Accessible Perspectives

Jamal and the Princess

 As AHEAD members began arriving at the registration tables for this year’s International Conference in Sacramento, CA, they often encountered a dynamic “force” moving about, welcoming attendees and assisting with any need. It was impossible to miss her joyful countenance and the hearty laugh that punctuated the lobby of the Convention Center and suggested that this year’s Conference was going to be a special one (it was).  The “force” happened to be the incoming President of AHEAD whose road to Sacramento most likely began in a village on the other side of the earth when she met a young boy named Jamal:

 As a young elementary teacher, Bea Awoniyi found that some children were just not getting the kind of attention that was needed, and here we have to understand another thing about this “force”:  when seeing a great need, it is usually a clarion call to do something about it.  So she responded by opening her veranda for free daily tutoring sessions.  However, there was also a mysterious voice beyond this porch that was contributing answers to some of the questions she posed to her students.  When she tracked down the source of the voice, she found a drooling little boy who appeared to bit of an outcast.  She came to learn that he had cerebral palsy.

It was at this juxtaposition – a boy who was obviously intelligent but also a boy who appeared “disabled” – when a life’s universe shifted, and Bea Awoniyi began to take a new direction.  In a village where a limited understanding of disability might have excused any  undue attention to the needs of such a young child, this would not be a deterrent for Bea; she would have to find a way to help.  Too, this was not just a boy with a disability, this was Jamal. 

  Bea when she met Jamal

 Finding the parents of the child was the next step, and their resistance to Bea’s intervention was related to the belief in the “fate” of this child.  She was finally able to negotiate a week of schooling just to give her a chance to prove that this child could learn and benefit from schooling.  That week got “extended” and Jamal is now a man with a college education behind him.

 Many Earth-spins Forward

 How does one get from a village in West Africa and Jamal to the presidency of an international organization on the other side of the earth? That is another story for another time.  What many of us already appreciate is that Bea has been a leader in our field while at Florida State University; she was a founding member, Secretary, and then President of FL AHEAD, and is currently Assistant Vice-President for Student Affairs at Santa Fe College in Gainesville, FL.  She describes her current role (an “ombudsperson”) as broader than previous roles, but it is still a matter of removing barriers to success and opportunity and helping students to become self-advocates.

 A Message To Colleagues

 In a recent interview, Bea shared that she wants first to express her appreciation to all her Florida colleagues who supported her journey to become the President of AHEAD, but she also wants to encourage all of us to get involved ourselves and work with her in whatever role we can, either as a volunteer, serving on a standing committee or participating in other roles.  (Please contact Bea and let her know that you are ready to help by emailing her at [email protected], but please finish the rest of the story first!)

     What to Expect?

 It might be anticipated that our “force” would be ready with a personal agenda so she might jump in and make big changes over the next two years.  However, in the interview, she made clear that her first priority is listening to the voices she hears from members and determining what is really important to them and how the organization can help them to stay actively engaged in our profession.  In some ways, Bea is still on that veranda listening to those who have answers to questions and who have something to contribute.  Whether it is the voices of students, or the voices of colleagues, Bea wants to take down the barriers that hold back those voices from being heard and recognized for their true worth.

 Back in Sacramento, Bea could be seen whirling from meeting to meeting, often needing to be in two places at the same time, but often stopping to respond to what someone needed whether it was a missing computer cable or the direction in which to find the next session. Even part of this interview was done as she rushed off to another session.  But she is never too busy to give attention to what she hears from members, and she particularly likes what she has heard from the California affiliate (CAPED – pronounced “k-ped”) and the active role they take in their state.  She thinks they have a fine model that we in Florida need to examine as we seek to grow and expand and meet local needs and benefit from our relationship with our parent organization AHEAD.

  Nobility of Spirit

 That important day years ago in Nigeria, Jamal did not realize he had met a princess.  Yes, Bea is really the daughter of a king – but she is never a princess who has a sense of entitlement or privilege.  Instead, those who know her, recognize that Bea is a person with dignity and humanity and an abundance of inner sparkle and joy.  In fact, her nobility may be expressed best as a “nobility of spirit” – and that is something we can all emulate.  Although she is a real but modern princess that Disney hasn’t discovered (yet), she has taken the lead to take down barriers and listen to the needs of others with great honor and respect for all.  Her Florida colleagues are proud of her hard work, her enthusiasm and leadership and her friendship and wish her well during her two-year presidency of AHEAD.    

