did You Know?? • The following celebs have opened up about their ASD diagnosis: • Dan Aykroyd • Susan Boyle • Daryl Hannah • Courtney Love • Albert Einstein (allegedly)
- 15. Temple’s Words • Temple Grandin • Diagnosed with autism as a child- didn’t speak until she was 3 years old • Career as a livestock handling equipment designer • Has written many books on that and autism • “The world needs all kinds of minds” • http://fifthfreedom.org/u/2d
- 16. Symptoms to be aware of when tutoring • Characterized by several deficits in social interaction and communication • Repetitive, stereotyped behaviors • Have to display at least one of these, according to the DSM IV: • Repetitive motor movements • Intense and focused preoccupation with subjects • Demands for routines to be followed regardless of their necessity • Interest in parts of objects instead of the whole object
- 17. How To Help the Student • Understand that he/she may have needed behaviors they have to do, even if you don’t see the point of those behaviors • They may not look you in the eye and may be socially awkward- that's okay- it’s not always rude • The student may have a deep interest in one topic- allow them to discuss it but don’t allow it to go on too long • They may talk about their parents a lot- this is normal and okay • Immature/strange behavior can happen- crying losing control, etc. – give them time to collect themselves a bit
- 18. Students with ADHD • One of the most common disorders • Symptoms- • difficulty staying focused and paying attention, difficulty controlling behavior and over activity • Struggles with directions • Based on type- talks nonstop, constantly in motion, fidgets a lot • Loses things, becomes bored with a task • Types of ADD/ADHD- predominantly hyperactive-impulsive, inattentive and combine hyperactive-impulsive and inattentive • If a student is sleepy during tutoring, it may be their ADD/ADHD medicine causing this • Not every student with ADD/ADHD is not the same
- 19. How to Best Help these Students • Understand that playing with stuff during the session is okay- stress balls are their friends • It’s okay to tutor standing up or moving around • Changes of scenery are okay- with permission • Never too many breaks • Give a list of tasks/goals- • Working with a plan helps
- 20. Mobility, deafness and blindness • There are different levels of each of these- students can be partially blind or entirely blind • Blindness and deafness are actually cultural identifiers for these individuals as well • Etiquette/tips for these disabilities • don’t stare at the disability- it’s okay to ask questions • When working with an interpreter- don’t address the interpreter, speak to the student • Different shades of paper may help these students • Be sure that you don’t assume a student needs help getting around, ask first
- 21. Many, Many More • This list and presentation is not fully complete- there are simply too many disabilities to go in to • Final activity • Take out a sheet of paper • Name 2 things you learned during this session about disabilities and tutoring them
- 22. The Big Picture • Please do not think of ADA students as handicapped or less intelligent than “normal” students. They are simply students who learn differently. • People with ADHD & Dyslexia are often extremely creative. People with Asperger’s are able to focus on complicated, difficult projects and see them through until the end. • By seeing the world from a different perspective, people with “disabilities” are able to think outside the box and contribute to society with new ideas in new ways.
- 23. Resources Used • Autism and the Transition to Adulthood: Success Beyond the Classroom, by Paul Wehman, Marcia Datlow Smith and Carol Schall, 2009. – as a basic reference • Advising Students with Disabilities: Striving for Universal Success (2nd edition), Eds: Mary Lee Vance and LaDonna Bridges, 2009. • www.autismspeaks.org • www.nimh.nih.gov • www.templegrandin.com • “Tutoring and Mentoring Students with Disabilities- Handbook for Training Peer Tutors and Mentors- pages 218-222. • “Invisible Disabilities” PowerPoint by Cindy Beadles, Erika Buckley, Robbie Bussey and Dana Roof • “Engaging Students with Disabilities” PowerPoint by Erika Buckley and Dana Roof- Monmouth College