inclusion and successful placement of students with hidden disabilities in tertiary education
Post on 21-Oct-2014
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Education agents know most countries have some level of special education needs provision at the primary and secondary levels for students deemed to have disabilities, differences or disadvantages, as well as anti-discrimination laws in place to ensure ongoing social inclusion. Most agents likely do not know that there is a large, untapped and underserved population of bright, gifted college-capable students with non-apparent or hidden conditions such as dyslexia, ADHD, Autism Spectrum Disorders and other similar mental health conditions. This is a presentation by Rob and Veronica Crawford, co-founders of the Life Development Institute (LDI), which provides sector/trend analysis, examples of successful models, and strategies for agents, educational institutions or service providers interested in sourcing, recruiting, and placing students with hidden disabilities in the US, or building similar linkages within their countries. In addition, please see Mr Crawford's guest post on icefmonitor.com (http://bit.ly/1nOI6Zu) which discusses the challenges we face in helping students with disabilities to succeed, and provides background data, resources and strategies for working with this often overlooked market. For more industry news, market intelligence, research and commentary for international student recruitment please visit http://www.icefmonitor.com, subscribe for free daily or weekly updates, and follow us on Twitter http://www.twitter.com/icefmonitor.TRANSCRIPT
Inclusion and Successful Placement of Students with Hidden Disabilities
in Tertiary Settings
ROB & VERONICA CRAWFORDLife Development InstituteGlendale, Arizona, USANovember 3, 2013
Copyright: Crawford 2013
Dealing with the “D” Word
Copyright: Crawford 2007
Many Global Young AdultsWithout Disabilities Struggle to Find the Right Path
College & University Students with Hidden Disabilities
Crawford 2010
Crawford 2010
US Students Study Abroad
• 273,996 US students
• 4.1% Disability status known
• 70% “Hidden”
• Only 16% of US College/University reporting
Top 10 US Institutions Reporting Study Abroad Students with
Disabilities• Stanford
• Calvin college
• University of Wisconsin‐Milwaukee
• California Polytechnic State University‐San Luis Obispo
• University of Denver
• American University
• Arizona State University
• New York University
• San Diego State University
• University of Kansas
LearningDifficulty
orLearning Disability
What is the Difference??
Brain Dysfunction?
• Input: Receiving information and recording it into the brain.
• Integration: Once recorded needs to be understood.
• Memory: Store and retrieve.• Output: Information communicated
from the brain.
Specific Learning Disabilities
Input• Visual perception
– MISPERCEIVING a “d” and a “b” or a “6 and 9”– Judging distance or depth.
• Auditory perception– Distinguishing subtle sounds such as: hair and
air or ball and bell– Confuse what sounds to listen to when
there is more than one source– May have trouble processing sounds quickly– May have trouble processing words and sentence
meanings
Integration
Three steps are needed to understand what is recorded in the brain.1. Sequencing
• May start at the wrong place2. Abstraction
• Understanding the correct meaning3. Organization
• Pulling together information• Separating information
Memory
• Usually have excellent long term memories• Can learn but needs repetition• Poor working memory• Lack ability to concentrate on information
and store it– Spelling list– Math concept– Can be visual or auditory or both
Output Called a language‐based disability when impacting oral communication.
– May speak with ease when initiating
– Can not articulate on specifics when asked & struggles for words/ramble/says wrong word
Called a motor coordination disorder when impacting use of muscles.
– Gross motor‐‐clumsy
– Fine motor‐ writing/typing
Executive Functioning
• Time management
• Organizational skills
• Prioritizing
• Non‐verbal cues
ADHD
Crawford 2010
ADHD THREE TYPES OF BEHAVIORS
1. HYPERACTIVE• CHILDREN RUN AROUND A ROOM, FIDGET, SQUIRM• ADOLESCENCE & ADULTS MAY SHOW FIDGETING IN
FINGER TAPPING, FOOT PUMPING OR OTHER• MAY TAKE ON MULTIPLE PROJECTS & BECOME
DISORGANIZED2. INATTENTIVE
• EASILY DISTRACTED, AUDITORY‐ VISUAL OR BOTH, SHORT ATTENTION SPAN
• ADOLESCENCE AND ADULTS MAY HAVE INTERNAL DISTRACTIONS.