 And let’s not forget Jamal.  He too, like many individuals with disabilities, possessed a nobility of spirit that propels one to tell the world:  I have ability, I can participate, I can succeed, I can contribute; just listen to my voice, I have answers!  We are grateful that someone like Bea heard that little voice and continues to work together with all of us now to hear all the other voices out there that need to be heard and recognized for their ability and what they can contribute to an understanding of human potential.  

 We look forward to supporting Bea fully during the next two years.  We invite all of her Florida colleagues to contact her and share with her their ideas and concerns for our field as we now have the best time in our professional careers to celebrate the success of Jamal and the princess and the nobility of spirit that can tap into the potential to be found in all of us.

Documentation: eligibility for note taking services

The use of a paid or an unpaid note taker may be primarily determined by the nature of the documentation.  If the student has ADHD and/or has a LD, there may be a valid reason to provide a note taker who has had lots of experience not only producing clear notes, but also notes that are well-organized for the student.  Usually only paid staff note takers may have this level of experience. However, this does not suggest that all postsecondary DSO's need paid note takers. The most qualified note taker that provides the auxiliary aids/services required may be a volunteer.

Paid note takers

The advantage of paid note takers is in having them remain with the department over many semesters and perhaps years.  These individuals might be best in assisting students with the most complex disability issues. These individuals usually receive regular training to learn how to engage students to determine how they are benefiting from the notes and make necessary adjustments when necessary.  There is also the expectation that these are note takers who will be available throughout the semester, and this may not be the case with those who are only getting a reward or are volunteers (see below).

Employment paid at set hourly rate that does not increase

Employment paid at a base rate that increases over time

Work study 

Human Resources may help develop a position with appropriate pay

Rewarded note takers

Some very good students may be happy to accept a stipend or some privilege such as priority registration.  These kinds of students may be recruited from advanced classes and may be referred by the faculty as students who are good writers. The reward usually needs to be given at the end of the semester to ensure that the note taker will serve the student with the disability for the entire semester. [Types of rewards can include "gift cards" for use at the bookstore, a letter for their scholarship portfolio, a pizza party, or special certificates of appreciation or even an awards ceremony that honors volunteers.]

Volunteer note takers

Creating a volunteer campaign with posters and faculty support may also be effective and identify good note takers.  Some of the faculty may participate in service-learning programs and have hour requirements and note taking may fit this requirement.  The disadvantage of volunteers is that they may prove to be less incentivized to remain to the end of the semester.  Student organizations may be looking for service projects for members and some scholarships depend upon volunteer service, so it would be important to work with the Student Life Department and Student Organizations for help.

Note takers who are fellow students

There are faculty members who may support this effort and make it work.  (This is another reason why it is so important to cultivate good relationships with all the faculty.)  The instructor may identify one student who is particularly good at capturing class notes that will adequately prepare the student for exams and assignments given.  This is also a great way to promote universal design concepts among the faculty as she or he may recognize that any of the students may want a copy of the notes even if they may not have a disability but may not be good at taking clear or adequate notes.

UDL/UID/UDI Instructors

Some universal design for learning/instruction instructors may even be willing to provide all students with their own notes on the class, hoping students will be better able to participate in the class knowing that they have all they need for the tests and for assignments in provided notes.  However, some students may need to be involved in the process of note taking to assist focus as well as auditory processing of the class lecture.

Use of carbonless note books (NCR paper)

DSO's may want to provide the fellow student with this type of note book so that they do not have to worry about making a copy of the notes.  These note books might also be useful for any note taker when there are two students with disabilities in the same class.

