Students
"LEAD" with Their Voices of Experience
The Role of Technology in the Lives of Students with Disabilities:
Ever Heard of JAWS?
First Outstanding Faculty Member Award
Answers to Questions Faculty Frequently Ask
Students with Disabilities in YOUR Classroom
The "Dawg-Gone" Truth About Students with Disabilities
2000-2001 LEAD members (left to right):
Josh Davidson, Dale McPherson, Shane Archibald, Roman Henclewski,
Debra Cohn, Emily Bridges, Clairborne Perrklliant, Bill Hollingsworth, Danny
Brewington (graduate assistant),
Audrey Stafford (co-advisor), Brian Oglesbee, Crystal Gangelgoff, Guillaume
Bauer, Carly Armour and Sara Sammons.
Not pictured are Hee Koo Moon, Nathaniel Klein and Martha Wisbey (co-advisor).
A valuable resource available to faculty is a new student group called LEAD: Leadership, Education and Advocacy for Disabilities. LEAD students speak across campus to faculty members and their staff, high-lighting many topics such as:
Throughout this initial year of development LEAD has experienced continued success as opportunities for fac-ulty education have increased and as student interest has climbed. LEAD students are excited about their contribu-tions to the university, its faculty, and its students. Brian Oglesbee, past chair of LEAD, states: "I think that LEAD is working hard to bridge the communication gap be-tween students and professors and other faculty mem-bers. LEAD's purpose is to show that students with dis-abilities are really no different than any other student."
While many students on campus have more noticeable disabilities -such as hearing, vision, and mobility impair-ments -many more have invisable disabilities -such as attention deficit disorder, psychological disorders, and chronic illness. LEAD's mission is to address the gamut of disabilities by making help more readily available. As Josh Davidson, a sophomore majoring in psychology with at-tention deficit disorder, said: "A little help is something I've always needed, but never asked for... I'm here to help make sure other students don't make the same mistakes I did."
To have a presentation for a specific class or for de-partment faculty and teaching assistants, call Audrey Cowart, Disability Services Staff and LEAD advisor at 542-8719 or e-mail at audreyls@ arches. uga. edu. Additional resources and information for faculty can be obtained on the Disability Services Web Site at www. dissvcs. uga. edu.
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People with disabilities are people first. Disability is a part of the person; it does not define the person. "People first" language puts the person before the disability. Instead
of saying... Try
saying... |
The Role of Technology in the Lives of Students with Disabilities: Ever Heard of JAWS?
"My professor puts everything on PowerPoint and gives us the notes to follow his lecture....Wow, this will help me comprehend the material!"
This comment, from a student with ADHD, reflects a single example of how technology advances today have created accessible learning environments for stu-dents. PowerPoint offers students with either learning dis-abilities, or with hearing, visual or mobility impairments, the chance to receive information in formats suitable for their accommodation needs.
New technologies on college campuses have transformed the way students with disabilities access material and expe-rience learning in their academic programs. For example, individuals with mobility issues, who may not have the skills to manipulate a pencil, keyboard, or mouse, may use ergo-nomic keyboards, head mounted infrared pointers, and speech recognition software. Students with visual impairments are accommodated with Braille devices, talking word proces-sors, screen readers (Job Access With Speech), screen en-largers, and tactile graphic pads. Ergonomic furniture, desks, lab stools, and chairs provide additional support mechanisms for students needing specific accommodations for access in classrooms, science labs, libraries. Another example is por-trayed when students access information for classes through e-mail. This basic form of communication can assist a stu-dent with a chronic illness who may experience prolonged absences.
In addition to technology-specific tools for individual stu-dents, WebCT has broadened the capabilities of faculty, al-lowing materials to be posted on-line and offering naviga-tional features. WebCT is jointly supported by (OISD) Office of Instructional Support and Development and (UCNS) University Computing and Networking Services.
You can contact either office by calling: UCNS: 542-3106 or OISD: 542-1355. Disability Services has a comprehensive Adaptive Tech-nology Resource Center (ATRC) providing students with dis-abilities access to the most up-to-date technologies. Profes-sors and student technology assistants are available to train or assist individual students in the use of adaptive technol-ogy. The ATRC is located on the second floor of Clark Howell Hall, 542-8719. Visit the Disability Services Adap-tive Technology website link at: http:// www. dissvcs. uga. edu.