3. COMBINED TYPE‐CAN BE BOTH HYPERACTIVE AND INATTENTIVE
The Overactive Or Inattentive Client
• Puts things off until last minute
• Is always on the go
• Has multiple ideas or projects going
• Thinks they are invincible
• Is easily distracted
• Does not seem to pay attention
• Lacks organization
• Tends to talk incessantly
Asperger’s &High Functioning Autism
Asperger’s & Social Skills Issues
• POOR SOCIAL SKILLS
• DOES NOT LOOK YOU IN THE EYES
• DOES NOT GET SARCASM
• IS SARCASTIC AT INAPPROPRIATE TIMES
• FIXATTED ON ONE OR TWO SUBJECTS
• HAS ONE OR TWO FRIENDS, IF ANY
• DELAYED MATURATIONALLY
Things They May Say To You• I’M NOT GOOD AT ANYTHING• I’M SO STUPID• I REALLY HATE MYSELF• I CAN’T DO IT• WHY BOTHER TRYING. I WON’T DO IT RIGHT
ANYWAY• YOU JUST DON’T UNDERSTAND• SO WHAT IF I FAIL• NO ONE LIKES ME• I WISH I WERE MORE LIKE...• I’M SLOW• I’M DIFFERENT
“Attitude” You May Get
• VERY QUIET• VERY UNWILLING TO RECEIVE HELP• VERY UNREALISTIC• VERY RESISTANT TO CHANGE• NOT WANTING TO LEARN ANYTHING NEW• ACTING LIKE THEY ALREADY HAVE IT ALL UNDER CONTROL
• PRETENDING NOTHING IS WRONG
The Agent and CompassionateCoaching
First Meeting • Work History• Diagnosis – Medications• Immediate Family Background• Educational Background• Hobbies, interests, leisure time• Organizations, clubs past and present• Presenting concerns• Services requested• Information they know about their disability or issue• What they know about their strengths• What they think others think of them• Impressions of their work and educational experiences• Any goals and dreams they have• Plans they have set if any to achieve goals• Concerns or barriers they have related to career, educational or personal
– Lieb, 1997
Help The Client
• Break down the old information– Negative feedback
– Unrealistic expectations (theirs and others)
– Feelings of inadequacy
– Aspects of negative behavioral training
– Fear of trusting
This Will Help You Obtain Information And Build Trust
• Rebuild the old into new– Show empathy, respect, and compassion
– Be open, honest, concrete, and responsive
– Help them to believe in their abilities
– Show them the simple how to’s
– Locate strengths and relate interests
– Develop specific steps in finding and guiding toward the use of new information you find
Helping Them Transition to Appropriate Program with Confidence
• Set new methods into action– Build opportunities for success
– Provide support and encouragement
– Breakdown into small parts any difficulties
– Help them process the next steps they will be taking to reduce fears
– Let them fly away with tools and your sincere belief in them
Practices That Work
US Placement Advantages• Colleges/Universities can’t discriminate based on disability
• Inclusive & accessible courses, campus and services
• Must provide disability‐related accommodations and ensure equal access
• Accommodations and services provided to ALL students with documentation
• Services & supports determined on individual basis
Leadership for Life DevelopmentLearning Community
1. Articulated curriculum between LDI & PVCC
2. Four linked classes
3. Group of students taking the same classes
4. Team focus ‐ teachers, advisors, tutors, other support services
Outcomes Snapshot
Academy of Lifelong LearningHigh School
• NCA accredited
• Soft skills
• Stackable diversity & employment certificates
• Non‐traditional graduation requirements
• No exit exam
Emerging Leaders Summer Academy
• Private/public funding
• Collaborative partnerships
• Cultural & personal leadership competence
• 2 college credits & national student leadership certificate
0
5
10
15
20
25
30
35
40
Disabled
Non-Disabled
Sources: Current Population Survey, 2005; National Center for Education Statistics, 2009; National Longitudinal Transition Study II, 2010
Becoming an Adult: Achievement Comparisons of 18‐25 year olds
Things You Can Try To Help Your Client Who Struggles
• Teach understanding of realistic expectations• Teach concepts of effective problem solving, decision making,
and dealing with conflict• Teach how to locate resources so they have some autonomy• Teach methods of self‐evaluation• Develop a relationship of trust and respect• Teach how to organize and prioritize in the areas of personal,
educational, and career skills with appropriate training• Teach about the realities of various outcomes based on their
behavior• Show how goals can be accomplished with the appropriate
knowledge. – Lieb, 1997/2013
Let’s Find The Next Piece Of The Life Puzzle Together...
[email protected]@discoverldi.com
www.discoverldi.com(623)773‐2774, ext. 208