Use of adaptive technology/software

There are many tools or software apps that give the student with a disability some personal control over the note taking process.  These are only effective with certain students and sometimes require considerable training.  The DSO Director may work with Vocational Rehabilitation in some cases to determine if some technology can be purchased for the student (it may require an evaluation administered by VR).  [Adaptive technology and/or software will be reviewed in other postings.]*

When note taking should NOT be provided

There are many cases in which the DSO staff may want to work with the student to determine if note taking is in the student's best interests.  Despite the documentation, there may be some students who can be helped to realize that transferring control of note taking over to a note taker may keep the student from adequately processing the information himself or herself.  In the case of the committed student taking courses in his or her major in particular, it may be best for she or he to consider using a digital recorder and then going over the information at home enough times to fully understand and master the content.  Only instructor drawings, formulas and diagrams may need to be shared by a fellow student or the instructor. The student with the disability sitting at the front of the class may be able to use a smartphone  to take a picture of the item on the board.

Note taking and the student's future employment/career

It may also be valuable to help the student to consider the fact that as they move from postsecondary into a career, their training may continue on the job and they may need to develop personal resources to take notes at meetings and when there are things to be learned for the job.  There may be many situations in which employment accommodations may not be available because learning can happen at any time.  The student may want to begin exploring some approaches that allow him or her to get the information needed without a note taker.

Note taking and record-keeping

One of the more challenging aspects of note taker services is accountability.  It is important to inform the student before the class starts about any policies in regards to note takers that may prove to be inadequate.  Students with disabilities may not always report that a note taker did not show up and then complain when it is too late to do anything about it.  When a student does not do well on an exam, the student may only then decide that the note taker's notes may be the cause.  In any case, the adequacy of the note taking may need to be assessed regularly.  Accounting for the total number of hours of note taking services may also prove valuable in budget planning/management.

Confidentiality and Note taking

Sending a note taker to a class alerts the instructor and the class that someone with a disability is in the class.  It is important that instructors, especially new adjuncts, are given sufficient information prior to the arrival of the note taker that the confidentiality of the student may be need to be protected.  Students with disabilities also need to consider how the note taker affects their participation with the rest of the class. Some note takers wear department badges or name tags.

Training for Notetakers

Many use the Pepnet training module for note takers:

"The RIT training was developed by Rochester Institute of Technology and is now handled through Pepnet.  The link is http://www.pepnet.org/e-learning/notetaker .  It’s completely online and the note taker can print of a certificate at the end to show they completed the training before employment.  It has really served us well and it is FREE!" (Thanks to Janice Irwin from Florida Gateway College.)

Also:

Note takers generally need to have a policy and procedures guide so that they can be certain of the following:

a.  what to do if

          ...the student doesn't show

          ... if they are going to be late or have to leave early

           ... how they are to distribute the notes

b.  basic knowledge of disability etiquette, ADA & 504 guidelines

c.  have submitted samples of their note-taking skills to demonstrate that their writing is legible, notes are well organized, etc.

Bottom line for Paid/Unpaid Note taking

Depending upon the legal requirement and the interpretation of "reasonable accommodations" volunteer note taking may work; however, this may at some point, and with some student, prove to be inadequate in providing note takers who are "qualified."  It is important to work with the student after thorough examination of the documentation of disability to make the best determination.

* Dragon Dictate may be a workable software for some students with disabilities if they are able to wear a headset with microphone attached to a laptop and can dictate notes that are automatically typed into a file.  The volume of the student's voice may create other problems in the class and the noise level of the class itself could be problematic.  A student who has excellent vision and can sit in the back of the class may be able to manage with this approach.  Alternatively, the student may record the lecture and then make the speech-to-text notes while listening to the lecture at home.

 Sacramento, CA – The intense heat of the city took a refreshing turn during the week of this year’s international convention, and the attendees from Florida celebrated their own Dr. Bea Awoniyi becoming the new President of AHEAD for the next two years.

                                          Dr. Bea Awoniyi and Vanessa Lloyd 

“Access Always in All Ways” was this year’s theme and certainly the attendees found the venue itself a good example of easy movement between the Convention Center, the Hyatt and Sheraton Hotels that were all connected by a mall area with minimum interference of public traffic.

