A Broadening Participation in Computing Alliance - Learning

What you should know about Your Students with Disabilities

FeedsImporter — Wed, 26 Feb 2025 00:55:01 +0000

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

FeedsImporter — Tue, 24 Sep 2019 04:16:34 +0000

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
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Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
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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.

How can I better understand what it’s like to have a learning disability?

FeedsImporter — Thu, 14 Apr 2016 19:35:19 +0000

A learning disability is a neurological disorder resulting from a difference in the way a person’s brain (LD) is wired when compared to most people. Someone with a learning disability may have difficulty reading, writing, spelling, reasoning, recalling, or organizing. LDs cannot be cured or fixed. However, with the right support and intervention, people with LDs can succeed in school and go on to successful careers. People with learning disabilities often think outside of the box, seeing solutions to problems that someone else may not see. People with learning disabilities bring different strengths to the table and diversity in problem solving approaches.

To glimpse into how people with different learning disabilities process the world, try out the exercises from PBS’s Misunderstood Minds.

Equal Access to Software and Information (EASI)

FeedsImporter — Fri, 16 Oct 2015 01:25:01 +0000

Equal Access to Software and Information (EASI Access)

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

Colored Rulers: A Case Study on Finding a Low-Tech Solution for Completing Exams

FeedsImporter — Thu, 17 Sep 2015 19:05:45 +0000

Background

My name is May. I am a college student with a language-based learning disability. My disability affects how and the speed at which I process information.

Access Issue

I was having difficulty completing exams that required a great deal of reading and writing in an allotted time period. The disabled student services office approved my accommodation request to take time and one-half in a private room for tests. The professor supported this decision. Although this accommodation allowed me to accomplish more, I still ran out of time. I had tried oral testing in the past but without success.

Solution

I went back to the disabled student services office to see if they had any other suggestions for accommodations or strategies I could use. They recommended colored rulers, which were no more than strips of colored cellophane. I place the strips over the text of the test while I read aloud to myself. To my delight this strategy was very helpful. I am now able to complete an exam within the time and one-half accommodation. This discovery is helping me with coursework in other classes as well.

Conclusion

This case study illustrates the following points:

Low-tech solutions can impact a student's performance. In this case, the use of colored cellophane strips assisted with tracking and allowed the student to complete exams during the time allowed.
Ongoing brainstorming and trouble shooting between the student, disability services staff, and instructors can often lead to a solution for a given situation, which can benefit the student in other course and employment circumstances.

Inaccessibility in a Calculus Course: A Case Study on Educating Faculty and Staff about Learning Disabilities

FeedsImporter — Thu, 17 Sep 2015 19:05:45 +0000

Background

My name is Brandon. I am a first-year undergraduate engineering student enrolled in a required calculus course. Because of my learning disability, I have accommodations including extra-time and using a four-function calculator on exams. I also use text-to-speech software that allows my computer to read aloud text presented on the screen.

Access Issue

My calculus instructor resisted providing me with accommodations despite receiving documentation from the disability services office. The instructor felt that the accommodations would not set me up for success in the rest of my academic program. In addition, I struggled with the course’s online homework assignments that were assigned through a learning management system (LMS) because the LMS’s interface was not compatible with the text-to-speech software that I used.

Solution

I told a counselor at the disability services office about problems I was experiencing in the class. She spoke with my instructor and explained that accommodations for students with disabilities are provided to students with disabilities in order to provide equal access to the material that is otherwise inaccessible. With support from the math department chair and other administrators, disability services staff ensured that I received accommodations on exams. Disability services staff reported the LMS accessibility problems to the campus information technology (IT) department who worked with me to provide an immediate solution to their problem and asked the LMS provider to correct its inaccessible features.

Conclusion

This case study illustrates the following:

Instructors may not understand why they are required to provide accommodations to students with disabilities. Having disability student services staff explain the rationale behind accommodations and gaining the support of campus leadership can encourage faculty to cooperate.
Some LMSs are inaccessible. As this software proliferates on university campuses, it is important that campus IT departments test accessibility and work with vendors to ensure that students with disabilities can access course content and that LMS features are compatible with the assistive technology students may use.

What are specific computer applications that can assist students with learning disabilities?

FeedsImporter — Thu, 17 Sep 2015 19:05:45 +0000

Assistive (or adaptive) technology does not "cure" a specific learning disability. These technology tools compensate rather than remedy, allowing a person with a learning disability to demonstrate and apply his intelligence and knowledge. Adaptive technology for the person with a learning disability is a made-to-fit implementation. Trial and error may be required to find a set of appropriate tools and techniques for a specific individual. Ideally, a person with a learning disability plays a key role in selecting her technology. She should help to determine what works and what does not. Once basic tools and strategies are selected, they can be "test-driven," discarded, adapted, and/or refined.

Following are descriptions of some computing tools that have been used effectively by individuals with specific learning disabilities. This list is not exhaustive and should not limit the person with a learning disability or the adaptive technology practitioner from trying something new. Today's experimental tinkering could lead to tomorrow's commonly used tool.