In efforts to increase campus computer lab accessibility, specific departments have requested an upgrade of their lab software and hardware to better meet the needs of students with disabilities. In advancing technology within our student computer labs, it is critical to remove barriers inherent in the modes of representation, expression, or engagement. The Office of Equal Opportunity/ Affirmative Action has recom-mended the enhancement of access to UGA computers. A letter sent to Vice Presidents, Deans, and Directors from Mr. Len Davis, Director of the Equal Opportunity Office, outlines minimum standards for accessibility at computer sites throughout campus. Web site accessibility has recently come to the forefront with the passage of Section 508 of the Re-habilitation Act Amendments of 1998 requiring that elec-tronic and information technology be accessible to persons with disabilities. The University, in support of continued ad-vancement of accessible learning, outlines these web ac-cessibility guidelines supported by the Board of Regents at http:// www. uga. edu/ help/ wai.
JAWS software is one-way to "bite into" this valuable material. Faculty can increase environments with appropri-ate adaptations and supports for students with all types of abilities. This will only increase access to learning, and there-fore strengthen aspiring student leaders at UGA.
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First Outstanding Faculty Member Award
Dr. Graham,
Assistant Professor, School of Social Work, is presented 2000-2001 Outstanding
Faculty Member Award
on February 1, 2001 by Dr. Karen Kalivoda, Director of Disability Services.
Carly Armour, pictured on the left, nominated Dr. Graham as the first recipient
of this teaching award.
A ccording to research on college stu-dent retention, students stay in col-lege based on factors such as: the response and support they receive from faculty, their interaction with peers, and their overall in-volvement in the campus environment. For students with disabilities, the success and pro-gression for them as students relies prima-rily on the support they receive from their professors. Last fall, the staff at Disability Services gave students with disabilities the opportunity to acknowledge exceptional fac-ulty members who exhibited teaching styles conducive to a positive and supportive learn-ing environment.
Students with disabilities registered with Disability Services complete a nomination form including a statement of their faculty choice and description of the faculty member's distinctive qualities as an instruc-tor. Students may nominate previous pro-fessors, those employed at UGA or retired, or current professors. Forms are reviewed by a committee and a faculty member is hon-ored.
As experienced last year, the committee found the selection process difficult due to the wonderful response from the students. Faculty not chosen receive letters of recog-nition and their department heads are also notified.
Based on the nominations this past year, Dr. Michelle Graham, Assistant Professor in the School of Social Work, was the first re-cipient to receive the Outstanding Faculty Member Award in the year 2000-2001. Dr. Graham was nominated by Miss Carly Armour, '01 Bachelors of Social Work gradu-ate of the University of Georgia. Carly de-scribed Dr. Graham as "a great teacher and incredible motivator... a student who is learn-ing from all of us [students]." In Carly's written statement, she describes Dr. Graham as a professor who spends her time and en-ergy understanding the daily realities of stu-dents with disabilities, which in Carly's case was being deaf in an auditory world. With Carly, it was to understand deaf culture.
During the award ceremony, Dr. Kalivoda stated to Dr. Graham, "by asking Carly to explain her deaf culture, you allowed her to share a part of her-self. Your genuine interest in her life was incredibly important to her. This type of regard and care allows students to be themselves, while honoring their unique way of learning."
Carly Armour and Dr. Karen Kalivoda presented a plaque to Dr. Gra-ham during a reception in February 2001. The presentation was later fea-tured in Columns. Those attending the reception were Dr. Tom Dyer, History professor and previous Vice-President for Instruction and Associate Provost; Dr. Tom Burke, Associate Vice-Presi-dent for Student Affairs; Dr. Sylvia Hutchinson, professor at the Institute of Higher Education; Dr. Bonnie L. Yegidis, Dean of the School of Social Work; and Dr. Larry Nackerud, Asso-ciate Dean of the School of Social Work.
With its success,
the award will become an annual event for Disabil-ity Services and Student Affairs
staff and students.
| "I consider myself to be a student of pedagogy. With assistance from the many experts on campus, such as the Peer Mentoring , the Disability Services Office, and the Office of Instructional Support and Development, I am able to improve every aspect of my teaching – hopefully benefiting every student in every class that I teach." -Dr. Michelle Graham |
Answers to Questions Faculty Frequently Ask
Does
Disability Services serve only students who have physical disabilities?
No. Disability Services serves students who have many different types of disabilities, both visible and hidden. Examples may include attention-deficit/ hyperactivity disorders (ADHD), acquired brain injuries, hearing impairments, lupus, and psychological disorders. Students who have ADHD constitute the largest group of students served by Disability Services.
