ADA, LD College Students & Technology
Published on Apr 06, 2016
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ADA, LD College Students and Technology
College Students with Learning Disabilities on Campus and the Impact of Technology
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Panelists
- Wanda Hadley, PhD wanda.hadley@wmich.edu Western Michigan University Robert Leneway, PhD bob.leneway@wmich.edu Western Michigan University
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Enrollment of LD students are increasing even when compared to other disabilities
The National Center for Education Statistics (NCES, 2012), reports that students with disabilities, specifically learning disabilities, are increasingly enrolling at institutions of higher education.
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Learning Disabilities
The largest federal disability group
Sparks and Lovett (2009) noted that the enrollment has been excessive even compared to other disability groups. Greenfield, Mackey and Nelson (2016) described students with learning disabilities as the largest federal disability category population.
Rank lower than peers
- First-year retention
- Four-year progression
- Graduation rate
- Complete postsecondary education
Although there is growing enrollment regarding this student population, typically they have trouble adjusting to and persisting in the college environment. Students with learning disabilities’ first-year retention, four-year progression, and graduation rates are lower than their peers without disabilities (Hamblet, 2014; Balcazar et. al, 2012; Hadley, 2009).
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Better Employment
For those that graduated on average
Morris (2014) submitted that fewer students with learning disabilities complete postsecondary education compared to their peers without disabilities. But on average, students with learning disabilities who complete a college program experience significantly better employment and after graduation living than peers who do not (Leake, Burgstahler, & Izzo; 2011).
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Still Unprepared
beyond required accommondations
Many college and universities, however, are still unprepared to support students beyond the accommodations required by federal laws (Hong, 2015). While in secondary school systems, students with learning disabilities are provided services according to the mandates of the Individuals with Disabilities Education Act (IDEA) of 1990/Individuals with Disabilities Education Improvement Act (IDEIA) of 2004
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Still Unprepared
beyond required accommondations
Many college and universities, however, are still unprepared to support students beyond the accommodations required by federal laws (Hong, 2015). While in secondary school systems, students with learning disabilities are provided services according to the mandates of the Individuals with Disabilities Education Act (IDEA) of 1990/Individuals with Disabilities Education Improvement Act (IDEIA) of 2004
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ADA LD examples
- Peers tutors
- Note takers
- Additional time to complete exams
- Private study areas
Conversely, when students with learning disabilities transition to college, they are assured services according to the expectations of Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Higher education institutions are required by law to offer accommodations and services such as peer tutors, note takers, and additional time for students to complete exams (Hamblet, 2014; Hadley, Twale, & Evans; 2003).
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LD Students Requirements
- College Prep Courses
- Provided peer mentor thru OSD
- Enroll in academic support workshops to enhance study skills.
Twale, & Evans; 2003).
Students with learning disabilities transitioning to higher education could be required to take college preparatory courses, provided peer mentors through the Office for Students with Disabilities (OSD), and/or enrolled in academic support workshops to enhance their study skills
Students with learning disabilities transitioning to higher education could be required to take college preparatory courses, provided peer mentors through the Office for Students with Disabilities (OSD), and/or enrolled in academic support workshops to enhance their study skills
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Self Determination
- Predictor of successful transition to life.
- Positive academic, social & post-school outcomes for LD students.
Cobb et. al (2009) further noted that positive self-determination skills are a predictor of successful transition to life after college. Hughes et. al (2013) highlighted growing evidence that suggested the role of self-determination in promoting positive academic, social and post-school outcomes for students with intellectual and developmental disabilities. Hughes et. al (2013) defined self-determination skills as decision making, self-advocating, and the student’s active involvement in their educational future.
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Self Determination
- Decision Making
- Self-advocating
- Student active involvement in their education future.
Hughes et. al (2013) defined self-determination skills as decision making, self-advocating, and the student’s active involvement in their educational future.
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A learning disability is a diagnosed condition that could limit student participation and learning in the college environment (Remy & Seaman, 2014).
A learning disability is a diagnosed condition that could limit student participation and learning in the college environment (Remy & Seaman, 2014).
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Dyslexia, autism spectrum disorder (ASD) & intellectual disabilities (ID) are the increasing categories of learning disabilities.
Students with dyslexia, autism spectrum disorder (ASD) and intellectual disabilities (ID) are the increasing categories of learning disabilities anticipating the transition to college (Plotner & Marshall, 2015; Mitchell & Beresford, 2014; and Van Bergeijk, Klin, & Volkmar, 2008). Mitchell and Beresford (2014) informed that students with high functioning ASD can find the transition to and demands of college expectations very challenging.
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Challenges
- Communication Skills
- Academic tasks
- Disability disclosure
- Self-advocacy
- Emotional problems
- ADHD
In their transition to college, students who have these specific cognitive disabilities generally struggle with communication skills, academic tasks, disability disclosure and self-advocacy (Glennon & Marks, 2010). Dyslexia, ASD and ID are disabilities that accompany other concerns such as emotional problems and/or as Attention-Deficit-Hyperactivity Disorder (ADHD).
