DO-IT - International/Travel

Students with Disabilities Studying Abroad

eol — Wed, 06 Jan 2016 19:53:18 +0000

Students with Disabilities Studying Abroad

Read an article on some tips and tools for successfully studying abroad as a student with a disability.

Academic Activity:

International/Travel

Accommodation Resources: International/Travel

kcl — Wed, 09 Jul 2014 22:22:32 +0000

DO-IT News Articles

The Thread: Air Travel with a Wheelchair (2014)

The Thread: Accessible Air Travel (2010)

The Thread: Making Air Travel Accessible (2007)

International/Travel Programs

kcl — Thu, 19 Jun 2014 18:47:00 +0000

Instructors should encourage students with disabilities to take part in international travel or study programs that may enrich their total educational experience. Students with disabilities who meet program requirements and choose to study or travel abroad are presented with opportunities and challenges. Academic and daily life in a foreign country can introduce new barriers that require different accommodations and, at times, compromises independence. Reasonable accommodations vary greatly and depend upon individual needs, travel destinations, and academic programs.

In any international study or travel program, adequate planning and research are important foundations for a successful experience. The student, the disability services counselor, and the international study/education abroad program advisor should plan the experience together. Adequate information is essential for students to make realistic assessments of their own needs and of the overseas institution and culture. It is important to determine what resources and accommodations are available at the overseas institution. It is also important to determine if the educational institution or exchange organization will pay for accommodations while studying abroad. Although the ADA and its 2008 amendments and the Section 504 of the Rehabilitation Act of 1973 may not apply to a student once she is outside of the United States, obligations to provide and pay for reasonable accommodations overseas vary based on program specifics.

Physical barriers, as well as socio-cultural differences regarding the perception of disability, can have a profound impact on a student's experience. These issues should be carefully considered according to the needs and destination of each student. While laws and regulations have improved access to public transportation and public and private facilities, and mandated the provision of reasonable accommodations in the United States, these requirements are not consistent worldwide. For example, students overseas will more often encounter the absence of elevators. Therefore, a wheelchair user may have difficulty accessing a classroom or public building. Flexible attendance requirements or extended test time may be considered reasonable accommodations in the United States, but may be considered unreasonable by an instructor in another country.

Students with disabilities who are interested in international exchange or travel programs, along with staff and instructors involved in the planning process, should consider the following recommendations:

Research the potential barriers and available accommodations before travelling. Instructors, students, disability specialists and international study program advisors should work together to determine access to facilities and transportation, as well as discuss classroom needs and reasonable accommodations.
Anticipate and discuss socio-cultural differences in the planning process as they may impact the availability and implementation of some accommodations.
Identify a personal contact or disability organization in the host country.
Prearrange and coordinate necessary accommodations with the host institution before arrival.
Develop self-advocacy skills and role-play "what if..." scenarios to prepare for problems.
Notify the airline or other transportation service ahead of time regarding travel needs and to facilitate pre-boarding procedures, emergency procedures, etc. Some airlines publish material on traveling with a disability. Federal publications also provide information on airport accessibility.
Students with service animals should check the regulations for each country to be visited as some countries restrict the entrance of service animals and/or require specific certifications. A traveler with an animal is advised to carry documentation verifying that it is a service animal, as well as a veterinary certificate of health.
Students who require access to technology should address this issue before they arrive.

Students who study abroad will generally require accommodations similar to those used in similar academic activities in the United States. Some typical access challenges and accommodations are summarized below.

Accommodations for Specific Disabilities

Learning Disabilities

Students with learning disabilities should consider the availability of accommodations such as note takers and computer software during the planning process. They should plan to bring appropriate portable accommodations with them (e.g., talking calculators, laptop computers, tape recorders) and be prepared with "back-up" accommodations should practical issues interfere with implementation.

Blindness

Students who are blind will have needs related to transportation access, as well as orientation and mobility in a new environment. Access to printed materials as well as computer technology such as scanners, speech output, and Braille printers needs to be considered during the planning process.

Low Vision

Students with low vision will have needs related to transportation access, as well as orientation and mobility in a new environment. Access to large-print materials as well as computer technology such as scanners and speech output needs to be considered during the planning process.

