Council of Academic Programs in Communication Sciences and Disorders

2014 Orlando Conference

Instructional Innovations in Teaching and Supervising

the ADA Generation

Seal & Hanks2014

Brenda Seal

Ph.D., CCC-SLP Professor

SLP Program Director Gallaudet Universitybrenda.seal@gallaudet.edu

Wendy Hanks Ph.D., CCC-A

Associate Professor School of Audiology

Pacific Universitywhanks@pacificu.edu

Nothing to claim beyond employment affiliations with our respective universities. Seal & Hanks

2014

Instructional Innovations in Teaching and Supervising

the ADA Generation

1. Define the “ADA Generation,” characterizing the legal and educational backdrops that brought this generation to our SLP and AUD programs; 2. Explain trends in university disability enrollments and disability accommodations over recent years;3. Summarize discussion of instructional accommodations that have worked, contrasted with those that have not worked, in compiling a list of innovative accommodations for today’s students that may lead to improved marketability.

Session Goals Session Plans

Intro (1)

Trends (2) Discussion (3)

Summary (3)

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High Expectations: Transforming the American Workforce as the ADA Generation Comes of Age

United States Senate COMMITTEE ON HEALTH, EDUCATION, LABOR & PENSIONS

4 directions, including: Improving the transition of the ADA Generation as they enter postsecondary education [to include graduate school] and the labor market (p.4).

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The ADA Generation (Senator Tom Harkin, Sept. 2013)

http://www.harkin.senate.gov/documents/pdf/52446704c3501.pdf

Students who have experienced accommodations across all of their educational years:

1990: ADA Act1986: The Education of the Deaf Act

1975, 2004, 2006, 2011 : IDEA1973: Vocational

Rehabilitation Act

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http://nichcy.org/disability/specific (website available until Sept. 30, 2014)

From the National Dissemination Center for Children with Disabilities

ADD/ADHD Developmental Delay

Intellectual Disability

Rare Disorder

Autism Disability Categories

Learning Disabilities

Speech or Language Impairment

Cerebral Palsy Down Syndrome Multiple Disabilities

Spina Bifida

Deaf-Blindness Emotional Disturbance

Orthopedic Impairment

TBI

Deafness or Hearing Impairment

Epilepsy Other Health Impairment

Visual Impairment or Blindness

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Who

are

thes

e st

uden

ts?

Data from 2012 Census: http://www.census.gov/compendia/statab/2012/tables/12s0285.pdf

Enrollment in Postsecondary Education

6.5%S-L-H

From Pacific University’s Office of Students with Disabilities: Spring 2014

• Medical/Health-related Disabilities: 69• ADD/ADHD: 53• Other: 47• Anxiety Disorder: 32• Learning Disability: 22• Psychiatric Disorder: 10• Concussion: 5• Dyslexia: 4• Mobility Impairment: 3

190 students with 245 disorders Additional Categories (all with 0 entries) include: Asperger’s Disorder, Bipolar Disorder, Hearing Impaiment, and Vision Impairment

Documentation TrendsPHYSICAL Disabilities: Motor impairments, movement

restrictions, wheelchair bound

SENSORY Disabilities: Deaf, hard-of-hearing, blind, low vision, deaf-blind

LEARNING Disabilities: Dyslexia, Dysgraphia, Dyscalculia, SLI

EMOTIONAL-PSYCHOLOGICAL MENTAL-HEALTH DISABILITIES: Panic and anxiety disorders, bipolar disorder, eating disorders, sleep disorders

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On the rise

?

National ADA SymposiumDenver, Colorado (June 15-18, 2014)

http://www.adasymposium.org/Info.html Session Titles include:

•

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Mindfulness Stress Reduction

Disabilities & Employment

Effective Communication

Self-Evaluation & Transition Plans

Medical Marijuana and Prescription Drugs

Emergency Preparedness

Reasonable Accommodations

“Qualified” under the ADA

Service Animals: Advanced Discussion

Interpreting in Emergency Situations

Veterans with Disabilities

Leave/FMLA

Documentation of Disability

http://www.howard.edu/specialstudentservices/Disabled Students.htm

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Accommodation TrendsExtended Time

• Test taking• Homework assignments• Class projects• Comprehensive Exams• Flexibility in attendance

Alternative Materials• Use of dictionary • Use of calculator• Use of light-weight otoscope• Enlarged font/Braille• Books/articles on tape• Teacher’s notes• Electronic texts, audio

recordings• Materials stored at appropriate

heightSeal & Hanks2014

Trends

Accommodation TrendsPreferential and Alternative

Seating/Placements• For interpreter, notetaker access• For captioning, recorder• For public transport (planned visit

before requesting a placement)• Wheelchair access, adjusted height

for audiometric panels and work benches

• Accessible classroom: location, lighting, seating arrangement

• Distraction-free testing• Reserved clinic room/audio booth

for every clinical experience so everything is in place

Technological• Special software (e.g.,

ZoomText 10 Magnifier)• Recorded speech audiometry

materials and responses• Virtual attendance

(Skype/Google Hangouts/ GoToMeeting, FUSE, etc.)

