A Broadening Participation in Computing Alliance - Attention Deficit

What you should know about Your Students with Disabilities

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What you should know about Your Students with Disabilities

Students share information about what the wish their faculty knew about students with disabilities.

Invisible Disabilities and Postsecondary Education

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Invisible Disabilities Postsecondary Education (PDF-302KB)

Accommodations and universal design

Many students on postsecondary campuses have disabilities that are not easily noticed. This situation can lead to misunderstandings. As articulated by Beatrice Awoniyi, director and assistant dean for the Student Disability Resource Center at Florida State University, "You may look at a student and you say, you know, you look like every other student in the class, what do you mean you need note-taking? What do you mean you need extra time on the test? It might not be apparent to you as a faculty member that a student has a disability, but that disability may impact their participation in the class."

Sometimes, students with invisible disabilities are perceived as lacking in intelligence, or as not paying attention. That happened to Nate before he was diagnosed with a learning disability: "They'd look at me and they'd be like, oh, well, you're faking, you're playing around, you're just not trying hard enough or something. But I was trying." Another student, Jesse, states, "My father has learning disabilities and actually his mom does too, so there's a history there and my parents kind of wondered if something was going on. But the school kept saying, 'He's just a little slow, he'll pick it up.' So by the end of second grade I still couldn't read at all."

Types of Disabilities

Invisible disabilities include

Asperger syndrome;
attention deficit/hyperactivity disorders, or ADHD;
brain injury;
learning disabilities;
psychiatric conditions;
seizure disorders; and
Tourette syndrome.

The number of college students with these types of disabilities continues to grow. As predicted by Al Souma, a Disability Support Services counselor at Seattle Central Community College, "There's a very good chance that we'll be seeing a lot of these students in our classrooms over the years. Now, with the new wave of psychiatric medications that are out there, students are finding that they are able to concentrate better and participate in classroom activities more than ever before."

Invisible disabilities may affect the way a student processes, retains, and communicates information. A student may not be able to screen out distractions, making it hard to focus; may not have the stamina for a full class load; or may not be able to interact well with others. Anxiety may make it difficult to take tests or to approach professors with questions. All people experience their disabilities uniquely. Students who have the same medical diagnosis for their condition may have different abilities and disabilities and different accommodation needs. It is important to work with each individual to figure out what's best in a specific situation.

Professors may have safety concerns about students with particular disabilities, such as seizure disorders. It might feel to them like too much responsibility. However, as reported by Sharon Bittner, director of Academic Support Services at Des Moines Area Community College, "Students with seizure disorders often control their seizures well with medication, so [professors are] really not going to see frequent seizures in the classroom. It is important, however, for an instructor to know what to do in the event of a seizure. And if the student discloses and says, 'I have a seizure disorder,' then it's very easy for the disability services officer to talk with him and say, 'What would you like for your instructor to know?'"

There might also be concerns about psychiatric conditions. What if a student has an outburst? What if his behavior disrupts the class? Audrey Smelser, counselor and disability specialist at National Park Community College, says that on her campus, "We would encourage faculty to refer those students who have some outburst in class to the counseling center for us to work with them on stress management and appropriate behaviors, just as we would any other student."

Familiarity with conditions such as Asperger or Tourette syndrome can help faculty feel more comfortable with a student's occasional lack of social skills. Linda Walter, director of Disability Support Services at Seton Hall University, explains, "Sometimes students with Asperger's don't have the filter to be able to stop asking questions if there are certain things that they want to know. So they may monopolize a lot of class time and one of the things that we really try to work on is a signal where the professor can let the student know that, 'You've asked enough questions, and I will help you, but it's just not going to be now.'"

Accommodations

Students with invisible disabilities may or may not need accommodations in a college classroom. If they do, it's the students' responsibility to self-disclose, provide documentation of the disabilities, and request accommodations. However, they may choose not to let anyone know about the disability and just try to "make it on their own." This approach can be stressful for both the student and the professor. Suzanne Tucker, a Disability Resource Office coordinator at Southern Connecticut State University, adds, "There are times [when] faculty are frustrated with students because they self-disclose later in the semester. They don't [disclose] at the initial start of a semester. And [faculty] often will come to the disabled student service person and say, 'Why didn't this student disclose? Why did they wait 'til they did badly on that first exam?' And I think, you know, there's not one answer."