Hearing Impairments

Students with hearing impairments may have difficulty communicating with instructors and other students. Foreign language barriers may present unique challenges for individuals who use sign language, lip read, or depend on technology. For example, a student who uses American Sign Language (ASL) may have difficulty locating an interpreter, as ASL is not a universal language. An interpreter may therefore need to travel with the student. Likewise, assistive listening devices that provide amplification during a lecture may not be available at a foreign university. The student may need to arrange to bring such equipment with him.

Student travelers with hearing impairments can check for the availability of assistive listening devices in airports and hotels when making reservations. Some hotels have captioned television services. A local organization for people with hearing impairments within a university or country of destination can also be a helpful resource.

Mobility Impairments

Students who use a wheelchair or other device for transportation may face architectural access barriers. Local and international transportation needs should be considered for each travel destination. In some cases, information about access to university facilities, lodging, as well as public transportation can be found at Web sites, in resource books, and through personal contacts during the planning process.

Health Impairments

Students with various health conditions need to consider availability and access to appropriate medical care and facilities. Students should make efforts to discuss with instructors accommodations such as flexible attendance, extended exam time, or tape recording lectures during the planning process. Students with health impairments who take medication should carry copies of their prescriptions and any other important medical documentation.

Psychiatric Impairment

Students with various psychiatric and mental health conditions need to consider availability and access to appropriate medical care and facilities. Students should make efforts to discuss with instructors accommodations such as flexible attendance, extended exam time, or tape recording lectures during the planning process.

Check Your Understanding

A political science student with a spinal cord injury would like to study abroad in Europe. The postsecondary student uses a wheelchair, and after reviewing information from the university, understands that some of the buildings he would need to use are not wheelchair accessible. What steps would you take to help accommodate this student in an international study program? Choose a response.

Provide a personal assistant to assist with mobility needs.
Video record the class sessions located in inaccessible buildings.
Contact a counselor at the overseas institution to discuss the student's program, needs, and potential barriers, as well as identify resources in the host country.
Consider a different overseas program or university.

Feedback on Responses:

Provide a personal assistant to assist with mobility needs.
The student may require a personal assistant to help with mobility even though he does not need one in the United States. In a foreign country with physical access barriers, an attendant would likely be needed in the absence of elevators, wheelchair lifts, ramps, etc. The student, disability services counselor, and international program coordinator should determine if this is an appropriate accommodation as well as who is responsible to cover the costs associated with the attendant. An attendant may not, however, be able to help the student gain access to an inaccessible building.
Video record the class sessions located in inaccessible buildings.
The student, disability services counselor, and international program coordinator should work with the overseas institution to determine if videotaping class sessions is feasible. A contract arrangement should be made before the student arrives at the host institution if an accommodation of this nature is selected. This accommodation, however, does not solve the potential access issues related to navigating other parts of the campus, living quarters, and the city/country.
Contact a counselor at the overseas institution to discuss the student's program, needs, and potential barriers, as well as identify resources in the host country.
A personal contact at the host institution can be an important member of the planning team. Support contacts can be established in advance to help the student identify potential barriers, resources, and solutions in the host country. While the contact person can be helpful in identifying barriers, accommodations must still be identified and implemented to meet mobility needs.
Consider a different overseas program or university.
Programs that have successfully accommodated students with various disabilities should be presented to students with disabilities, however, this should not limit their options, nor should they be funneled into specific programs. The planning team should conduct careful research so the student can make an informed decision about whether or not the overseas study program and culture, with reasonable accommodations, meets their goals and expectations.

More Information

Explore DO-IT Publications, Knowledge Base articles, and websites on this topic at Accommodation Resources: International/Travel Programs. To learn about accommodations for a specific disability, select from the list below.