Syncretism:  Using the Strengths & Abilities of Two Worlds

 The Opening Plenary Session featured a two-hour presentation by two individuals who gave their presentation in American Sign Language on “Syncretism.”  As the Conference was a joint session with pepnet 2 Training Institute, the national organization for sign language interpreters, this presentation highlighted the mutual interests and partnership of our organizations.  Author Thomas K. Holcomb who is deaf and has written numerous publications on deaf culture, and his colleague Erika Shadburne who is not deaf but who chose to present in sign language created a stirring presentation with slides and videos that portrayed the strengths and abilities of the deaf and, by extension, others with disabilities that could be viewed as advantageous in comparison to the non-disabled (e.g., deaf communication practices, the daily experience in problem-solving of others with disabilities).  Syncretism promotes the overlapping of two domains or groups, each contributing their strengths and abilities that can enhance the other, suggesting a meeting of two entities (e.g., disabled and non-disabled) that is potentially superior to inclusion alone.

Partnering Across the Globe

 This year also featured an international attendee’s reception to renew the spirit of international cooperation among AHEAD members and an effort to seek new ways to connect and engage each other in a dialogue that should lead to diverse professional resources across the globe.  The delegates received a stunning welcome as nearly the entire leadership and Board of Directors, including many former Presidents of AHEAD, were on hand to add their support.  International attendees were also presented with the first edition of a new publication, Beyond the Americans With Disabilities Act:  Inclusive Policy and Practice for Higher Education.  One of the book’s editors and five of the chapter authors were on hand to autograph the text which was also featured in other presentations at the Conference as an important contribution to our field as we look at the current state of our profession and examine best practices.

ADA/504 and the Disability Services Office

 Each year an update by representatives of the Office of Civil Rights has given us important reminders and principles of practice that can guide our decision-making and help us avoid some significant mistakes.  This year’s cases involved: (1 and 2) cases in which program entry to the institutions was denied by creating policy after knowing the disability of the student – in other words, creating different standards for individuals with disabilities, or creating policies and procedures that had the affect of discriminating against individuals with disabilities,  (3) the importance of making decisions regarding auxiliary aids and services based upon documentation that supported the specific request being made (e.g. extra time on exams vs. multi-day testing; in other words, it is not necessary to provide a service if it is not clearly supported in the documentation, (4) ensuring that sign language interpreting services are appropriate in providing equal access and quality services – a small rural institution did not have interpreters and provided video relay; however, this did not fit the needs of a graphics-oriented program and the school was encouraged to develop a consortium with other institutions to provide for on-site interpreting), (5) the use of a personal assistant in class that spilled over into providing academic assistance when there was not a consensus from the institution that this was a clear example of making a “fundamental alteration in the nature of the program,” and (6) the problems that are created when the DSO (DRC) does not provide the student with a letter that clearly states the approved program modifications for the instructor.  While students may be encouraged to approach an instructor to explain learning needs, a letter from the DSO provides documentation that is often necessary for full support from the instructor.

A Place All Should Visit:  UD at it's best at UC Berkeley

 The Awards Banquet’s featured speaker was one of the pioneers of the disability world, Dimitri Belser, who helped establish the Ed Roberts Campus at UC Berkeley (see http://www.edrobertscampus.org/about/)  which is the home of 5 different disability organizations including the Center for Independent Living which was led to considerable growth by Mr. Roberts.  The presentation included slides of the Campus which was created as a station of the public transit system (BART) so that anyone in the world could reach the Campus entirely through public transportation.  The accessible features of the building are a model of universal design at its best that go far beyond the basic compliance standards of the ADA.

FL AHEAD Presenters

Below are several presentations from FL AHEAD Members:

Community College Open Access: Challenges and Opportunities

(Presenter:  Dr. Deborah Larew of Valencia College)

The Community College or two year college with open admissions is a wonderful starting place for many students who need that extra support to be competitive in the more academically selective universities and private colleges. It also can create challenges for students who are academically underprepared and staff who are trying to integrate new legislation into our policies and procedures while still assisting students.  