College students with disabilities should contact the disabled student services office on campus before they start classes. Staff there will typically check documentation of the disabilities, determine appropriate accommodations, and give the students letters authorizing those accommodations. Beatrice Awoniyi explains, "What we look into is, how does that disability affect that specific person for that specific class? And then we make a determination of what types of accommodation will be reasonable and what will be appropriate. Not all accommodations are reasonable and not all accommodations are appropriate."

An accommodation is not appropriate if it would

make a substantial change in an essential element of the curriculum,
alter course objectives,
impose an undue financial or administrative burden to the institution, or
pose a direct threat to the health or safety of others.

If an accommodation request seems unreasonable, a compromise could be discussed between the professor, the student, and the disabled student services staff. For example, as Rebecca Cory, research coordinator at DO-IT reports, "[At Wells College] I was working with a student who had Tourette Syndrome, which is a disability that causes her to experience some physical and vocal tics. And this student was taking a chemistry class, and was working with a chemistry professor, and the professor was concerned that these physical tics may cause a hazard in the chemistry class, in the laboratory specifically. And so we worked with this professor and the student to get a lab situation that was not going to be a problem for the student. We replaced the glassware with plastic when we could, and with Pyrex when we could, and we paired the student with a lab partner, so that if there was a chemical that the student might have difficulty handling, in case she had a physical tic during the handling of it, the lab partner would handle those specific chemicals and the student was still working in a situation that was safe, and she could learn what she needed to learn."

Students with disabilities have the right to confidentiality. If a student appears to be struggling in class, but hasn't requested accommodations, the professor is not advised to ask if a disability is involved. But there are acceptable ways to offer assistance. You could suggest resources on campus, such as tutoring or instructional centers, and include disabled student services as one of those resources. A proactive approach is to include a statement on your class syllabus, inviting students to talk with you about any disability-related concerns. For example, you could say: "If you wish to discuss academic accommodations, please contact me as soon as possible." This will make students with disabilities more comfortable discussing accommodations.

A student may request accommodations for the classroom, assignments, and exams. Some commonly-requested classroom accommodations include

seating near the door to allow taking breaks;
alternative note taking: tape recorder, note taker, or a copy of instructor's notes; and
early availability of syllabus and textbooks.

Assignment accommodations include

advance notice,
additional time for completion,
feedback and assistance in planning workflow,
choice of written or oral presentation, and
assistance during hospitalization.

Accommodations for exams include

alternate format: multiple choice, essay, oral, presentation, role-play, or portfolio;
use of adaptive computer software such as speech recognition;
extended time for test-taking;
taking tests in a separate, non-distracting room; and
a scribe, reader, or word processor for exams.

In some cases, accommodations may extend beyond the classroom. For example, a medical student might eventually need to do clinical work. An individual discussion of options may be necessary.

Universal Design of Instruction

Good teaching can minimize the need for accommodations. By using principles of universal design in your instruction, you'll maximize learning for all students in your class. Universal design means that you take steps to effectively teach to a diverse audience. Expect that characteristics of students in a class will come from a wide range of ethnic and racial backgrounds, represent more than one gender, and include a wide range of disabilities, abilities, and learning styles. Universal design strategies are usually not difficult to employ. For instance, as you're designing your course you might think of alternative assignments for students—they might write a paper, they might give a presentation, or they might put together a portfolio to meet a requirement in class. These alternatives work well for students with a variety of learning styles and backgrounds, including those with disabilities.

Planning your curriculum with universal design in mind can reduce or eliminate the need for accommodations later, and that's helpful for both faculty and students. Meryl Berstein, director of the Center for Academic Support at Johnson & Wales University, reports, "If you're designing your class work so that it will be accessible to all students in class, it might take a little bit longer for you to do that initially. But the benefits of [preparing] to you, as well as to the student, will be reaped later. Because once you've done it, you've done it. You are not going to have to re-invent the wheel."

Other elements of universal design that may be particularly helpful to students with invisible disabilities include

multiple methods of delivery, including lectures, discussion, hands-on activities, Internet-based interaction, and fieldwork;
providing printed materials and electronic resources that summarize or outline lecture content;
encouraging a variety of ways for students to interact with each other and with you, such as in-class discussion, group work, one-on-one meetings, and email;
providing feedback periodically as an assignment is being completed; and
including questions on tests that require a variety of responses, such as multiple choice and essay.

