Foreign Language Survey Asks People with Disabilities to Respond

Foreign Language Survey Asks People with Disabilities to Respond 

National surveys show high school students with disabilities, while increasing in the numbers enrolled, still lag behind their non-disabled peers in the percentages taking foreign language courses. Students with and without disabilities are close to equal in the percentages completing foreign language courses at the higher education level. However, the data do not explain what languages are being studied, how successful the learning experience is, and what are the barriers and benefits for people with disabilities at all ages. The National Clearinghouse on Disability and Exchange seeks the input of people with disabilities on their experiences with foreign language learning. The 10-minute Foreign Language survey is online. The survey deadline is Oct. 31, 2008.

http://www.surveygizmo.com/s/47971/foreignlanguages

Videoconference: Post School Assistive Technology Planning Through the Transition Process

The Pennsylvania Department of Education, Bureau of Special Education is pleased to announce the following videoconference opportunity:

Title:
PA Community on Transition-Post School Assistive Technology Planning through the Transition Process

When:  October 28, 2008

Time: 9:00 am – 3:30 pm

Location:  PaTTAN-Pittsburgh; PaTTAN-Harrisburg; PaTTaN- King of Prussia; various downlink sites across the state

Credits offered:  Act 48 Clock Hours, Psych, CRCC

Description:
Transitioning from school to post secondary education and training, employment, and independent living environments presents unique challenges to students with disabilities and their assistive technology (AT) teams.  Traditionally, AT assessment and implementation has concentrated on what a student needs to be successful in K-12 school settings.  As part of the transition process, the school-based AT team should also explore and plan for what a student will need to be successful immediately after they leave high school.  This session will address issues concerning effective IEP transition planning, the differences between the acquisition and training of AT while in school versus post school environments, the role of self-advocacy and available resources to assist IEP and AT teams develop plans that will promote the successful transition of students in pursuit of their post school goals.

Target Audience:
Stakeholders supporting post-school outcomes for youth/young adults with disabilities including: Intermediate unit and school district transition consultants; General, special education, and career and technical education teachers and supervisors; Vocational Rehabilitation counselors & supervisors; Representatives of post-secondary education and training; Assistive technology professionals; Speech and Language therapists, Guidance counselors; Families/Caregivers; Youth/young adults involved in secondary transition planning; School psychologists; Psychologists; Social workers; MH/MR/C&Y case managers and supervisors; Regional Department of Public Welfare staff (OMR/OMHSAS/OCYF); Community adult service/rehabilitation providers (employment, residential, and others); State/County Department of Health staff; School Health Nurses; Juvenile justice direct service staff (community-based, institution-based, residential; school-based AssistiveTechnology teams; Others interested in secondary transition planning.

You may register directly on-line by visiting www.pattan.net and entering the Registration On-line page.

Content Related Information and Questions:
Michael Stoehr at mstoehr@pattan.net, or 412-826-6864

General Registration Information and Questions:
Kristen Olszyk at kolszyk@pattan.net; or 412-826-6848

Directions to:

PaTTAN Harrisburg:  http://www.pattan.k12.pa.us/about/Harrisburg.aspx

PaTTAN King of Prussia:  http://www.pattan.k12.pa.us/about/KOPDirectionsandAccomodations.aspx

PaTTAN Pittsburgh:  http://www.pattan.k12.pa.us/about/PittsburgDirectionsandAccommodations.aspx

PHILLY-AREA PROGRAM MOVES STUDENTS TO WORKFORCE

By RACHEL CANELLI Bucks County Courier Times

Article Last Updated: 09/27/2008 12:05:07 PM EDT

NEWTOWN, Pa.—As Max Clamper sat waiting for the interviewer to call his name, he lightly patted his hands against his legs in an anxious rhythm.”Don’t be nervous,” he told himself as he took a deep breath to relax, and comforted himself with words of wisdom. “Speak with confidence. Give a firm handshake; otherwise it’ll be like a dead fish. Sit up straight and try not to repeat yourself.”

To 20-year-old Max, the meeting wasn’t just about a post, or a paycheck. It was about self-sufficiency.

“I’m praying I get the job,” said Max as his dark, wide eyes smiled through his thin glasses. That’s why he’s been getting some extra help to prepare for the working world.

FULL STORY: http://ydr.inyork.com/ci_10576723

Every day a challenge for students with disabilities

[Note:  Describes life as a student with disabilities at Slippery Rock University]
By Elizabeth Rekowski
Rocket Focus Editor

Issue date: 9/26/08 Section: Focus

Francine Maitland wheeled her way down the hall on the second floor of Spotts World Culture Building. A 6-month-old Labrador-mix marked with a “Please Don’t Pet” vest walked obediently by her side. A few paces behind her and the dog, a helpful friend named Anthony followed.

