Both Roberta and Jim asked for more information on our accommodation policies. I thought that this information might be of interest to the entire CASLL list, since those of us in charge of monitoring literacy at our various institutions are often the firt to identify (or perhaps the first to cause a crisis for) students with learning disabilities. The following is the U of C official bumf, followed by a guide written by Jennifer Hill at Uvic. They are scanned documents. I have tried to clean them up but I apologize in advance for any scanner errors that have crept in. Doug ------------------------------------------------ THE UNIVERSITY OF CALGARY INTER-OFFICE To: All Faculty Teaching General Studies Courses Date: 19960102 FROM: Beverly Rasporich, Associate Dean Faculty of General Studies Special Exams for Students with Disabilities As you may or may not be aware, academic departments have now taken on the responsibility for the provision of exam accommodations for the majority of students with disabilities. Lisa Schwartz (220-3277; SS 301) is responsible for co-ordinating General Studies exams for students with disabilities -- PLEASE ARRANGE ALL SUCH EXAMS THROUGH HER. The Student Resource Centre will provide accommodation only for those students whose extraordinary needs cannot be met at the faculty level. Conditions requiring accommodation may include hidden disabilities such as learning disabilities or attention deficit disorder. Accommodations may include extra time, a quiet room, a mid-exam break or a computer. Students with disabilities are aware that it is their responsibility to discuss their need for accommodations with their professors. The following procedures are now in place to handle these requests. 1 ) Academic Accommodation Agreement Form. Students should first meet with Lawrie Williams, Coordinator of Services to Students with Disabilities, prior to the start of classes or as early in the term as possible. Lawrie will give the student a letter confirming the conditions of the disability and the exam accommodation requirements. The student should then arrange to meet with the professor for each of their courses and after discussing the accommodations, complete an Academic Accommodation Agreement Form (sample attached), to be signed by both the student and the professor. This form should be completed by the third week of classes and submitted to Lisa Schwartz, Reception area, SS 301. 2) Exam Confirmation Form. An Exam Confirmation Form (sample attached) must also be completed for each exam written. This form must be submitted to Lisa by: Midterms: TWO WEEKS before the exam Finals: Fall: November 15 Winter: March 15 Spring/Summer: ONE WEEK after the schedules are posted Deferreds: the same day as the Deferral Application is submitted by the student. Lisa will book a room, arrange an invigilator/scribe, and arrange for computer facilities where needed. It is, therefore, imperative that the afore-mentioned deadlines are met in order to allow sufficient time for arrangements to be made. Phoebe Heyman is the Faculty contact for students with disabilities; however, if you require further information about procedures, please contact Lisa Schwartz (3277) or Lawrie Williams in the Student Resource Centre (6918). STUDENT RESOURCE CENTRE 1995 ACADEMIC ACCOMMODATION AGREEMENT This form serves as a check list of possible academic accommodations for ___________ a student who will be in your _____ class this semester. Please indicate below those reasonable accommodations agreed to by you and the student. SUBMIT THIS FORM TO THE PERSON WITHIN YOUR DEPARTMENT THAT HAS BEEN DESIGNATED TO RECEIVE AND MAINTAIN THIS INFORMATION I. Classroom Accommodations a. use of an Assistive Listening Device b. use of volunteer notetakers c. permission to tape lectures d. other Exam Accommodations (a) extra time: 30 min ___ 50% ___100% ___ other ___ b) exam format required: audio ____tape ____large print ____ braille ____ computer disc ____ oral ____ (c) special exam services required: computer ____scribe ____dictionary ____ (d) other: (professor's signature) (professor, printed name) (professor's phone number) Date: _______________________________ ACCOMMODATING A STUDENT WITH A LEARNING DISABILITY: SUGGESTIONS FOR FACULTY Prepared by Jennifer Leigh Hill, Ed.D. Department of Psychological Foundations Faculty of Education University of Victoria Victoria, BC 1992 LEARNING DISABILITY It is widely recognized that the population of students with learning disabilities in postsecondary settings continues to increase dramatically. In a national survey conducted by the American Council on Education in 1987, students with learning disabilities constituted 1.2 percent of all full-time, first-time-entering college freshmen and 18 percent of the postsecondary population of students with disabilities (Hirschorn, 1988). Data from several studies indicate that the number of students who have learning disabilities attending postsecondary programs is second only to the number of students who have a physi- cal impairment (Hill, ln press; Marion & lovacchini, 1983; Sergent, Sedlacek, Carter & Scales, 1987). The Association for Children and Adults with Learning Disabilities (ACLD) defines learning disabilities as follows: Specific learning disabilities is a chronic condition of presumed neurological origin which selectively interferes with the development, integration, and/or demonstration of verbal and/or nonverbal abilities. Specific learning disabilities exist as a distinct handicapping condition in the presence of average to superior intelligence, adequate sensory and motor systems, and adequate learning opportunities. The condition varies in its manifestations and in degree of severity. Throughout life the condition can affect self-esteem, education, vocation, socialization and/or daily living activities (ACLD, 1985, p. 2). There appears to be various forms of learning disabilities. Some students have difficulty reading printed material (commonly known as dyslexia) and benefit from having reading material in a recorded form; others have difficulty in producing written material (dysgraphia) particularly