As explained by Beatrice Awoniyi, "When we adopt the principles of universal design, we minimize the amount of accommodations that we're going to need, and students who are in the class who have disabilities may not even have to ask for accommodations. Of course, that doesn't mean that we're not going to have anyone requesting accommodations; we just limit the number of accommodations that we have to provide."

Additional Resources

For more specific information about working with students who have learning or psychiatric disabilities consult the following publications at www.washington.edu/doit/brief-category/academics

The following websites include more comprehensive information:

LD OnLine
www.ldonline.org/
National Institute of Mental Health
www.nimh.nih.gov/

For more information on universal design in education, consult The Center for Universal Design in Education at www.washington.edu/doit/programs/center-universal-design-education/overview or the resources available at www.washington.edu/doit/resources/popular-resource-collections/applications-universal-design; of particular relevance is the video and publication entitled Equal Access: Universal Design of Instruction at www.washington.edu/doit/videos/index.php?vid=13. Additional videos can be found at www.washington.edu/doit/videos/index.php; of particular relevance are the videos entitled Invisible Disabilities and Postsecondary Education and Working Together: People with Disabilities and Computer Technology.

��ԭ�� DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of ��ԭ��, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the ��ԭ��.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by sending a check to DO-IT, Box 354842, ��ԭ��, Seattle, WA 98195-4842.

Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the ��ԭ�� is registered as a charitable organization with the Secretary of State, state of ��ԭ��. For more information call the Office of the Secretary of State, 1-800-322-4483.

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
��ԭ��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners

Acknowledgment

The publication was developed under a grant from the U.S. Department of Education, OPE #P333A050064. However, these contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.

Equal Access to Software and Information (EASI)

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Equal Access to Software and Information (EASI Access)

Offers online training on accessible information technology for persons with disabilities.

Where can I find resources related to learning disabilities and Attention-Deficit Disorder?

FeedsImporter — Thu, 17 Sep 2015 19:03:57 +0000

The Internet hosts a large quantity of websites and electronic discussion lists that contain information of interest to individuals with learning disabilities and/or Attention-Deficit Disorder and their family members, friends, mentors, advocates, educators, employers, and coworkers. Topics addressed include education, accommodations, diagnosis, employment, social development, and support networks. A collection of websites and discussion lists related to learning disabilities and Attention-Deficit Disorder can be found at Disability-Related Resources: Learning Disabilities and Attention Deficits.

Reduced Course Loads: A Case Study on Financial Aid Eligibility

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Background

Sam is a sophomore with Attention-Deficit/Hyperactivity Disorder (ADHD). He is having difficulty managing a full-time preengineering course load. He does not have enough time to keep up with all of his courses.

Access Issue

Sam wants to take a reduced course load but needs to remain eligible for financial assistance and campus housing. He was told by student services staff that he would be ineligible for financial aid and campus housing if he was not registered as a full-time student.

Solution

The disabled student services counselor explained that, with the support of disabled student services, Sam could request to take a reduced credit load and still be considered for financial aid. The counselor helped Sam complete the required university procedure to request a reduced credit load due to a disability. Sam completed the process with the support of disabled student services and was able to continue his part-time studies and remain eligible for financial aid, although at a reduced level and for a limited amount of time. Working with disabled student services and the housing office, Sam was also able to remain in the residence hall.

Conclusions

This case study illustrates the following:

Part-time course loads may be an important accommodation for some students with disabilities, particularly during terms when they are enrolled in difficult courses.
Students with disabilities may be eligible for financial aid and housing, even if they are not taking a full-time credit load, when appropriate documentation is completed.
Financial aid and housing staff and administrators should be aware of special procedures, documentation, and accommodations for students with disabilities.

Working Together: Teaching Assistants and Students with Disabilities

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Working Together Teaching Assistants Students Disabilities (PDF-381KB)

Legal Issues

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 and its 2008 Amendments prohibit discrimination against individuals with disabilities. According to federal law, no otherwise qualified individual with a disability shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity.

"Qualified" with respect to postsecondary educational services, means "a person who meets the academic and technical standards requisite to admission or participation in the education program or activity, with or without reasonable modifications to rules, policies or practices; the removal of architectural, communication or transportation barriers; or the provision of auxiliary aids and services."