“Do you want me to open the door for you?” Anthony asked.

When Maitland said “Yes,” Anthony gladly opened the door for his friend.

For most students, getting through a doorway would be no problem. But because of the width of her wheelchair, Maitland has trouble getting through without getting her wheels stuck against the door frame.

Maitland, a 23-year-old senior creative writing major, has been in and out of a wheelchair for 11 years and chose not to share the reason for her disability. She said she is one of four students in wheelchairs on campus, but one of nearly 400 students with documented disabilities at SRU.

She found her place in the English department by becoming managing editor of the university’s literary magazine, the Sound and Literary Art Book, better known as SLAB. Her office, clear of any obstacles, had tables pushed up against the walls and a clear, open floor space.

She sat quietly in her office chair, her brown eyes highlighted by dark framed glasses and her golden brown hair pulled back into a pony tail.

“Without Anthony and my other friends, I wouldn’t be able to complete college here on my own,” Maitland said appreciatively.

She said life on the SRU campus isn’t easy and something she can’t do on her own. She notes that other universities, such as IUP, are much more disabled-persons-friendly.

FULL STORY: http://tinyurl.com/4fdj2k

Colleges Offer Array of Special-needs programs

By Sue Shellenbarger | The Wall Street Journal

September 22, 2008

Students with learning disabilities are applying to college this fall at more than five times the rate of the 1980s — and facing a confusing thicket of special-needs jargon in the process.

Colleges and universities are “the new frontier, in terms of access to education” for students with learning differences, says George Jesien of the Association of University Centers on Disabilities. Only recently have they made much progress in leveling the playing field for qualified students with disabilities and attention-deficit hyperactivity disorder.

Campus attitudes and programs for special-needs students vary wildly, as Robbie Burnstine, Cambridge, Mass., saw on a tour of campuses. Her son needs accommodations for a learning difference; on some campuses, questions about the topic elicited “whole paragraphs” describing fine-tuned supports. On others, however, “they’ll say, ‘We don’t really have a need for much of that’ — which is a red flag.”

FULL STORY:  http://www.baltimoresun.com/news/education/college/bal-college0922,0,1889295.story

10 Tips for College Students with Disabilities

by Kathleen Masterson

NPR.org, September 17, 2008 ·A student’s freshman year in college represents a big transition. Many students move out of their parents’ home and onto a bustling college campus, where they can be overwhelmed with new workloads, academic demands, and a multitude of social and extracurricular events. For college students who have attention deficit hyperactivity disorder (ADHD) or learning disabilities, staying organized and focused can be extra challenging.

Clinical psychologist and author Kathleen G. Nadeau writes that the key to success is developing learning and organization strategies to cope with learning disabilities. In her book,Survival Guide for College Students with ADHD or LD, Nadeau outlines the importance of choosing a college that is a good match for the student and offers support for those with ADHD or learning disabilities. But most important, she says, is building and persisting with strategies and habits that help the student stay on top of his or her studies.

Here are a few of Nadeau’s tips for students with ADHD transitioning to college:

1. Seek out help when you need it.

Support from others is key to success. Don’t get discouraged; find a learning coach or a tutor to help you with picking classes, creating a study schedule and planning. Also, consider joining or forming a study group to increase your learning and help you stay on track.

2. Map out how you will use your time.

With more unscheduled time and lots of extracurricular activities in college, it can be easy to fall behind in coursework. Find a time management tool that’s easy and convenient for you, like a daily planner or a PDA, and set aside 15 minutes daily to map out your day. Be realistic about the time your tasks will take, and remember to schedule in breaks and adequate sleep.

3. Plan ahead, especially for final projects and tests that are a big part of your grade.

Break down assignments into smaller, more manageable chunks, using the syllabus that the professor gives out the first week of school. For example, if you know reading a chapter of a dense biology textbook takes you several hours, break it into sections and plan to read a section a day.

4. Learn how you learn.

It sounds obvious, but figuring out how you learn best can really help you understand, absorb and retain material much more effectively. Figure out if you are a visual, auditory or hands-on learner, and then study in a way that matches the strengths of your learning style.

5. Be an active learner.

When reading for class, stop yourself and ask: “What does this remind me of? What is the main point?” By associating new facts with things you already know, you improve your memory and understanding. Choose classes that are interesting to you to make the learning meaningful and fun.