Travel Tips for Hearing Impaired People

daniel — Tue, 17 Jun 2014 23:46:30 +0000

Travel Tips for Hearing Impaired People

Information and resources on travel for hearing impaired people

Academic Activity:

International/Travel

Access Abroad

daniel — Tue, 17 Jun 2014 23:21:53 +0000

Access Abroad

Provide information and guidance on accessibility overseas to assist students, faculty and staff with the process of identifying and obtaining reasonable accommodations and include planning tools to help prepare

Academic Activity:

International/Travel

Mobility International USA (MIUSA)

marihs — Tue, 13 May 2014 21:43:42 +0000

Mobility International USA (MIUSA)

International exchange, information, technical assistance, and training to empower people with disabilities around the world.

Academic Activity:

International/Travel

An Accommodation Model

teasler3 — Mon, 07 Apr 2014 23:42:28 +0000

Accommodation-Model.pdf

An approach for addressing needs of individuals with disabilities

The Americans with Disabilities Act of 1990, its amendments, and other federal and state legislation require that schools make programs accessible to students with disabilities. Disability-related accommodations are unique to each individual. With appropriate accommodations, students with disabilities can be challenged to reach the same high academicstandards set for students without disabilities. DO-IT's Accommodation Model and Student Abilities Profile are tools that can help teachers work with students to create an optimum learning environment.

The Process

It is helpful to have a process to follow when determining appropriate accommodations for students with disabilities. DO-IT has developed a model process and a Student Abilities Profile form for creating effective accommodations.

The Accommodation Model can be used by any instructor and is composed of the following four steps (Burgstahler, 2006, pp. 49-50; Burgstahler & Nourse, 1998, pp. 65-66).

Step #1: What does the task or assignment require?

Break down all of the components of the experiment, assignment, or exercise. As an educator, you are usually focused on the overall outcome of the project. To accommodate a student with a disability it's important to think about the specific settings, tools, skills, and tasks that are required at each step. By analyzing and evaluating the task thoroughly, you will be able to determine how best to fully and effectively include a student with a specific disability.

Step #2: What physical, sensory, and cognitive skills are needed?

Match the tasks required to the physical, sensory, and cognitive skills needed to successfully complete the project. It is easy to say, "If I had a physical, sensory, or cognitive disability I would not be able to complete this assignment," without really determining what skills are needed for specific aspects of the project. We need to separate the real requirements of a specific task from the fictional or perceived requirements of the overall project. It is impossible to place yourself in the shoes of the student with a disability. They may have learned many ways to solve a specific problem or task and work around the limitations imposed by the disability.

Step #3: What components of the task require accommodation?

Once the task has been analyzed and the skills needed are identified, determine what accommodations may be required or how the learning experience might be altered to make it more accessible. Determine the level of difficulty of the project and determine how best to make an accommodation to create an inclusive environment for a student with a disability. It is very important to consult with the student, to determine what they perceive as aspects of a project that they may need an accommodation or assistance.

Step #4: What accommodation options exist?

Now that the tasks that need accommodation have been determined, identify what resources exist for providing the needed accommodation(s). The student may have some good ideas. However, this is a time when other staff and professionals may have expertise in specific areas and be called on to provide input. In some cases, having students work in groups where each person is assigned a task that they have the ability to complete, provides a reasonable alternative.

The Student Abilities Profile

The Student Abilities Profile form is designed to help you determine a student's abilities and break down the individual components of an assignment. The form asks you to briefly describe the student; the classroom or laboratory environment; equipment or supplies needed; physical, sensory, and cognitive skills needed for the task; possible accommodations; and available professional and external resources. Examples of completed forms for specific students can be found at the DO-IT Student Ability Profile page.

Student Abilities Profile

Narrative Regarding Student and Accommodation Issues:

Task/Assignment:

Equipment: (lab equipment, computer, manipulatives)

Environment: (fumes, odors, dust, temperature, noise, group work)

Physical Challenges

Accommodations Needed

Options and Resources

Sensory Challenges

Accommodations Needed

Options and Resources

Cognitive Challenges

Accommodations Needed

Options and Resources

Physical, Sensory, & Cognitive Issues and Challenges

Physical Issues

Think of the required physical aspects of the task. What will make the environment accessible, keep the student safe and allow them to be an active participant? What equipment must be manipulated?