"Person with a disability" means "any person who (1) has a physical or mental impairment which substantially limits one or more major life activities [including walking, seeing, hearing, speaking, breathing, learning, and working], (2) has a record of such an impairment, or (3) is regarded as having such an impairment."

Disabilities covered by legislation include (but are not limited to) AIDS, cancer, cerebral palsy, diabetes, epilepsy, head injuries, deafness or other hearing-related disabilities, specific learning disabilities, loss of limbs, multiple sclerosis, muscular dystrophy, psychiatric disorders, speech-related disabilities, spinal cord injuries, blindness, and low vision.

Accommodations

The student with a disability is the best source of information regarding necessary accommodations. In postsecondary settings it is the student's responsibility to request disability-related accommodations from a campus office that informs instructors of the approved accommodations for that student. Most campuses have a statement that a faculty member can include on their syllabus to inform students of the services of this office. Faculty can also include a statement that invites any student to discuss their academic needs with them. If a student requests some form of accommodation or alteration due to disability directly from a faculty member, the faculty member is best advised to refer the student to the campus disability office.

Universal Design

An instructor can proactively apply universal design (UD) principles to their course to make it more accessible to students with disabilities and thus minimize the need for accommodations. UD can be applied to the overall design of instruction as well as to specific instructional materials and strategies to improve access for everyone. UD is defined as "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design" (Source).

Examples of UD include captions on video presentations that benefit students who are deaf, hard of hearing, those whose first language is not English, people with some types of learning disabilities, and many others. Examples of how UD can be applied to improve class climate; physical access, usability, and safety; delivery methods; information resources; interaction; feedback; and assessment can be found in Equal Access: Universal Design of Instruction. More information about how UD can be applied to instruction, technology, services, physical spaces, and other aspects of higher education can be found at The Center for Universal Design in Education.

Examples of Access Solutions

Low Vision

Seating near front of the class
Large print handouts, lab signs, and equipment labels
Monitor connected to microscope to enlarge images
Class assignments made available in an accessible electronic format
Screen magnification software

Blindness

Course materials in braille or an accessible electronic format
Verbal descriptions of visual aids, charts, graphs, and other images
Raised-line drawings and tactile models of graphic materials
Braille equipment labels, auditory lab warning signals
Adaptive lab equipment (e.g., talking thermometers, calculators, light probes, and tactile timers)
Computer with optical character recognition, screen reader, braille embosser, and Braille printer

Dead and Hard of Hearing

Sign language interpreter, real-time captioning, and/ or FM system
Notetaker
Visual aids
Written assignments, lab instructions, summaries, notes
Use of email for class and private discussions
Visual warning system for lab emergencies

Learning Disability, Attention Deficits, and Autism

Notetaker and/or recorded class sessions
Captioned films
Extra exam time, alternative testing arrangements
Visual, aural, and tactile instructional demonstrations
Computer with text-to-speech software, spellchecker, and grammar checker

Mobility-Related Disability

Notetaker, lab assistant, group lab assignments
Classrooms, labs, and field trips in accessible locations
Adjustable tables, lab equipment located within reach
Lengthened pull-chains on safety showers
Class assignments made available in electronic format
Computer equipped with special input device (e.g., voice input, alternative keyboard)

Health-Related and Mental Health-Related Disability

Notetakers
Flexible attendance requirements
Extra exam time
Assignments made available in electronic format

Teaching Tips

Below you will find examples of teaching techniques in the classroom, laboratory, examinations, and fieldwork that benefit all students, but are especially useful for students who have disabilities.

Classroom

Select course materials early so that students and the campus disabled student services office staff have enough time to translate them to an accessible format.
Make syllabi, short assignment sheets, and reading lists available in electronic format.
Design course web pages to be accessible to students with disabilities.
Face the class when speaking. Repeat discussion questions.
Write key phrases and lecture outlines on the blackboard or overhead projector.

Laboratory

Take the student on a tour of the lab they will be working in. Discuss safety concerns.
Assign group lab projects in which all students contribute according to their abilities.
Arrange lab equipment so that it is accessible to and visible by everyone.
Give oral and written lab instructions.

Examination and Fieldwork

Ensure that exams test the essential skills or knowledge indicated by the objectives for the class.
Some students will require extra time to transcribe or process test questions. Follow campus policies regarding extra time on examinations.
Attempt to include students in fieldwork opportunities, rather than automatically suggesting non-fieldwork alternatives. Ask students how they might be able to engage in specific aspects of fieldwork.