6. Create effective study routines.

Find a study place that is distraction-free, such as the library stacks or alone in your dorm room. Your study spot doesn’t have to be a quiet place; some people find that music helps screen out distractions.

7. Organize your study space.

Clutter at your desk makes it tough to work. Make a task list of the things you need to get done and keep it in your work space. Develop study routines so that your study habits are conducive to learning.

8. Start early.

Fear of failure or feeling overwhelmed are some of the main reasons that students procrastinate. If you have difficulty getting started, don’t be afraid to talk to the professor or a tutor. They can help you outline realistic steps toward beginning and completing your work.

9. Identify problems that repeatedly get in your way.

If you’re feeling frustrated, try to figure out why you are feeling that way and how you can problem-solve. Some questions you can ask yourself: “Am I frustrated because my ADHD/LD sometimes requires me to work harder than other students? Do I need a study buddy? Should I work on this course in smaller bites because it’s so difficult for me?”

10. Inquire about resources that can help you learn.

If you ask in advance, often you can get text and assignments recorded. And it’s always a good idea to talk to your professor about your specific challenges. For example, if multiple-choice questions are difficult for you to understand, you could ask to complete short-answer questions instead.

More on this at: http://www.npr.org/templates/story/story.php?storyId=94728312&ft=1&f=1013

Special Clemson Students Join Higher Education Trend

By Anna Simon
CLEMSON BUREAU

Sharon Sanders, manager of Clemson University’s ClemsonLIFE program, was humbled as she introduced three prospective students for the program that starts in January.

“They’ve come up against a lot of barriers we never have to meet,” Sanders said after introducing the three intellectually disabled students who stood with her at the front of a crowded ballroom as the new program was unveiled.

The three, a young man from Greenville who has been accepted and two young women under consideration, all excel in their own ways and all give generously of their time for community service.

Admission to a university is one more barrier these three and a growing number of other students with intellectual disabilities are able to add to their lists of obstacles overcome.

Three students enrolled in the University of South Carolina’s Carolina Life program that started in August for students with disabilities are much like any other freshman, said Karen Pettus, director of USC’s student disability services office.

One sings and wants a career in music. Another works at a state legislator’s office and is balancing school and job responsibilities.

FULL STORY:  http://www.greenvilleonline.com/apps/pbcs.dll/article?AID=/20080920/NEWS01/809200317/1001/NEWS01

An Autistic Student’s Journey To College

September 11, 2008 · NPR

Sending your child off to college can be an anxious time for many parents. But for parents of children with a mental illness or learning disability, the transition is especially challenging. One worry is that parents of adult children have no legal standing in their medical care. In Nashville, Tenn., the Diehl family has worked hard to prepare their son for the move from home to college.

FULL STORY: http://www.npr.org/templates/story/story.php?storyId=94429083

University Faculty Perceptions of Students with Learning Disabilities

Posted on: Thursday, 11 September 2008, 03:00 CDT

By Murray, Christopher Wren, Carol T; Keys, Christopher

Abstract. This investigation examined faculty attitudes, beliefs, and practices with regard to students with learning disabilities (LD). An instrument was designed to measure attitudes and administered to all faculty in a large urban, private university. Responses from 192 faculty members were subjected to an exploratory factor analysis; results indicated that the instrument contained 12 reliable factors. Further, correlational analyses provided preliminary support for the instrument’s construct validity by showing that major constructs were associated with each other in expected directions. Descriptive analyses indicated that faculty generally had positive perceptions about students with LD and were willing to spend time supporting students with LD. Consistent with prior research, faculty expressed greater willingness to provide minor, rather than major, accommodations. Group comparisons by faculty gender, academic unit, and rank are reported. The implications of these findings for future research and training efforts are discussed.

FULL STORY:  http://tinyurl.com/579r98

More Students At College

published: Wednesday, September 10, 2008
DAVID DONALD

Staff Writer

When Andrew Marvin attended the University of South Florida, advisors directed him to a sign language specialist for his learning disability. Marvin, 22, isn’t deaf or hard of hearing. He has attention deficit/hyperactivity disorder, or ADHD.

“The sign language specialist was the only one available,” said Marvin. “(School officials) weren’t ready, they weren’t prepared.

“You kind of get the message that this school isn’t for you.”

After unsuccessful attempts at USF and Keiser University in Sarasota, Marvin enrolled in a school with a mission to prepare students with learning disabilities for graduate school or the workforce.

Marvin is part of a growing number of students at Leesburg’s Beacon College earning associates and bachelor’s degrees in human services, liberal studies, and computer information technology.
FULL STORY HERE: http://www.dailycommercial.com/localnews/09-09-08Beacon