in examination situations when writing under strict time constraints; others have difficulty in the area of mathematics (dyscalculla) and rely heavily on calculators for performing mathematical algorithms. Some students have difficulty in only one area; others have problems in more than one. Many students with a learning disability have difficulty in sequential memory tasks and in organization (e.g., time management, study skills). It should be noted that many students who have difficulty reading, writing, spelling or performing mathematical calculations do not have a specific learning disability. Students who need specific accommodations as a result of a learning disability are required to present a current assessment report indicating the nature of the problem to staff at Student and Ancillary Services. If an instructor questions the student's right to certain concessions, s/he should contact the Coordinator of Special Student Programs. Instructors should not simply accept a student's self-diagnosis. For students who believe they have a learning disability but have never had a complete assessment, staff at Student and Ancillary Services can arrange to have an evaluation conducted by the Learning Disabilities Association. According to McGuire and O'Donnell (1989), common characteristics of college-level students who have learning disabilities include: Strengths - Oral expression and participation in class - Hands-on, experiential learning - Persistence - Sensitivity to peers with problems - Creativity - Motivation to achieve - Personal responsibility Weaknesses - Written expression - Spelling and vocabulary - Poor word attack skills - Organization and time management - Problem solving - Distractibility - Memory and retrieval of specific information - Understanding abstract concepts - Poor computation skills - Overgeneralizing - Low self-concept - Low frustration tolerance - Social-perception problems In many cases faculty members have limited knowledge about learning disabilities (Aksamit, Morris & Leuenberger, 1987) and may have misconceptions about this particular area (McGuire & O'Donnell, 1989). Faculty members often react negatively to students with learning disabilities (Minner & Prater, 1984), often falsely believing that they are mentally handicapped or emotionally disturbed. Instructors may not recognize the need for accommodation because of the lack of visibility of the disorder (Aksamlt et al., 1987). Similar to a loss of hearing, a learning disability is often referred to as a Hidden handicap". In the case of a student who is learning disabled and gifted, faculty members may not recognize the increased intellectual ability of the student. focusing rather on the student's weaknesses. Some faculty may question the fairness of modifying the program for a student who does not have an obvious physical disability. Others feel that their role in instruction is To teach content and not to cure learning problems (Kahn, 1980, p. 40). Barbaro (1982), in discussing the considerations needed by faculty in accommodating the learning disabled student, made the following The pinnacle of formal education pursuits is the college experience. Expecting students with learning disabilities to compete in this arena is like asking a wheelchair student to run a marathon. The LD [learning disabled] student can learn compensation skills and the wheelchair can be motorized enabling both to keep up with the competition, but every step forward only emphasizes their differences from the general student body. Even if successful, the experience will be painful. Failure in yet another educational institution can be devastating. To encourage someone to embark on a college career that will end ln failure is not a friendly or loving act. On the other hand, to prematurely discourage the quest can prevent the student from maximizing his or her potential. (p. 600-601) With appropriate accommodations, many students with learning dis- abilities are able to succeed at the postsecondary level. Accommodating to the student does not, and should not, imply a low- ering of standards. However, as stated by Jastram (1979): There will probably be no more persistent or difficult problem for faculty members than this question of how far it is reasonable or appropriate to go in waiving specific requirements or modifying significant skill-development exercises in order to accommodate the limitations of a particular handicapped [LD] students (p. 19). In a recent study by Nelson, Dodd and Smith (1990), it was found that there were certain accommodations that faculty are less willing to provide to students than others. For example, 98.66 percent of faculty members were willing to allow a student to tape record lectures, whereas only 32.56 percent of the faculty were willing to have a student complete an extra credit assignment when this option was not available to other students. Depending on the strengths or weaknesses of the student, the types of accommodation will vary, For students who have difficulty ln reading, some of the accommodations that have been suggested for students who have a loss of visual acuity may be appropriate (e.g., tape recorded readings and lectures). The instructor should refer to the section on Visual Impairment. Similarly, for students who have difficulty in processing linguistic information, some of the accommodations that have been suggested for students who have a loss of hearing may be appropriate (e.g., use of visual materials, preferred seating). The instructor should refer to the section on Hearing Impairment. For the student who has a speaking disability, the instructor should refer to the section on Speech and Language Impairment. Recently, there has been a plethora of articles related to the needs of the postsecondary student with a learning disability. The following suggestions were adapted from Barbaro (1982), Cowen (1988), Kahn, 1980), Minner and Prater (1984), McGulre and O'Donnell (1989), Nelson, Dodd and Smith (1990), Runyan (1991), Scott (1990) and Vogel (1982). For further information, the reader is referred to these sources. Instructional Accommodations - Many students with learning disabilities have difficulty organizing and managing their time. Instructors can assist by providing the student with a detailed syllabus (e.g., outlining course content, schedule of topics to be covered, due dates for assignments) so that s/he can plan accordingly. In designing the format for the syllabus, the instructor should ensure that the key elements are highlighted (e.g., by using a variety of letter size, underlining, spacing) and that the outline is organized and material is easily found. At the first class meeting, the instructor should review the syllabus orally and answer questions that students might have in order to ensure complete understanding of course expectations. - Many students who are learning disabled are slow readers. Some prefer to have their reading material on tape. Instructors can assist by providing a reading assignment list prior to the start of the term so that the student can have sufficient time to make proper arrangements. Instructors can also assist in determining whether or not a complete reading, as opposed to certain portions, needs to be taped. - Notetaking may be problematic for some students (i.e., due to memory deficits, slow information processing, distractibility, poor handwriting and /or spelling, or spatial organization problems) . Some students may request permission to tape-record the lectures; others may use notetakers. Providing lecture outlines assists the student in determining the key elements of the material covered, and frees the student to listen rather than having to simultaneously listen, comprehend, synthesize and/or extract the main idea, retain the information, formulate a synopsis, and finally write it down (Vogel, 1982). Handouts also eliminate the student's need to spell new vocabulary and/or proper names. Many students who are learning disabled receive additional tutorial assistance, and lecture outlines help the tutor review the material covered. Some faculty may be willing to provide the student with a copy of their lecture notes. - The use of overhead transparencies and board notes may also be problematic as the student needs to read, copy and listen to the instructor simultaneously. Copies, in the form of handouts, will facilitate learning. If overhead transparencies are used or material is presented on the chalkboard, it is helpful if the material is clearly written and well spaced so that the student is able to decipher it easily. Reading the material aloud assists the student who is tape recording the lecture. The instructor's style of lecturing can impact on the student's ability to comprehend the material. The material should be organized sequentially and presented in a manner that can be heard clearly and at a rate that can be followed. The use of simple vocabulary, concrete examples and personal anecdotes will increase the student's ability to recall information at a later date. The instructor should allow an adequate amount of time for the student to locate material before discussion (e.g., the instructor should wait until the student has found the correct page/diagram/chart in the text) and sufficient time for notetaking. The instructor should periodically review key concepts to ensure that they have been understood. For studying purposes, giving the student a cue that certain material is particularly important (e.g., The main points are ...", this might be on the test...") is beneficial. Teaching students mnemonic strategies will assist in memorization. The instructor should supplement the lecture material with references to the textbook pages, if appropriate (e.g., this point is covered on page 87"). The instructor should provide ample opportunities for the students to ask questions. Nonverbal signs, such as frowning, may indicate that a student has not understood the point(s) made during the lec- ture. Many students who are learning disabled are easily distracted. An instructor who walks around the room a lot or who wears clothing that is highly patterned or shiny jewelry may be turning a student's attention away from the lesson. A room with a lot of distractions (e.g., flickering lights, loud ticking clocks) is not ideal. It may help all the students if the hall door is closed and the window curtains are drawn, prior to the start of the lecture. Most students with a learning disability will prefer to sit close to the instructor so that there are fewer distractions. Some students rely on lip or speech reading to fully understand material presented orally. Assignment Accommodations As in the case of students with a visual or hearing impairment, a student with a learning disability may require extra allowances in terms of assignments (e.g., extended deadlines for completion, alterative assignments such as oral presentations or tape-recorded presentations rather than written assignment) . The student should discuss possible problems with assignments at the beginning of the course, rather than Just before the assignment is due. Requirements of an assignment should be given by the instructor both orally and in writing to ensure that the student is clear as to what is expected. Many students who have particular difficulty in written expression employ proofreaders (e.g, to correct faulty grammar and punctua- tion, to substitute higher level vocabulary), in the same manner that a non-disabled student might hire a typist to type an essay. Instructors should understand that the proofreader is simply assisting the student to produce a more satisfactory copy and not completing the assignment for the student. ln most cases. such assistance should not be a factor in assigning a grade. The exception might be in a course, such as creative writing, in which a grade is determined by the degree of writing skill, as opposed to the factual content of the material presented. Instructors are advised to contact staff in Student and Ancillary Services to discuss any concerns the) man have regarding the use of proofreaders. Examination Accommodations As in the case of a student with a visual impairment, allowing extended time or untimed tests to accommodate for decreased