Videos

The videos, Working Together: Faculty and Students with Disabilities, Building the Team: Faculty, Staff, and Students Working Together, and Equal Access: Universal Design of Instruction may all be freely viewed online.

��ԭ�� DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs. Primary funding for DO-IT is provided by the National Science Foundation, the State of ��ԭ��, and the U.S. Department of Education.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by visiting the donation portal online or sending a check to DO-IT, Box 354842, ��ԭ��, Seattle, WA 98195-4842.

For further information, to be placed on the DO-IT mailing list, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
��ԭ��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane
Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners

Work-Based Learning

kcl — Fri, 12 Apr 2013 19:02:57 +0000

Work-based learning experiences can help students make career decisions, select courses of study, develop job skills, and network with potential employers. For students with disabilities, work-based learning experiences provide a unique opportunity to explore different, job-related accommodations, and to practice disclosing their disabilities and requesting accommodations from employers.

Educational institutions must make reasonable accommodations for students with disabilities in any work-based learning opportunities they offer, including internships, cooperative education, job shadowing, service learning, and independent studies. Specific accommodations will vary according to a student's needs, the job site, and the job requirements.

Some students with disabilities use the same accommodations at work that they use in school (e.g., a student in a wheelchair will need an accessible workstation). For other students, new responsibilities and environments will create new challenges that require new accommodations. For example, students with learning disabilities may need to replace the note takers and outlines they use in school with requests for written memos or recorded instructions at work.

Steps to Facilitate Work-Based Learning Experiences for Students with Disabilities

Students with disabilities interested in work-based learning experiences need to

register with work-based learning programs;
participate in available orientations, seminars, workshops, and individual counseling sessions to enhance job search skills;
work with staff and disabled student services counselors to determine necessary accommodations.

Employers need to

update position announcements and notify work-based learning coordinators of new positions;
work in partnership with work-based learning centers to proactively develop strategies to encourage students with disabilities to participate;
educate their staff about disability-related issues.

Instructors need to

encourage students with disabilities to gain work experiences;
encourage employers to recruit students with disabilities for work opportunities.

Disabled student services or special education staff need to

encourage students to register and participate in work-based learning programs;
let students know how accommodations are provided in the workplace;
help work-based learning programs recruit and accommodate students with disabilities.

Consult the AccessComputing Knowledge Base

The AccessComputing Knowledge Base contains Q&As, Case Studies, and Promising Practices.

Disability:

Speech

PTSD

Psychiatric

Multiple Chemical Sensitivity

Cheryl

jodimckeeman — Fri, 15 Feb 2013 19:40:12 +0000

Field of Study:

Political Science and Informatics Major

Institution:

��ԭ��

My name is Cheryl. I recently graduated from the ��ԭ�� where I double majored in political science and informatics. The study of informatics explores ways of thinking about information and technology and the ways people interact with them. It incorporates theory and hands-on technical projects to develop skills to recognize information needs and use appropriate and innovative technologies to design solutions. The goal of informatics is to present intended users with the most transparent, yet useful information or computing experience possible.

As a former technical trainer in a large law firm, political science naturally interested me. I combined it with informatics because of my long-standing interest in computing. Both majors explore factors that influence social problems and processes for improving them. Given the rapid societal growth that resulted from the use of computer technology, I found myself wanting to know more than just how to use devices and information systems. I also wanted to understand how the software and design contributed to the overall user experience. I am continually amazed at the number of complex decisions that are necessary to create devices and systems that are efficient, simple, and seamless to interact with.

Does your disability affect your education?

I have been diagnosed with ADD. The most significant challenges I encountered in college were in my programming classes and in computer lab areas. Tracing large pieces of code took extra time as I kept track of variables that might be renamed in order to hold their values in memory until they were swapped or used and discarded. When I wrote code for assignments, I found that using a larger font, sans serif, helped me find typos or transposing errors that caused my program to crash.

The informatics computer lab was specifically designed to facilitate collaborative, group work. This environment of loud chatter, writing on whiteboards, and scooting around to each other's computers to work together was very difficult for me, especially when I was not involved in the same type of study. Earplugs saved me. With them, I could use the equipment and receive help from my classmates instead of isolating myself in a quiet area, as I usually would do when I studied for non-computing classes.

What are you going to do with your degree?

