Southeastern University is committed to being an accessible and accepting community for people from diverse backgrounds, including those with disabilities. We also stand firmly against discrimination and harassment. To further those initiatives, we have established guidelines and policies to direct university students, faculty, and staff.
Welcome to the LibGuide focusing on how SEU faculty can implement the accommodations they receive from the ADA office.
There are estimated to be 50 million people with disabilities in the U.S. today. Disabilities may be temporary, relapsing or remitting, or long-term. Although there are hundreds of distinct kinds of disabilities, we may group them into the following categories: physical disabilities, mental disabilities, and sensory disabilities. Disabilities are complex; they may be a source of stigma or shame and may also be a cherished part of a person’s identity and the basis for meaningful community. The focus of this guide is creating inclusive and accessible higher education classrooms—beyond accommodation—for a range of students with disabilities.
Welcome
Accommodations or Modifications
ADA Location and Contact Information
ADA is located in Buena Vida East on the 2nd floor.
Given legal mandates under the ADA, postsecondary institutions must make reasonable accommodations in order to provide students with disabilities an equal opportunity to participate in courses, programs, and activities.
Students with disabilities face unique barriers to access, equity, and inclusion at colleges and universities, while institutions have an obligation under Section 504 and Title II to make their programming accessible. According to a report from the National Center for Education Statistics (NCES), in the 2015-2016 academic year, the most recent data available, 19% of all enrolled undergraduate students reported having a disability.
The podcast answers frequently asked questions about the Americans with Disabilities Act and explores the rights and responsibilities of people with disabilities under the law.
Transitioning from high school to college is often stressful, especially for those with learning difficulties. Taking class notes, studying, and sitting exams come with particular challenges for those with dyslexia, dyscalculia, ADHD, and other learning challenges. Without proper guidance and direction, some students with learning difficulties cannot meet the weighty demands of college; some are put on probation, some drop out.
Educators have an obligation to ensure classroom accessibility for students with disabilities. The Americans With Disabilities Act (ADA) requires providing inclusive classrooms in grades K-12. It dictates details in classroom design, teaching strategies, and the use of technological aids. ADA compliance also requires using communications tools, such as captioning and transcription services, to convey important information.
Teachers should be responsive to the pedagogical needs of all students. However, students with disabilities may have some unique educational needs. Although you may receive direction regarding academic adjustments and accommodations through IEP plans and Section 504 plans for specific students, it is good to be thinking about the broad range of abilities, disabilities, and other characteristics of potential students as you design our curriculum.
Books
Active Learning Strategies in Higher Education by Christina Marouli (Editor); Anastasia Misseyanni (Editor); Miltiadis D. Lytras (Editor); Paraskevi Papadopoulou (Editor)
ISBN: 9781787144873 Publication: 2018-04-06
In the era of the 21st century knowledge society, higher education can play an important role as a driver for innovation, leadership and creativity, as it helps develop not only well informed and knowledgeable citizens but also responsible and creative individuals.
The Complete Learning Disabilities Handbook by Joan M. Harwell; Rebecca Williams Jackson
ISBN: 9781118937686 Publication: 2014-03-20
The third edition of this classic resource is a comprehensive source of information, strategies, and activities for working with learning disabled students. The book offers special educators, classroom teachers, and parents a wealth of new and proven suggestions and ready-to-use materials for helping LD students of all ages learn and perform at their fullest potential.
Disability in Higher Education by Nancy J. Evans; Ellen M. Broido; Kirsten R. Brown; Autumn K. Wilke
ISBN: 9781118415689 Publication: 2017-02-15
Create campuses inclusive and supportive of disabled students, staff, and faculty Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses.
Promoting Social Inclusion by Kate Scorgie (Editor); Chris Forlin (Editor)
ISBN: 9781787695238 Publication: 2019-06-04
This volume in the International Perspectives on Inclusive Education Series explores innovative perspectives and practices regarding social inclusion of potentially marginalized individuals from multiple perspectives.
Strategies for Teaching Students with Learning Disabilities by Lucy C. Martin
ISBN: 9781452211114 Publication: 2008-01-01
Teachers are often challenged to help students with learning disabilities reach their full academic potential. Written with humor and empathy, this engaging book offers a straightforward approach to skillful teaching of students with learning disabilities.
Teaching Literacy to Students with Significant Disabilities by June E. Downing (Editor)
ISBN: 9780761988793 Publication: 2005-01-20
Break down the barriers to successful literacy instruction and empower students with special needs with these insightful tips, tools, and examples.
What's Missing by Carolyn Lindstrom; Bonita Drolet
ISBN: 9781475834116 Publication: 2017-01-01
What's Missing describes the ten research-based practices that have proven effective in working with students with disabilities. The practices for instruction and for inclusion are detailed in individual chapters in order for the reader to select a specific practice, read information about it, review a possible scenario, and then be given specific strategies on how to implement it.
Accommodations or Modifications
Accommodations are a change in environment, equipment, and presentation of information that allows a student access to content to complete an assignment, task, or assessment. They are not a change in curriculum. The student is completing the same course of study and is graded on the same scale as other students without learning disabilities.