Based on student development and identity development theory, we explored how students with disabilities might experience barriers to student development and how our offices can help to remove barriers to this development. We discussed proactive ways in which  our offices can collaborate with Student Development and Academic Affairs to create more inclusive experiences. Specifically we discussed how proactive advising and Valencia College’s LIFEMAPsm, a holistic, systemic plan for student development which includes academics, career, financial, and personal growth planning, helps incoming students transition into self-assured, capable, and autonomous students.  

We use the linear conceptual model of the BIG A to represent the large role that an advisor plays in the incoming student’s life. As the model moves along the continuum (see graphic below) the BIG A is joined by the little s. This is the model to show that we are helping to bring the student’s voice more to play in his/her own life decisions and managing of accommodations. As the student grows the advisor’s role becomes smaller, ending with the BIG S or student as an autonomous entity managing accommodations with no need for the advisor. The goal of course is to encourage student development resulting in autonomous, prepared students ready to tackle work or university.

    Practices that Strengthen the DS Office for New Postsecondary Realities

(Presenter:  Dr. Ken Marquard, José María Vargas University)

The DSO can be overwhelmed with new postsecondary priorities (e.g., student-oriented initiatives, enrollment issues, changing technologies and new legislation for postsecondary that can rip apart the fabric we have held closely around us for decades).

There are numerous "best practices" out there that help us manage some of the many challenges to the processes of auxiliary aids and services.  One excellent resource is Beyond The Americans with Disabilities Act:  Inclusive Policy and Practice for Higher Education (edited and written by many AHEAD leaders in the field).

However, a DSO might consider taking another direction altogether, one that changes the notion of a DSO from a "service place"to an EC or "engagement place" where individuals who are disabled or not come together to work and celebrate the strengths and abilities of individuals with disabilities.  By tapping into the creative talents and abilities of students, the campus and the community at the DSO/EC, along comes supportive funding, new opportunities that engage student and improve academic success and employment opportunities.  Rather than an office that needs to support students with disabilities in dealing with the faculty and administration, these other entities can become supportive partners.

This approach led to some interesting developments at one community college in Florida.  The talents, strengths and abilities of students as well as staff and community members, resulted in the creation of a Gallery that featured the exceptional work of students with disabilities along with artists from all over the US and Canada (The William Berger Gallery).  The Gallery caused the campus to take another look at the potential of students that came from the DSO.  The DSO opened a Digital Tech Studio that became a valuable digital media materials center, not only for the campus but for the Mayor's office and other agencies in the community (generating funding for programs). The Studio employed students with disabilities to handle web design, graphic arts, video editing and photography as well as create a technology training program for other students with disabilities.  The DSO also created a community network of supportive agencies that now meet each month to share all kinds and types of ideas, referrals, resources and funding to promote community initiatives that help numerous vulnerable populations.  This group began in 2000 with 5 agencies that wanted to work together as partners and has now become a force of 60 plus agencies called the Association of Agencies (AOA) of south florida (see more about this organization at http://www.aoasf.org).

Each of these initiatives may be considered more as "transformative" practices, changing the way the DSO/EC operated and worked to achieve its mission.  The results?  This DSO had an exceptionally high completion rate among all campuses, it received considerable funding support from internal and external sources, it increased student job placement, created 3 paid internships, 6 entrepreneurship's and its disability student organization won the President's Service Excellence Award two years in a row as the student organization with the greatest number of community service hours.  The DSO hosted an annual celebration of student achievement and community involvement that has become one of the largest college events held each April and supported by the college administration, the faculty, the staff and the community.  All of these practices (and others not covered) together have given considerable strength and a voice to the DSO/EC so that all the encroachments in postsecondary do not undercut its mission.

 Please comment

These are just a few highlights of this year’s AHEAD Conference, but readers are encouraged to comment on these and other sessions from which attendees benefited and which could be helpful for our colleagues in Florida.