Physical Challenges

lift / carry
stamina / endurance
push / pull
knee / squat
reach
repetitive tasks
fine motor: pinch / grasp
fine motor: manipulate / maneuver
gross motor
sit in chair
walk / stand
balance
bend / twist
stoop / crouch
other

Sensory Issues

Think of room temperature, noise, fumes, dust, odors, and allergies. Also consider the ability to speak and/or communicate, and the visual aspects of the task or assignment.

Sensory Challenges

vision
hearing
touch
smell
taste
oral communication
temperature
fumes
external stimuli
lighting
other

Cognitive Issues

What memory and communication skills are needed? What is the level of complexity of the task.

Cognitive Challenges

short term memory
long term memory
task complexity
reading
writing
spelling
string of numbers (math)
paying attention
visual, auditory, or kinesthetic learner.
self-esteem / advocacy issues
behavior issues / acting out
other

Universal Design

Building accessibility features into an environment or service, such as a science or math class, can make it more usable by all students. For example, having one workstation in a science lab that is adjustable in height makes the space accessible to future students who might use wheelchairs, or be large or small in stature. More information about and examples of universal design can be found at the Applications of Universal Design web page.

One Science Teacher's Experiences with the Accommodation Model andStudent Abilities Profile

So what do l do when a student with a disability actually walks or rolls through the doorway? I use DO-IT's Accommodation Model andStudent Abilities Profile. I take time at the beginning of the year to sit down with the student and the student's special education teacher. This meeting is well worth the effort.

I consult with the expert, the student, when filling out the Profile. Some of the accommodations that the student and I discuss may be as simple as photocopying lecture notes, creating a lap desk for a student who uses a wheelchair to allow them to use a microscope, providing access to safety equipment, or having handouts enlarged. Using this method, I am better able to understand how the student learns best and what specific accommodations will be most effective.

Following is an example of how I used the Accommodation Model and Student Abilities Profile with a student named Alice, who has Attention-Deficit/Hyperactivity Disorder (AD/HD). The specific task is alloying zinc and copper. Notes on the four questions presented in theAccommodation Model are provided below (Burgstahler, 2006, pp. 52-53; Burgstahler & Nourse, 1998, p. 96-98).

Step 1: The task requires the ability to:

use small letters
follow directions
follow safety procedures
use a scale
use a hot plate
use a Bunsen burner
write observations

Step 2: The physical, sensory, and cognitive skills needed for the task include the following:

Physical challenges:

fine motor grasp/manipulation
sitting
walking/standing

Sensory challenges:

vision
touch
smell

Cognitive challenges:

complex thinking
reading
writing
attention span
behavior that ensures safety

Step 3: Components of the task that require accommodation for Alice include the following:

Physical:

Alice needs no physical accommodations.

Sensory:

There will need to be some accommodations for sensory issues, such as dimming lights, limiting external stimulation, and sitting next to quieter students.

Cognitive:

Alice will need accommodations to help breakdown complex tasks and focus on the activities.

Step 4: Accommodation options include the following:

I will make sure that Alice is near me when I explain directions.
If the lab is set up in advance, I will not put the items in front of Alice because she will play with the equipment rather than pay attention.
I will make sure she has a responsible partner for the lab and give her the directions two or three steps at a time. When she finishes a set of steps, she can have the next set. This way I know she is following the directions and not jumping around just to get done. It also means that she is checking in with me even if I can't check on her every ten minutes.
When the students begin to work, I will check with Alice and make sure she has heard all of the safety issues before starting.
Every time Alice does a good job in the lab, I will make sure to tell her.

These notes can be used while completing the Student Abilities Profile for Alice. Her form, along with more examples of Student Abilities Profiles created by DO-IT staff and collaborators (Burgstahler, 2006, pp.55-80; Burgstahler & Nourse, pp. 69-94). The completed Student Abilities Profile provides a record with a focus on what the student's abilities are and what they may need assistance with. It can be kept in the student's file and used for reference throughout the year to make sure that the student participates to the fullest extent possible in all activities.

