Well Imagine That Heidi Scher University of Arkansas

Well, Imagine That! Heidi Scher University of Arkansas Ark-AHEAD 2016 Spring Conference April 14, 2016

In This Hour • We will: • Look at how we determine accommodations • Look at an alternative process • Use our imaginations!

How do you… …figure out appropriate accommodations for a student? …determine what questions to ask? • Do you …have a list of questions? …deviate from the list or stick to it most of the time?

How do you know… …when you’re done contemplating accommodations with a student?

Upcoming Meeting Student #1 • Before the meeting, we know: • Student is a sophomore • He has a seizure disorder

What are you thinking about this upcoming meeting & this student? ?

This DA This List or That List Do you have a “go-to, unofficial” list of accommodations when you hear a student has a specific disability?

Ex: “Unofficial” Accommodation List • Reading Disability • Note-taker • Extended time for tests • Text-to-speech or reader for tests • Accessible alternative formats of course materials

Process In-A-Nutshell Student Disability Accommodations Access

What Lead to This Direction of Thinking? • Historically based Medical model • Required documentation • Included diagnosis • MAYBE included limitations • Problem is centrally based on student’s disability

Pre-fab Accommodations

Split keyboard Screen readers: Super. Nova Screen & JAWS Dragon Naturally Speaking …to name only a few Pre-fab AT Examples

Pre-fab Accommodations – Ditch That Box! X

A Different Perspective for Determining Accommodations

Accommodations… • Are NOT • about a disability • ARE • about chipping away, reducing, removing barriers being experienced

When Student Shares Disability… First thoughts what barrier is student encountering resulting in them having difficult completing or not able to complete because of a barrier?

The NEW List • Develop accommodations list during discussion with student. • All accommodations relate to a TASK or ENVIRONMENT • not limitation or the student.

Process from a Different Perspective Student with disability Disability Barrier Accommodations Access

Can It Be? • Can the sky be green? • Can the grass be blue? • Can text-to-speech remove a barrier for someone other than those who have print-related disabilities? • Could JAWs be helpful for individuals other than those who are blind? • Can common office equipment be useful accommodations in the classroom?

Upcoming Meeting Student #1 • Before the meeting, we know: • Student is a sophomore • He has a seizure disorder

Student #1 - During Meeting • Must use computer for • Research • Email • Writing reports & homework assignments • Has seizure disorder • One seizure is looking at computer screen

Possible accommodations?

Resolution • Student admitted using computer would be lifelong • Student learned JAWS

Student #2 • Student is a junior • She has low vision • Is an art major

What Tasks to Contemplate? • What tasks might this student have to complete • Depends upon focus of study • Ceramics • Drawing • Specific software

During Discussion • Let’s talk about tasks. • What barriers are you encountering related to specific course activities?

Specific to Student #2 • Course learning new artistic software • Can’t see screen when instructor demonstrates • Moving closer doesn’t help • Students have to use their own computer for work • Limited desk space in class due to • Classroom Size • Classroom layout • Number of students

Possible accommodations?

Resolution • Second monitor set up for student • Student connect her computer to monitor • Instructor shares screen with student’s computer (screen sharing often used in online meetings)

Let’s KICK the Box: Your Students & Uncommon Accommodations

Thank you!!!