"A Letter and A Legacy

 Peg Connell, this year’s recipient of FL AHEAD’s Performance Excellence Award, was asked about the journey she has taken to this point in her life that has had such a big impact upon her colleagues throughout the State of Florida.  In her characteristically humble way, Peg talked about her good fortune in having opportunities that took her from teaching middle school children at a Catholic School to a Private Industry Council, a Workforce Investment Act (WIA) one-stop center, to St. Pete College with a few twists and turns along the way (such as learning Italian in Italy or helping poor rural families in Guayaquil, Ecuador).  She sees each one an opportunity that she was able to turn into a rewarding experience.  Her original role at St. Pete was serving low-socioeconomic populations; disability was not part of her direct work experience or degrees which were in sociology and education.  In fact, Peg jokes that she was waiting for them “to find me out.”  Over the years, however, her assignment “morphed” into her current role and eventually becoming a leader in the field in Florida. She has loved her many years at St. Pete and is most grateful for all the support she has received there as she nears her “retirement.”  (But more on that later).

 Peg had never planned to enter the field of postsecondary education and disability.  She marvels at where she finds herself; however, as she discussed aspects of her life, she did remember the time she wrote an essay in high school on the importance of hiring persons with disability.  Perhaps her journey really began having a mom who was disabled but who always was a cheerful inspiration to all those around her.  Peg also recalled a letter she wrote for one Father’s Day thanking her father, who operated a funeral home on the first floor of their home, for the day he called Peg and her four brothers together – all in their pajamas - late one evening.  Here the four children stood next to the bier of a homeless man and were reminded by their father of the dignity and worth of each person as he proceeded to have them all kneel and say a prayer for the man.  It’s easy to see where Peg got her compassion growing up with such a mom and dad, as well as her passion to contribute to the lives of diverse and vulnerable people.

 From that letter to her legacy today, Peg has accomplished so much.  The Narrowing the Gulf Conference was just a notion when Peg came along and turned it into the most important gathering for Florida (and beyond) postsecondary providers who serve students with disabilities as well as other vulnerable populations, especially returning veterans and low-socioeconomic populations.  She was instrumental in the founding of FL-AHEAD and served as its first Vice-President and then President, helping to move the organization forward as a meaningful professional organization that earned national respect and became an Affiliate of AHEAD.  Narrowing the Gulf has also become a vital extension of FL AHEAD thanks to Peg.

 When asked to share some of her professional notions that could guide those of us who are new in the field or just entering our professional domain, Peg offered the following:

 “You have to love what you do or you shouldn’t be in the field.”  She notes that she “could not be happier” doing what she does and feels that “taking one day at a time” and living “in a spirit of gratitude” is not easy but so important.  To her it has been a “blessing and a gift.” That also means caring especially for those around you, your staff.  In fact, when asked to describe that which inspired her, she spoke about members of her staff who may have faced great challenges but who also had the strength to keep pushing forward and went on to achieve that which seemed impossible at one time.  Peg firmly believes that by putting staff first, the students will get the very best of what they need.

 Further, she encourages her newer colleagues to be prepared for the serious challenge of dialoguing with so many different levels of college personnel, sometimes getting engaged in making it clear when something is not as it should be.  Peg also notes that students “need someone to listen to them” and even more than accommodations, its “how we work with them, how we help them to become self advocates - that’s what’s important.”

 And now let’s talk about that “retirement”:  Her definition of the term may not match that of many colleagues, and it actually seems as if Peg is going into “hyperdrive” as she plans to continue to volunteer at the College that she has come to love, learn a new language to help migrant workers, and much, much more.  Those of us who know Peg well and are aware of the enormous challenges (including 3 surgeries!) she has encountered over the last few years, clearly recognize that indefatigable spirit that will reemerge in retirement and continue to help to keep the rest of us inspired for a long, long time to come.

Thanks, Peg!

From the website:  http://www.spcollege.edu/ntg/

"The 15th Annual Narrowing the Gulf Conference for Underrepresented Students in Postsecondary Education was held April 3-4, 2014 at SPC's EpiCenter. The conference was co-sponsored by SPC's Center for Excellence in Teaching and Learning, Retention Services Department and the Florida Association of Higher Education and Disability (FL-AHEAD). Details on next year's conference will be added as they are available."

We congratulate all those who continued to make this a superb opportunity for FL AHEAD and so many others to come together and share at such an accessible location with an excellent program.