Examples: seating, note-taker, sign language, alternative keyboards; text-to-speech devices, audio books, extended time, larger paper
Modificationschange the curriculum and what is being tested or assessed. These students are not accountable for the same material as students without learning challenges.
Examples: assignments reduced in number, alternative simplified resources
WCAG has created guidelines on how to make web content more accessible to people with disabilities. Can be a very technical read but provides good resources and information.
The University of Florida has created five tips for making online course content accessible for people with disabilities. These are easy tips to implement into your online content on Brightspace.
Gallaudet University, an institute dedicated to the advancement of the deaf and hard of hearing, developed a guide on campus and physical spaces to accommodate for the deaf and hard of hearing.
Universal Design for Learning
The UDL principles are based on the three-network model of learning that take into account the variability of all learners—including learners who were formerly relegated to “the margins” of our educational systems but now are recognized as part of the predictable spectrum of variation. These principles guide the design of learning environments with a deep understanding and appreciation for individual variability.
Universal Design for Learning (UDL) is a framework to guide the development of curriculum so that all individuals have equal opportunities to learn.
UDL principles are based on the three-network model of learning, including engagement, representation, and action & expression. These are represented in the image below. Click on the image or the link to access this information as a PDF.
Why should I use UDL principles?
UDL principles take into account the wide diversity of learners
UDL eliminates barriers in the design of the learning environment to make the curriculum accessible for all
UDL principles are applicable to every student in the classroom
UDL is a systematic way of looking at the persistence of all students in the classroom.
This video is designed to teach educators everything they ever wanted to know about universal design for learning. A general overview of this type of framework will cover a variety of topics on UDL. The difference between an inclusion classroom and mainstreaming are also discussed.
Katie Billard and Bianca Sorbera highlight the three principles of Universal Design for Learning in Higher Ed. By exploring practical examples, Katie and Bianca provide insight into how to create a more inclusive learning environment.
This video provides an introduction to universal design for learning.
Books
Multidisciplinary Interventions for People with Diverse Needs by Samuel Honório (Editor); Marco Batista (Editor); Helena Mesquita (Editor)
ISBN: 9811446776 Publication Date: 2020-06-02
Multidisciplinary Interventions for People with Diverse Needs - A Training Guide for Teachers, Students, and Professionals
Universal Design by Edward Steinfeld; Jordana Maisel
ISBN: 0470399139 Publication Date: 2012-04-10
A much-needed reference to the latest thinking in universal design Universal Design: Creating Inclusive Environments offers a comprehensive survey of best practices and innovative solutions in universal design.
Promoting Social Inclusion by Kate Scorgie (Editor); Chris Forlin (Editor)
ISBN: 9781787695238 Publication Date: 2019-06-04
This volume in the International Perspectives on Inclusive Education Series explores innovative perspectives and practices regarding social inclusion of potentially marginalized individuals from multiple perspectives.
This site is a central point for all information regarding electronic accessibility at Colorado State University. The site is produced by the Assistive Technology Resource Center.
Applying universal design within the postsecondary setting ensures that all students and teachers, including those with disabilities, can fully participate in all educational offerings.
Universal Design for Learning (UDL) is a framework for teaching and learning that addresses the widest possible variety of learning needs, styles, and preferences. It recognizes that each of us has preferred modes of receiving and processing information or demonstrating knowledge and abilities.
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
Accommodations, provided for both testing and instruction, change the way students access information and demonstrate their knowledge, skills, and abilities; they do not change academic standards or expectations.
Students with dysgraphia have an unexpected difficulty with spelling and writing skills. Here are the red flags to look for, and ways to support these students.
Teaching Accommodations
Teaching Strategies
Structured environment, reduced noise and distractions
Predictable routine - warm-up, "to do," ticket out the door
Introduce/preview information in the same manner each new topic
Use KEYWORDS in lecturing - "first, second," "to summarize," main point, supporting point, concluding point
Reduce verbal language while teaching - the most difficult!
Use a slower rate of speech. Really.
Enunciate clearly, without exaggeration
Use body movements and natural gestures
Integrate "wait time" into question asking and presentation of information
Present information in small chunks
Allow time for processing
Check for comprehension
Review the next day
Allow for breaks - stretching, changing topic for 2 minutes
For students needing it (IEPs) - extra time, reading, note-takers, scribe
Ask for feedback
Too fast? Too slow?
Ask each student to anonymously write down/email what they thought the point of the lesson was
Then adjust accordingly!
Provide concrete examples of good essays, good assignments, good Powerpoints, good outlines
Teach direct concepts and try not to rely on implication or deduction without explaining it
Teach direct behaviors wanted
"Stop talking," "Close your laptops," "Take out your note cards," "Log on to MyFire"
Do not start with "it would be a good idea...," or "you might want to...," or "somebody is talking..."
Avoid sarcasm and explain metaphorical language - the abstract is impossible for some
Encourage and reward students who come for extra help or further clarification
Students with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for students with this diagnosis to do well in school.
Reads electronic text using a computer voice, offering better voice choices and advanced features than free text-to-speech applications. Highlights text being read, controls for speed, allows for annotating, bookmarks, export into outline form.
Program coordinated by the Library of Congress that circulates free braille and audio materials postage free to eligible borrowers in the United States.