References

The content of this handout has been replicated in other DO-IT publications that include the following:

Burgstahler, S. (Ed.) (2006). Making math, science, and technology instruction accessible to students with disabilities. Seattle: DO-IT, ��ԭ��. www.washington.edu/doit/making-math-science-and-technology-instruction-accessible-students-disabilities.

Burgstahler, S. & Nourse, S. (Eds.) (1998). Accommodating students with disabilities in math and science classes. Seattle: DO-IT, ��ԭ��.

Additional Resources

More examples of accommodations for students with disabilities can be found in the DO-IT publications. These include:

For information on a proactive approach to serving students with disabilities, consult The Center for Universal Design in Education.

��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

Creation of these materials was funded by the Dwight D. Eisenhower Professional Development Program through the ��ԭ�� State Office of the Superintendent of Public Instruction (Grant #GR-91915) and the National Science Foundation (Grant #CNS-0540615, #9800324, #9950003). Any questions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the federal government.

Effective Communication: Faculty and Students with Disabilities

teasler3 — Mon, 07 Apr 2014 22:05:31 +0000

Effective-Communication-Faculty-Students-Disabilities.pdf

Tips for faculty to fully engage students with disabilities

The effectiveness of communication between students and faculty directly affects each students’ success. There is a great deal of stigma associated with disabilities that affect human interaction, and many individuals still hold the misconception that intelligence is somehow correlated with clarity of speech and other communication abilities.

Some students might hear and understand everything that is happening in your classroom, but their contribution is limited because they cannot fully participate through speech. This could be due to specific speech patterns, the stress of putting together clear ideas in a crowded room, or even just the full inability to speak. Students may choose not to use their own voices if they expect they will not be understood. Some use computer-based communication to share their thoughts through a synthesized voice.

The origins of communication-related difficulties may be focused around abilities within the mechanics of speaking, but other conditions impact communication abilities as well. A student with a significant phobia or anxiety disorder may take an extended amount of time to begin speaking. A neurodivergent student may have difficulty getting across a succinct idea in a small group situation. Some students who have chronic medical conditions such as asthma may simply need extra time to express themselves verbally. Side effects of medication can impact spontaneity in speaking.

Even students without diagnosed disabilities may be reluctant to participate verbally in class. Many accommodation strategies that promote effective communication with students who have disabilities can be integrated into how you design your courses as an application of the proactive approach called universal design (UD).

This publication provides tips for faculty to ensure that students with communication challenges can fully participate in course activities.

UD Strategies

All forms of communication in class may present minor or major barriers to students with a range of disabilities. Described below are general strategies that may minimize the effect of a communication-related disability.

Add a statement to your syllabus inviting students who have disabilities to discuss their needs and accommodation strategies with you. Read the statement aloud on the first day and repeat the statement within the first two weeks of class.
If you plan to lecture or otherwise use primarily auditory delivery, use visual support, such as digital slides. Provide downloadable access to notes or slides with key content.
Select course materials and media early so that if captioning or alternate formats are required, they can be procured in a timely manner, perhaps with the assistance of disability support services on your campus.
Provide multiple methods for students to participate and share ideas (e.g., in-class or small group discussions, online forums, live chat options)
Offer multiple methods for evaluating student achievement (e.g., written assignments, projects, demonstrations, in-class or online participation).

For more UD strategies, consult The Center for Universal Design in Education. In particular, read the publication Equal Access: Universal Design of Instruction.

Accommodation Strategies

Described below are accommodations that may benefit specific students. Be sure to ask each student individually to share with you what strategies have worked and what accommodations would be useful for your class. Use the disability support services available on campus to help with accommodations.

Sign Language and Oral Interpreters

One of the most visible accommodations for a student with a communication-related disability is the presence of an interpreter at the front of the classroom. A professional interpreter translates spoken language into sign language. If a student cannot speak, the interpreter will also voice what the student signs. If the student does not know sign language, an oral interpreter may enhance his/her lip reading skills. Oral interpreters are professionals who understand which words are visible on the lips and can make spoken language more accessible to a lip reading deaf student. Oral interpreters also finger spell or point to help the student follow conversations. Interpreters often work in pairs so that they can take turns to prevent physical and mental fatigue.