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It is their process & not capacity for learning that is different.
Vickers (2010) observed that accommodations such as extra time to take exams, alternative exam formats, and note-takers help students a great deal. A misconception about students with learning disabilities is their capacity for learning, but it is their process for learning, that is different. Students’ perception and integration skills influence the way they process information.
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LD students must compete in inclusive classrooms.
Even though students with learning disabilities in the college environment are entitled to reasonable accommodations according to federal laws, they must compete with peers without learning disabilities in inclusive classroom settings.
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College vs. H.S.
Services for students with learning disabilities at the college level differ considerably from services at the high school level. The difference is due to the laws protecting students in the two educational settings. While in secondary schools, students with disabilities, however, receive special education services authorized by IDEA/IDEIA and overseen by a team referred to as the Individual Education Planning (IEP) team. This group of school personnel, parents and students convene to insure appropriate services provided to the student (Hadley, Twale & Evans, 2003).
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College vs. H.S.
Services for students with learning disabilities at the college level differ considerably from services at the high school level. The difference is due to the laws protecting students in the two educational settings. While in secondary schools, students with disabilities, however, receive special education services authorized by IDEA/IDEIA and overseen by a team referred to as the Individual Education Planning (IEP) team. This group of school personnel, parents and students convene to insure appropriate services provided to the student (Hadley, Twale & Evans, 2003).
ADA & 504
When students with disabilities transition to college they are no longer covered by IDEA/IDEIA and IEPS are not applicable (Vickers, 2010). In college environment students with learning disabilities are protected by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Both 504 and the ADA are civil rights statues as opposed to educational statues. Section 504 and the ADA require colleges and universities to make reasonable and necessary modifications to policies and practices to avoid discrimination and ensure access and opportunity for students with learning disabilities. Vickers (2010) defined “equal access and opportunity” as the same access and opportunity available to the general population of students. Since Section 504 and the ADA do not require college and universities to provide a model of special education services like offered in high school, students with disabilities will most likely need support in their transition and adjustment to college expectations (Madaus, 2011). For students with learning disabilities to receive accommodations and support services in college, they must first provide documentation of their learning disability.
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The diagnosis of a learning disability is the discrepancy between aptitude and achievement.
The diagnosis of a learning disability is the discrepancy between aptitude and achievement.
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LD students must practice self-determination behaviors.
Moving to and thriving in postsecondary education requires students with learning disabilities to practice self-determination behaviors. Self-determined students are able to identify their strengths and weaknesses, manage their lives, and pursue future goals (Ankeny & Lehmann; 2011). Unlike high school, in college students with learning disabilities are expected to provide documentation of their learning disability and request services.
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LD student need to provide OSD documentaion
In their move to college, students need to meet university entrance requirements, self-identify as a student with a learning disability and self-advocate to the campus Office for Students with Disabilities (OSD). Without proper documentation of their disability, the student is not legally eligible for accommodations and services from OSD.
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First-year students with learning disabilities requested accommodations included note-takers, textbooks on tape, extended time for examinations, and quiet areas for testing.
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Self Advocacy
Self-advocacy skills are necessary to be successful in college. Additionally, self-advocacy skills assist students in becoming more introspective and willing to address their learning issues.
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OSD outreach
In addition to supporting students, the OSD staff generally offers outreach, consultation and presentations to university faculty and staff to facilitate an environment of accessibility and opportunity for students with learning disabilities.
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Complexity
There is complexity in serving students with learning disabilities on the college campus because of academic, ethical, cultural and financial issues accompanying this student population. The Americans with Disabilities Act (ADA) of 1990 articulates that students with disabilities are to have equal opportunity to participate fully in campus educational and social programming.
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Learning Disabilities are Diverse
Require different approaches
The number of students with learning disabilities has significantly grown over the past twenty-five years and institutions have often struggled with how to best incorporate this diverse group of students into the academic environment. In addition, the number of students with other learning disabilities classifications such as Attention-Deficit-Hyperactivity Disorder, autism spectrum disorders and intellectual disabilities have increased (Madaus, 2011) leading to greater diversity of students with learning disabilities as a student population and further increasing the challenge for institutions to successfully support and integrate these students into the university community.
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Technology Changes Everything
- Accommodating the student to the learning environment.
- Accommodating the learning environment to the student.
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Learning disabilities may also be present along w/ other disabilities such as mobility and sensory impairments, brain injuries, (ADD/ADHD), and psychiatric disabilities.
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LD Impacts
- Listening & Speaking
- Written language - reading, writing & spelling
- Math
- Reasoning - organization & integration of ideas & thoughts.
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Functional Limitations
- Auditory perception & processing
- Visual perception and processing
- Information processing speed
some of the functional limitations that may require accommodations. A student with a learning disability may have one or more of these limitations.