Since I’ve recently graduated, I’m still figuring out my next step. Generally, I see myself working in a capacity that blends technology and law. This might be in discovery forensics or user protection policy. Discovery forensics uses software tools to find hidden, deleted, or destroyed information that may point to unethical use or illegal misuse of personal or business information. User protection policy is guidelines for the ways our personal information is stored and used by others. It includes standards for keeping information secure, authorization requirements for sharing data, and expected consequences for failing to adequately uphold protective policies.

I really enjoyed studying project management and systems analysis, so I may consider careers in those fields as well. Project management involves starting with an idea for improvement, developing a feasible project, working with stakeholders with shared and competing interests, and keeping a project on schedule and within budget. This can be a complex balancing act. Systems analysis, which may be a part of project management, breaks down existing methods for completing a task into a series of micro steps. Systems analysis is highly analytical with each step being examined to see who, what, when, where, and how is affected by it.

What can I do while I’m in high school if I want to pursue a career in computing?

If you’re thinking about pursuing a career in computing, there are some things that you can do now to prepare.

Take as much math as you can possibly handle. Seek a mentor, study partner, or whatever assistance you might need to help develop a solid mathematics foundation. Math skills help with logical thinking, an important problem solving skill if you’re interested in computer programming or software development.
Help your friends and family who are not technically inclined with their computing needs. You'll learn valuable troubleshooting and research skills and get practice in communicating difficult concepts to computer users without using technical jargon they may not understand.
Build a personal website about yourself and your projects and interests. Keep updating it as you continue to develop skills so that your site develops into a portfolio. Not only can you include it on your resume to prospective employers, it's very rewarding to reflect on your own accomplishments over time.

What traits are important for computing students?

Patience, respect for others’ knowledge levels, and more patience will be important traits to have as a computing professional. Most people resist technologies for a variety of reasons including fear, old habits, and usability problems. As computing professionals, we will always encounter people who don't share the same passion for or understanding of technologies. But it is up to us as computing professionals to develop creative ways to help people whatever their skill set and comfort level with computing.

Why should I study computing?

Studying computing will open doors. I believe that computing jobs will continue to outpace many other industry sectors. Even if jobs are not specifically categorized as IT, most will require technical competencies related to using, maintaining, and/or protecting information systems and computer and web technologies. Training in computing technologies is valuable preparation that will lead to broader job opportunities and more rapid career advancement.

Nearly every industry you can think of uses technology. The knowledge and skills that develop through study of computing will serve well in many aspects of your personal and professional life. After studying programming languages and systems analysis, I now often catch myself becoming aware of how I approach everyday tasks more analytically to decide the most efficient option before I start. Geeky way to look at things? Sure! But, it also feels good when my friends say, "Wow, that's pretty clever, Cheryl!" It helps me remember that the hard work was worth all the ways technical studies changed my thinking and life for the better.

Disability:

Attention Deficit

A Broadening Participation in Computing Alliance - Attention Deficit

What you should know about Your Students with Disabilities

Invisible Disabilities and Postsecondary Education

Types of Disabilities

Accommodations

Universal Design of Instruction

Additional Resources

����ԭ�� DO-IT

Acknowledgment

Equal Access to Software and Information (EASI)

Where can I find resources related to learning disabilities and Attention-Deficit Disorder?

Reduced Course Loads: A Case Study on Financial Aid Eligibility

Background

Access Issue

Solution

Conclusions

Working Together: Teaching Assistants and Students with Disabilities

Legal Issues

Accommodations

Universal Design

Examples of Access Solutions

Low Vision

Blindness

Dead and Hard of Hearing

Learning Disability, Attention Deficits, and Autism

Mobility-Related Disability

Health-Related and Mental Health-Related Disability

Teaching Tips

Classroom

Laboratory

Examination and Fieldwork

Videos

����ԭ�� DO-IT

Work-Based Learning

Steps to Facilitate Work-Based Learning Experiences for Students with Disabilities

Students with disabilities interested in work-based learning experiences need to

Employers need to

Instructors need to

Disabled student services or special education staff need to

Related Links

Consult the AccessComputing Knowledge Base

Cheryl

Does your disability affect your education?

What are you going to do with your degree?

What can I do while I’m in high school if I want to pursue a career in computing?

What traits are important for computing students?

Why should I study computing?

��ԭ�� DO-IT

��ԭ�� DO-IT