Interpreters are not allowed to add or change anything they interpret and sometimes must ask the instructor for clarification or repetition. Using unfamiliar jargon may cause an interpreter to ask for information that the student (who is more familiar with the content) might not have asked. Be aware of the difference between the interpreter asking and the student asking for information. Pacing of presented materials can be challenging to interpreters when passages are read aloud, the speaker talks very quickly, or many technical terms are used. Take time before the presentation to discuss technical vocabulary and other issues with the interpreters.

Captioning Media

When showing films or videos, it is best to use a captioned version that displays subtitles with all information presented orally. If you are not able to get a captioned version of the media, it might be necessary to provide a transcript or to use a sign language interpreter during the presentation. Captioning has the advantage of presenting both video and text together. Students who are learning English as a second language also benefit from seeing the English subtitles while hearing the audio. Students who are deaf, hard of hearing, or who have difficulty processing spoken language might need extra time to process this information because they cannot watch the video or film and also read the text or follow the interpretation at the same time. Making the video presentation available for re-viewing (online, if possible) can benefit these and other students.

Real-Time Captioning

Court reporting techniques have been adapted to classroom use so that people who rely on text to communicate have instant access to the spoken word. A professional captioner sits with equipment to enter what is spoken and presents it on a computer monitor for the student. Sometimes these services include note taking; the student is given an electronic version of the presentation or group discussion. These systems are particularly useful for students who do not effectively follow content aurally but for whom reading printed English is a strength.

Amplification, Headphones, and Assistive Listening Devices

In large lecture halls, using a microphone for amplification might assist students who need louder sound but do not use personal listening devices. If a student is using any type of headphone or hearing aid that is receiving sound from the microphone, none of the room noise, including comments, will be accessible. People who have difficulty processing sounds, because of hearing loss or learning disabilities, may benefit from using headphones that directly process sound to the ears and block out environmental noise.

People who already have hearing aids may benefit from assistive listening devices such as FM systems, Infrared transmissions, and loops. These devices are designed to bring sound directly to the hearing aid from a transmitted location. When assistive listening devices are used, it is important that the person with the microphone repeat or rephrase questions posed and comments made by people who are not using the microphone.

Note Takers

For some students, listening requires all of their energy. Intense concentration is needed to follow the sign language interpreter, to lip read the instructor, or to process what is being heard. These students may often be unable to take notes and still maintain attention to spoken information. It is important for these students to have access to notes for review. Providing accommodations such as a sign language interpreter or FM system will not replace the need for notes in the same class. Student note takers are often recruited and trained to provide the student who has a disability with notes. Sometimes instructors will provide copies of their lecture notes.

Visual Aids, Reinforcements, and Warning Systems

The use of visual information is a benefit to students with auditory processing difficulties. Visual examples, icons, diagrams, charts, and illustrations can reinforce information delivered verbally. Since, in most classes, a great deal of information is presented verbally, it is helpful for instructors to make references, images, or other information available outside the class that reinforces what was taught verbally. This can be done with printed materials or on a web page.

For students who cannot hear, it is also important that any auditory warning signals for fire, smoke, or other emergencies are available in a visual form (e.g., using a strobe light). This is especially important for students working in isolated locations, labs, study rooms, audio, video, or computer work areas.

Written Assignments, Written Exams, Alternative Lab Work

Sometimes an accommodation adjusts how homework is to be done, but not what is to be done. For example, instead of an oral presentation, a student might be allowed to videotape their presentation or submit a written assignment; an oral exam could be changed to written; or work that is normally done in a lab might be completed with an assistant operating as the limbs and fine motor skills of the student. Make sure that assignments assess student knowledge and skills relative to course content, not the ability to hear, speak, or move.

Email and Written Communication

Classroom comments and student questions can be done by online forum, email, or even handwritten notes if verbal communication in class is difficult, especially when due to anxiety or voice production. These methods allow students more time to compose their thoughts and to provide meaningful participation without using their literal voice.