Word Processors

Computer-based accommodations for Dyslexia, a learning disability that affects skills in reading and writing, may not require specialized hardware or software. For example, a person with Dyslexia can benefit from regularly using built-in word processor features such as the following:

Spelling checking
Grammar checking
Font size and color changes

These built-in features are relatively low-priced tools that, when used together, provide an alternative to handwritten expression. The use of spelling checkers can allow the person with learning difficulties to remain focused on the task of communication rather than getting bogged down in the process of trying unsuccessfully to identify and correct spelling errors. Many word-processing programs also include tools for outlining thoughts and provide alternative visual formats that may compensate for difficulty with organizing words and ideas. Additionally, color-coded text options and outline capabilities present in many word-processing programs are useful tools for those with difficulty sorting and sequencing thoughts and ideas.

A word processor can also be used as a compensatory tool for a person with Dysgraphia, which affects the ability to write. Use of a keyboard may be a viable alternative for an individual who has difficulty expressing his thoughts via handwriting.

Reading Systems

An individual who can take in information through listening much better than by reading may benefit from using a reading system. These systems allow text on screen (document, web page, or email) to be read aloud through the computer's sound card. A scanner and optical character recognition software (e.g., Freedom Scientific's WYNN or Kurzweil Educational Systems' Kurzweil 3000) add the feature of reading printed text. Hard-copy text is placed on the scanner, where it is converted into a digital image. This image is then converted to a text file, making the characters recognizable by the computer. The computer can then read the words back using a speech synthesizer and simultaneously present the words on screen.

Reading systems include options such as highlighting a word, sentence, or paragraph in a contrasting color. If desired, the reader may elect to have only one word at a time appear on the screen to improve her grasp of the material. Increasing the size of the text displayed on the screen and/or changing text color can increase reading comprehension for some people with specific learning disabilities.

Concept Mapping

Some individuals have difficulty organizing and integrating thoughts and ideas while writing. Concept-mapping software allows for visual representation of ideas and concepts. These representations are presented in a physical manner and can be connected with arrows to show the relationship between ideas. These graphically represented ideas can be linked, rearranged, color-coded, and matched with a variety of icons to suit the needs of the user. Concept-mapping software can be used as a structure for starting and organizing such diverse writing projects as poetry, term papers, résumés, schedules, or even computer programs.

Phonetic Spelling

People with Dyslexia often spell phonetically, making use of word prediction or spelling-checking software less useful. Devices that render phonetic spelling into correctly spelled words may be useful tools.

Word Prediction

Spelling words correctly while typing can be a challenge for some people with Dyslexia. Word prediction programs prompt the user with a list of most likely word choices based on what has been typed so far. Rather than experiencing the frustration of remembering the spelling of a word, he can refer to the predictive list, choose the desired word, and continue with the expression of thoughts and ideas.

Speech Recognition

Speech recognition products provide appropriate tools for individuals with a wide range of learning disabilities. Speech recognition software takes the spoken word via a microphone and converts it to machine-readable format. The user speaks into a microphone either with pauses between words (discrete speech) or in a normal talking manner (continuous speech). The discrete product, although slower, is often the better choice for those with learning disabilities, because identifying errors can be done as they occur. Making corrections after the fact using continuous speech requires good reading skills. Because many people with learning disabilities have reading problems, speech recognition is not always an appropriate accommodation.

Organizational Software/Personal Information Managers (PIMs)

Organizing schedules and information is difficult for some people with Dyslexia and/or nonverbal learning disorders. Personal Information Managers (PIMs) or organizational software can accommodate these disabilities. Such tools can be helpful to those with learning disabilities by providing a centralized and portable means of organizing schedules and information. The cues provided by these tools can assist with keeping on task and may help provide visual alternatives to represent what work needs to be done and what has been accomplished. However, they may also put early learners at a disadvantage by requiring yet another program and interface to learn and remember to use. Individuals may lack the discipline/attention skills to regularly check the application/device.

Talking Calculators

A talking calculator is an appropriate tool for people with Dyscalculia, a learning disability that affects mathematics skills. The synthesized voice output of a talking calculator provides feedback to the user that helps them identify any input errors. Additionally, hearing the calculated answer can provide a check against the transposition of numbers commonly reversed in reading by people with Dyslexia or Dyscalculia.

Low-Tech Tools (Post-It Notes, Highlighters)

Not all assistive technology for people with learning disabilities is computer-based. Common office supplies such as Post-It Notes ™ and highlighter pens provide elegantly simple means of sorting and prioritizing thoughts, ideas, and concepts. Often, tools of one's own making provide the most effective and comfortable accommodations for learning difficulties.

For more information on technology and resources for individuals with learning disabilities, consult Working Together: Computers and People with Learning Disabilities or view the video by the same title. Additional resources on electronic and information technology and universal design can be found by consulting Accessible Technology.

How can students with learning disabilities benefit from computer use?

FeedsImporter — Thu, 17 Sep 2015 19:04:31 +0000

Educational software where the computer provides multisensory experiences, interaction, positive reinforcement, individualized instruction, and repetition can be useful in skill building. Some students with learning disabilities who have difficulty processing written information can also benefit from completing writing assignments, tutorial lessons, and drill-and-practice work with the aid of computers. For example, a standard word processor can be a valuable tool for individuals with Dysgraphia, an inability to produce handwriting reliably.