FL AHEAD held a business luncheon and during this event, Peg Connell received the 2014 Performance Excellence Award as captured in the following photo with Denise Giarrusso, President of FL AHEAD; awardee Peg Connell, Director of Disability Resources at St. Petersburg College; presenter Stephanie Silver of SPC Heath Education Center, and Vanessa Lloyd, past president of FL AHEAD.

July 14 to 19

Sacramento Convention Center, Hyatt Regency, Sheraton Grand

Theme:  “Access Always, in All Ways” 

For more information go to:

https://www.ahead.org

Issue:  Are there breeds of dogs that would not qualify as service animals? (i.e., could a pit bull be a service animal?)

Consensus:  It appears that there are no restrictions unless there are local laws that would prohibit this.  For example, even though the State of Florida prohibits cities and counties from banning specific breeds, the Miami Dade County law was "grandfathered in" and its ban on pit bulls and a few other breeds is still in place.  (Keep in mind that Helen Keller had a pit bull.)

ADA defined "service animal" = dog or miniature horses.

"Service animals" do NOT include "therapy animals," "companion animals." 

For ADA guidance on service animals see a DOJ article:

http://www.ada.gov/svcanimb.htm

Caution:  restrictions apply to service animals that become out of control (barks throughout a movie) or poses a direct threat to health or safety.

DATE:  Friday, September 27th

LOCATION:  USF Marshall Student Center; Room 3700

AGENDA:

8:00     Welcome & Introductions

9:00     Dr. Adam Goldstein Elevating Our Practice: Assessing Learning Outcomes & Evaluating Our Programs

12:00   LUNCH (provided by Students with Disabilities Services; USF)

1:15      SB 1720

2:15     Course Substitutions

3:15      Results of Elections and Passing the Baton

This blog has been created by and for the members of the Florida Association of Higher Education and Disability (FL-AHEAD).

The posts are a synthesis of discussions from fpdsp or DSSHE regarding auxiliary aids, services, and modifications and represent the diverse approaches and/or best practices in the State of Florida.  In many cases, more questions are raised for consideration.  Some items make references to OCR rulings or other cases that may provide guidance.  These references begin with the term "Legal" with the understanding that a decision in one case may not apply to others.

Reports from around the State:

Blackboard:  no problems reported; MDC is moving from Angel to Blackboard

Canvas:  Lower in price, but problems reported by faculty and students

D2L:  Just about to use at SPC; BC has found it to be accessible

A link provided on DSSHE comparing Blackboard, D2L, Moodle and SAKAI:

http://elearningindustry.com/lms-accessibility-comparison-blackboard-vs-desire2learn-vs-moodle-vs-sakai?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+ElearningIndustry+%28eLearning+Industry%29

Blackboard & NFB:

1.  How does the documentation support this modification?                        

          - has the student received this in the past?

          - is there a specific recommendation for this?

          - is it just "extra time" or also "quiet location"

             and other qualifiers?

         - can we defend approving this modification?

2.  Is the location significant?

          - is the student's focus and anxiety level affected by the location?

3.  Is there a standard form that can be used with instructors to ensure that the disability service center is clear on the test requirements for:  open book, use of notes, use of scratch paper and whether they are sent back with the test, breaks, etc.  Legal: when complaints or grievances are made, the standard is usually looking at whether the institution is following its own procedures (good thing to have them in the first place) as long as these can withstand scrutiny that the procedures are "reasonable."

4.  How is the length of time determined?  One and one-half times? double times?  Who decides the length of time and based upon what?  Legal:  in at least one case, the courts found that triple time was a reasonable time for a certain student.

5.  Do we have a policy on sign language interpreters?  When are interpreters only to interpret directions and under what other circumstances might they interpret all or parts of tests?

6.  Are there other important considerations?

          - could "extra time" actually reduce the student's success? (some research shows that the longer the time a student takes on exam questions there may be a tendency to choose the wrong answer)

          - since funding sources are limited, does all proctoring have to take place at the disability services center?  Could it be done at the Testing Center or could the instructor or the academic department sponsor it?

          -  what is the diagnosis and history that defines the nature of the extra time:  ADHD?  PTSD?  LD?  Phobia?