Auditory perception and processing—the student may have difficulty processing information communicated through lectures or class discussions. He or she may have difficulty distinguishing subtle differences in sound or knowing which sounds to attend to.
Visual perception and processing—the student may have difficulty distinguishing subtle differences in shape (e.g., the letters b and d), deciding what images to focus on when multiple images are present, skip words or repeat sections when reading, or misjudge depth or distance. He or she may have difficulty processing information communicated via overhead projection, through video, in graphs and charts, by email, or within web-based distance learning courses.
Information processing speed—the student may process auditory and visual information more slowly than the average person. He or she may be a slow reader because of the need for additional time to decode and comprehend written material.
Auditory perception and processing—the student may have difficulty processing information communicated through lectures or class discussions. He or she may have difficulty distinguishing subtle differences in sound or knowing which sounds to attend to.
Visual perception and processing—the student may have difficulty distinguishing subtle differences in shape (e.g., the letters b and d), deciding what images to focus on when multiple images are present, skip words or repeat sections when reading, or misjudge depth or distance. He or she may have difficulty processing information communicated via overhead projection, through video, in graphs and charts, by email, or within web-based distance learning courses.
Information processing speed—the student may process auditory and visual information more slowly than the average person. He or she may be a slow reader because of the need for additional time to decode and comprehend written material.
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iPad for functional limitation
- Bookshare’s Read2Go, Voice Dream or other accessible app to access digital books
- Screen sharing tools such as JoinMe.
- Video supplaments such as Ted Talks, YouTube, Kahn Academy, Lynda.com
- Communication enhancement
The iPad can be a wonderful instructional tool for Teachers of Students with Learning Disabilities to use in conjunction with other, more traditional, instructional strategies. LDs can use iPads as instructional tools with students on their caseload in a variety of ways:
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Accommodations & Autism
- For Alternative and Augmentative Communication (AAC)
- As a motivating teaching tool or strategy for increased independence. a support for academics and literacy, social skills, vocational training, for leisure time pursuits, and daily living.
There are two purposes for technology supports: 1.) For Alternative and Augmentative Communication (AAC) and 2.) As a motivating teaching tool or strategy for increased independence. For this second purpose, technology can serve as a support for academics and literacy, social skills, vocational training, for leisure time pursuits, and daily living. - See more at: http://www.autismconsortium.org/blog/detail/technology-and-autism-whats-ava...
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Functional Limitations
- Abstract reasoning Memory (long-term, short-term) Spoken and written language
Abstract reasoning—the student may have difficulty understanding the context of subjects such as philosophy and logic, which require high level reasoning skills.
Memory (long-term, short-term)—the student may have difficulty with the storing or recalling of information during short or long time periods.
Spoken and written language—the student may have difficulty with spelling (e.g., mixing up letters) or with speaking (e.g., reversing words or phrases).
Memory (long-term, short-term)—the student may have difficulty with the storing or recalling of information during short or long time periods.
Spoken and written language—the student may have difficulty with spelling (e.g., mixing up letters) or with speaking (e.g., reversing words or phrases).
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Functional limitations
- Mathematical calculation
- Executive functioning (planning and time management)
Mathematical calculation—the student may have difficulty manipulating numbers, may sometimes invert numbers, and may have difficulty converting problems described in words to mathematical expressions.
Executive functioning (planning and time management)—the student may have difficulty breaking larger projects into smaller sub-projects, creating and following a timeline, and meeting deadlines.
Executive functioning (planning and time management)—the student may have difficulty breaking larger projects into smaller sub-projects, creating and following a timeline, and meeting deadlines.
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More examples
- Spelling apps
- Kindle audio supplement
- Concept mapping apps
- Decision Tree apps
- Evernote, etc
- Ink and Slide
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Universal Design
As the number of individuals being diagnosed with learning disabilities has increased, so have the understanding and utilization of academic and technological strategies for accommodation. There are a number of things instructors can do while planning a course to make it more accessible to all students, including those with learning disabilities. Proactively consider these strategies is part of a process called universal design (UD). UD offers the following suggestions:
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Things Instructors Can Do
- Statement in syllabus
- Point out campus resources
- Clear definition of course objectives, exam and due dates. Advance notice on changes
- Provide printed material in advance
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Things Institutions Can Do
- Extended exam time
- Exams in a seperate room
- Word processor for exams
- Oral exam
- Spelling, grammar or math apps
- Provide scratch paper during exams
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For LD students a college degree may not be the only or best course.
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What do these scientists have in common?
- Albert Einstein
- Stephen Hawking
- Isacc Newton
- Thomas Edison
- John Nash Jr.
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Resources
- Center for Universal Design www.uw.edu/doit/CUDE
- The Faculty Room www.uw.edu/doit/Faculty/Resources
- LDOnline http://www.ldonline.org/
- DO-IT http://www.washington.edu/doit/academic-accommodations-students-learning-di...
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