Input

Quiet work areas and ear protectors may make computer input easier for individuals with learning disabilities who are hypersensitive to background noise.

Software that aids in efficient and accurate input can also assist. Some people can compensate for high rates of input errors by using spelling checkers, thesauruses, and grammar checkers. In addition, word prediction programs (software that predicts whole words from fragments) have been used successfully by students with learning disabilities. Similarly, macro software that expands abbreviations can reduce the need to memorize keyboard commands and can ease the entry of commonly used text.

Output

Some individuals with learning disabilities find adaptive devices designed for those with visual impairments useful. In particular, large-print displays, alternative colors on the computer screen, and voice output can compensate for some reading problems. People who have difficulty interpreting visual material can improve comprehension and the ability to identify and correct errors when words are spoken or printed in large fonts.

Documentation

Some individuals with learning disabilities find it difficult to read. Computer documentation provided in electronic forms can be used with enlarged-character and voice synthesis devices to make it accessible to those with reading difficulties.

For more information consult Working Together: People with Disabilities and Computer Technology, Working Together: Computers and People with Learning Disabilities, and Accessible Technology.

What are specific types of learning disabilities?

FeedsImporter — Thu, 17 Sep 2015 19:04:31 +0000

A specific learning disability is unique to the individual and can appear in a variety of ways. It may be difficult to diagnose, to determine impact, and to accommodate. Generally speaking, someone may be diagnosed with a learning disability if they are of average or above-average intelligence and there is a lack of achievement at age and ability level or there is a large discrepancy between achievement and intellectual ability.

An untrained observer may conclude that a person with a learning disability is "lazy" or "just not trying hard enough." He may have a difficult time understanding the large discrepancy between reading comprehension and proficiency in verbal ability. The observer sees only the input and output, not the processing of the information. Deficiencies in the processing of information make learning and expressing ideas difficult or impossible tasks. Learning disabilities usually fall within four broad categories:

Spoken language-listening and speaking
Written language-reading, writing, and spelling
Arithmetic-calculation and concepts
Reasoning-organization and integration of ideas and thoughts

A person with a learning disability may have discrepancies in one or all of these categories. The effects of an LD are manifested differently for different individuals and range from mild to severe. Learning disabilities may also be present along with other disabilities, such as mobility or sensory impairments. Often people with Attention-Deficit Disorder (ADD) or Attention-Deficit/Hyperactivity Disorder (ADHD) also have learning disabilities. Specific types of learning disabilities include the following:

Dysgraphia-An individual with Dysgraphia has a difficult time with the physical task of forming letters and words with a pen and paper and has difficulty producing legible handwriting.
Dyscalculia-A person with Dyscalculia has difficulty understanding and using math concepts and symbols.
Dyspraxia-Language comprehension of a person with Dyspraxia does not match language production. She may mix up words and sentences while talking.
Nonverbal Learning Disorder-A Nonverbal Learning Disorder is demonstrated by below-average motor coordination, visual-spatial organization, and social skills.
Dyslexia-An individual with Dyslexia may mix up letters within words and words within sentences while reading. He may also have difficulty spelling words correctly while writing; letter reversals are common. Some individuals with Dyslexia may also have a difficult time with navigating and route finding using right/left and/or compass directions.

For information about how technology can benefit individuals with learning disabilities, consult Working Together: Computers and People with Learning Disabilities.

What are typical accommodations for students with learning disabilities?

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

Although each situation is different and the student is the best source of information regarding useful accommodations, the following accommodations are typical for a student with a learning disability:

Note takers and/or audiotaped class sessions, captioned films
Extra exam time, alternative testing arrangements
Visual, aural, and tactile instructional demonstrations
Computer with voice output, spelling checker, and grammar checker

For more information on accommodations for students with learning disabilities, consult Working Together: Faculty and Students with Disabilities and Building the Team: Faculty, Staff, and Students Working Together.

For specific information about computer-based accommodations for individuals with learning disabilities, consult Working Together: Computers and People with Learning Disabilities or view the video by the same title.

A Broadening Participation in Computing Alliance - Learning

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

How can I better understand what it’s like to have a learning disability?

Equal Access to Software and Information (EASI)

Colored Rulers: A Case Study on Finding a Low-Tech Solution for Completing Exams

Background

Access Issue

Solution

Conclusion

Inaccessibility in a Calculus Course: A Case Study on Educating Faculty and Staff about Learning Disabilities

Background

Access Issue

Solution

Conclusion

What are specific computer applications that can assist students with learning disabilities?

Word Processors

Reading Systems

Concept Mapping

Phonetic Spelling

Word Prediction

Speech Recognition

Organizational Software/Personal Information Managers (PIMs)

Talking Calculators

Low-Tech Tools (Post-It Notes, Highlighters)

How can students with learning disabilities benefit from computer use?

Input

Output

Documentation

What are specific types of learning disabilities?

What are typical accommodations for students with learning disabilities?

��ԭ�� DO-IT