What types of disabilities are not served by Disability
Services?
Disability Services does not provide accommodations for specific learning disabilities (LD) such as dyslexia, dyscalculia, and expressive language disorders.
What is a specific learning disability and where do I refer a student who has
such a disability?
A specific learning disability is a developmental disorder that affects a student's ability to interpret and process information. Unlike an acquired brain injury, a learning disability is usually present at birth and is not caused by external factors. Students with specific learning disabilities receive accommodations through the Learning Disabilities Center (LDC) in Milledge Hall.
What is attention-deficit/ hyperactivity disorder?
ADHD is a disability often characterized by inattention, hyperactivity, distractibility, and impulsivity. Although ADHD may affect the performance of a person in a school setting, it can also affect other domains of life such as organizing, planning, and managing time at home or at work.
Do Disability Services and the Learning Disabilities Center offer the same types
of accommodations?
The accommodations for students who have ADHD, acquired brain injuries, LD and psychological disorders, are similar. Both the Learning Disabilities Center and Disability Services offer notetaking, books on tape, private or low-distraction testing rooms, extended time for tests, and academic assistants.
How do I know which department is serving a student?
Typically a student registered with Disability Services or the Learning Disabilities Center will get a letter that they are instructed to give to their professors each semester. The letter is designed to outline the accommodations needed for the registered student.
A student has informed me of a difficulty with learning or keeping up in class.
As the student's professor, I feel the student should seriously consider an
educational evaluation. What should I tell the student?
Direct this student to Disability Services to meet with a disability specialist. The specialist, after gathering information, can refer the student to a physician, psychologist, neurologist, or other health professional for evaluation and diagnosis.
Who do I contact about a student who wants accommodations on a test?
Disability Services
Clark Howell Hall
542-7721
(fax) 542-8489
-or-
Learning Disabilities Center
Milledge Hall
542-5453
(fax) 542-4532
Students with Disabilities in YOUR Classroom
General Suggestions:
Disability-Specific Suggestions:
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The "Dawg-Gone" Truth About Students with Disabilities
Students with disabilities may feel alone, dependent, victimized, stigmatized, afraid, burdensome, stupid. These feelings can serve to differ-entiate students with disabilities from their nondisabled peers. Classroom ac-commodations and academic supports for achieving in the college courses are a critical part of what is offered for stu-dents with disabilities. Sometimes these students accomodations prove to bring attention to students with a disability and create a feeling of isolation or separate-ness among their peers.
Faculty make a difference by listen-ing, accomodating, advocating, challeng-ing, believing, trusting, and showing pa-tience.
Facutly interest in each individual student can make a difference in the academic success of all students. In-structors are key players in ensuring that students with disabilities receive the necessary accomodations in order to reach their potential. Accomodations are not advantages; rather, they are a means of providing each student with full ac-cess to The University of Georgia's edu-cational programs. Fair evaluations of students should reflect their course achievements and knowledge, not their disabilities.
The similarities among students with disabilities far outweigh any of their dif-ferences. Students with disabilities come to institutions of higher learning with the same range of backgrounds, experi-ences, intelligence, and skills as other stu-dents and harbor the same high aspira-tions. The only difference is that these students require academic accomodations in order to achieve their true potential, which is often masked by their disability.
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The Office of Instructional Support & Development
Teaching at UGA is published two times a year by the Office of Instruc-tional Support & Development (OISD). OISD is a unit within Academic Affairs devoted to the advancement of instruc-tion at the University of Georgia. The office is advised by the University's Instructional Advisory Committee and reports directly to the Vice President for Instruction.
The central mission of OISD is to pro-vide campus-wide leadership on mat-ters relating to instruction. By coordi-nating a wide variety of programs and activities, OISD serves faculty, admin-istrators, and graduate assistants in each of the University's fifteen schools and colleges.
Dr. William K. Jackson is the Director of OISD. Staff members of the Office of Disability Services served as guest editors of this issue of TUGA. Haley Grizzle, an undergraduate working in OISD, designed the layout for this issue and Paul Quick, a graduate assistant in OISD, provided editorial assistance.
OISD is committed to providing access to its programs for all people with dis-abilities and will provide accommoda-tions if notified. Please call OISD at (706) 542-1355 for more information about architectural access and to arrange for a sign language interpreter, an assistive listening device, large print, audio, or braille.