reading speed should be allowed. Instructors may feel that this accommodation may be unfair to the non-disabled student. However, research has shown that extra time will improve the results of students with a learning disability, whereas normally achieving students do not perform significantly better with extra time. In the case of extended time or untimed examinations and tests, the student should take the exam in a separate room with a proctor. Staff at Student and Ancillary Services can help with the arrangements. In some cases allowing an oral rather than a written exam, having a student dictate answers rather than write them, or having a proctor read the questions prior to answering them, may be possible options. The instructor can also accommodate the student with a learning disability in the construction of the test items in a written examination. For example, an essay exam could be substituted for an objective test (e.g., multiple choice test) that requires a great deal of reading. If an alternative form of the test will be required, the instructor must determine how the grades from the alternative test will be equated with traditional standards (e.g., equal weighting vs. unequal weighting). For a discussion of the effects of extra time on the ability of university students, the reader is referred to the article by Runyan (1991) entitled The Effect of Extra Time on Reading Comprehension Scores for University Students With and without Learning Disabilities', Journal of Learning Disabilities, 104-108. Questions can be phrased in a manner similar to the style used in class so as to help the student retrieve information. For example, if a lecture covered material that was stated in a positive way (e.g., The following three factors contribute to ..."), the exam question could also be stated in a positive rather than a negative way (e.g.," What three factors contributed to ?" rather than "What three factors did not contribute to ?"). It Is helpful to the student if the examiner avoids using double negatives, unduly complex sentence structure, and questions embedded within a question in composing test questions (Vogel, 1982). Students should be allowed to clarify questions verbally with an instructor to ensure that they have full comprehension before answering a question. Computer-scored answer sheets may be difficult for a student with poor eye-hand coordination. In such cases the student would benefit from being allowed to write the answers on a separate sheet of paper and having the items hand-scored. Some students are able to cope with computer-scored answer sheets if the sheets are enlarged (e.g.. 11x17 inches). Most Departmental offices have photocopiers than can produce such enlargements. Some students with poor handwriting use a word processor (with a built-in program to check spelling) in taking notes and completing assignments. Writing requires automaticity and speed in letter formation, and the material written must be sufficiently legible and properly spelt to be decipherable at a later date (Vogel, 1982). The instructor and the student must discuss the acceptability of using such equipment/software in tests, examinations and/or other inclass written assignments. If a student is not allowed to use such equipment, s/he should not be unduly penalized for poor spelling or illegible handwriting. Similarly, students having difficulty in mathematical computation may wish to use a calculator during classwork. Students and instructors must discuss whether or not the use of calculators (and any other form of reference materials, such as multiplication tables) will be acceptable. If such materials are not allowed, the instructor should analyze both the process (e.g., whether or not the correct algorithms were used) and the product (e.g., the answer) in determining the overall grade. Frequent examinations or tests, rather than a major test at the end of a term, may be helpful for the student with a learning disability. Special Assistance The types of difficulties students with learning disabilities may encounter vary, depending on the strengths and weaknesses of an individual student. Students are encouraged, by staff at Student and Ancillary Services, to set up a meeting with the instructor prior to the start of the course. However, It should be remembered that not all students are in contact with Student Services, nor do all students heed the advice given. In the meeting the instructor should discuss such topics as reading load, course requirements, frequency and method of evaluation, possible modifications to method of instruction and/or evaluation and the schedule of assignments. Such a meeting will allow the instructor to get a first-hand impression of the seriousness, motivational level, and commitment to learning that the student has made to the particular course (Vogel, 1982). Instructors can assist the student with a learning disability in course selection (i.e., matching student's learning strengths and weaknesses, processing deficits, and learning style to course requirements). For example, a student whose major difficulty is in reading comprehension and rate might be advised to take only one heavy reading course per semester. In some cases, it may be rec- ommended that a student does not take a full load of courses in order to allow for additional tutorial time. For some students classes that meet three to four times per week, as opposed to those than meet once a week for an extended period, may be more appropriate. Reasonable modifications of academic requirements, at the program level, suggested by Vogel (1982) and Cowen (1988) include: (a) extending time allowed to complete a program, (b) substituting one course for another required course, (c) modifying or waiving foreign language requirements, (d) allowing for part-time rather than full-time study, and (e) allowing a student to audit the course before actually enroling ln the course (i.e., at reduced or no cost). However, when considering modifications to academic requirements, Scott (1990) stressed the importance of examining each case individually rather than establishing firm guidelines.