• Hearing Assistive Devices (e.g., FMs, looped class & clinic rooms, Bluetooth)

• Use of Laptop Seal & Hanks2014

Accommodation Trends

Decreased class loadDecreased clinic loadDecreased intern/externship loadScheduled breaks between classes

and clinicPlanned breaks between

semesters(e.g., Fall and Spring but not

Summer, Full load one semester, partial load another semester)

As a result of the decreased load

As a result of a Leave of Absence

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Schedule Adjustments Extended Time—in the Program

Discussion Time:Innovative Accommodations

For physical disabilitiesFor sensory disabilities

For learning disabilitiesFor emotional-mentalhealth disabilities

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Discussion

Accommodation Trends for Physical Disabilities

Classroom accommodations?

Clinic accommodations?

Internship/externship accommodations?

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Accommodation Trends for Sensory Disabilities

Classroom accommodations?

Clinic accommodations?

Internship/externship accommodations?

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Accommodation Trends for Learning Disabilities

Classroom accommodations?

Clinic accommodations?

Internship/externship accommodations?

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Accommodation Trends for Emotional-Psychological/Mental Health

DisabilitiesClassroom accommodations?

Clinic accommodations?

Internship/externship accommodations?Seal & Hanks2014

Summary ReportsSummarize discussion of instructional accommodations that have worked, contrasted with those that have not worked, in compiling a list of innovative accommodations for today’s students that may lead to improved marketability.

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Summary

Note: Lively open-group discussion flowed uncharted and without a notetaker across the 30+ participants, so the four summary slides that follow are based on Seal’s recall as moderator of the discussion (and after 24 hours). Therefore,

they may not adequately reflect or thoroughly cover all discussants’ points and/or questions.

Open Discussion Included:Concerns about “essential functions” expected of all

students preparing to meet the scope of practice as future SLPs or AUDs

Questions about developing/maintaining a relationship with folks in the Office of Disability Services—helping them understand the nature of our program demands

Varied perceptions about our roles as advisors/ counselors in working with students toward realistic expectations

Questions about accommodations when there is no written or student-initiated documentation? (Only 50% of those with DA actually register with their Office of Disabilities.)

Open Discussion Included:Questions about students who suspect they have a

disability, students who have “slipped through,” perhaps with their own self-imposed learning strategies or accommodations, but who want/expect support while they pursue eligibility

Questions about students who claim a disability and want accommodations but present no differently than other students without a disability

Concerns about addictions: When they present as a disability, and variable behavior/performance of students who are medicated or undergoing changes in medication or when not taking prescribed medications

Open Discussion Included:Questions about emergencies: When they impact other

students or clients/patients (e.g., manic episodes, seizures, panic attacks, erratic sleep)

Questions about parents who call or email about their daughters/sons who have disabilities

Concerns about extending assignments, postponing grading (e.g., giving “incompletes”) or passing students on when we perceive their disabilities prevent them from achieving expected performance

Questions about transitioning students to selective internships: Negotiating needs at the forefront (get involved or leave it to the student to talk with the preceptor/supervisor?)

Open Discussion Included:Concerns about students with potentially short-term

psychological issues that are not ADA-channeled but impact programming (e.g., rape victim who refuses to be assigned to male clients)

Questions about “counseling out” as an accommodation or as a consequence of below-expected performance

Concerns about litigation: The need to document communication during conferencing and decision-making with students

And questions about grievances: When students file a grievance on the grounds that their disability was not accommodated.

From “High Expectations…..ADA Generation” (Harkin, 2013)

• The ADA Generation presents opportunity to break down the barriers to employment for people with disabilities.

• The young people of the ADA Generation are the most educated generation of people with disabilities we have ever seen, and they are ready to get to work.

• Young people are all unique, and their talents and ambitions and aptitudes are different. They may choose different types of work depending on their needs and goals, but each should be able to access the fullest employment possible (p. 30).

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