Communication Assistance, Peer Support, and Extended Time

A third party might be useful for providing communication support. This person might be someone trained to interpret a speech pattern, read a communication board, or help a person make words more clear. Sometimes a student may benefit from having a peer or fellow student provide this support, but this should occur only with prior agreement and coordination between both students, taking care not to put a student on the spot, breach confidentiality, or assume an arrangement without consent.

Extended time on a test or homework is often needed for communicating orally or in writing with or without the aid of communication devices. Even using an interpreter may require more time due to a lag between the reception of the original language and the translation to the output language.

Seating, Pacing, and Alternative Arrangements

Many students who are deaf or hard of hearing will want to sit close enough to see interpreters, captions, and/or lip read the speaker. Students with some visability-related disabilities may also prefer the front of the room to see presented materials easier. Students who use wheelchairs or have another mobility-related disability may need adjustable-height desks, more space, or another adjustment; having more than just one option and location for adjustable work spaces helps students feel more welcomed and included.

In situations with circles or non-traditional seating arrangements, students with disabilities may have preferences for where they sit. Think about ease of access, ability to see the instructor and interpreter or captioner, desire to sit near a safe-feeling door or away from a distracting window, and more. A student using an assistant may need extra seating for the second person and a student who requires technical aids may need to sit near power outlets or close to a specific piece of equipment. When in doubt, provide options and ask the individual privately.

Consider the pacing of your sessions. If possible, allow for quiet pauses and slower-paced answers to questions presented in class. Sometimes slowing the pace slightly can facilitate the participation of a student with a communication disability. Alternatively, consider providing smaller groups, seminars, and one-to-one opportunities so that the benefits of interaction are not lost for the student who cannot participate in large classes.

��ԭ�� DO-IT

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
DO-IT Funding and Partners

Acknowledgment

This publication was developed under a grant from the U.S. Department of Education, #P333A050064 and updated with funding from NSF (Award #2118453). Any questions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the federal government.

DO-IT - International/Travel

Students with Disabilities Studying Abroad

Accommodation Resources: International/Travel

DO-IT News Articles

International/Travel Programs

Accommodations for Specific Disabilities

Learning Disabilities

Blindness

Low Vision

Hearing Impairments

Mobility Impairments

Health Impairments

Psychiatric Impairment

Check Your Understanding

More Information

Travel Tips for Hearing Impaired People

Access Abroad

Mobility International USA (MIUSA)

An Accommodation Model

An approach for addressing needs of individuals with disabilities

The Process

Step #1: What does the task or assignment require?

Step #2: What physical, sensory, and cognitive skills are needed?

Step #3: What components of the task require accommodation?

Step #4: What accommodation options exist?

The Student Abilities Profile

Student Abilities Profile

Narrative Regarding Student and Accommodation Issues:

Task/Assignment:

Equipment: (lab equipment, computer, manipulatives)

Environment: (fumes, odors, dust, temperature, noise, group work)

Physical Challenges

Accommodations Needed

Options and Resources

Sensory Challenges

Accommodations Needed

Options and Resources

Cognitive Challenges

Accommodations Needed

Options and Resources

Physical, Sensory, & Cognitive Issues and Challenges

Physical Issues

Physical Challenges

Sensory Issues

Sensory Challenges

Cognitive Issues

Cognitive Challenges

Universal Design

One Science Teacher's Experiences with the Accommodation Model andStudent Abilities Profile

Step 1: The task requires the ability to:

Step 2: The physical, sensory, and cognitive skills needed for the task include the following:

Physical challenges:

Sensory challenges:

Cognitive challenges:

Step 3: Components of the task that require accommodation for Alice include the following:

Physical:

Sensory:

Cognitive:

Step 4: Accommodation options include the following:

References

Additional Resources

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Acknowledgment

Effective Communication: Faculty and Students with Disabilities

UD Strategies

Accommodation Strategies

Sign Language and Oral Interpreters

Captioning Media

Real-Time Captioning

Amplification, Headphones, and Assistive Listening Devices

Note Takers

Visual Aids, Reinforcements, and Warning Systems

Written Assignments, Written Exams, Alternative Lab Work

Email and Written Communication

Communication Assistance, Peer Support, and Extended Time

Seating, Pacing, and Alternative Arrangements

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Acknowledgment

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